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Impact of conduct disorder (CD) and substance use disorder (SUD) on constructive thinking skills and impulsivity was explored. 71 offending adolescents were assessed for CD and SUD. Furthermore, the constructive thinking inventory, the immediate and delayed memory tasks and the UPPS impulsive behaviour scale were administered. Results showed that youths with CD, independently from SUD, presented higher personality impulsivity (urgency) and altered constructive thinking skills (categorical thinking and personal superstitious thinking). Furthermore, trait-impulsivity explained variation in constructive thinking skills. The implications of these results were discussed.

This study explored, in a community sample of mothers of toddlers, parenting beliefs and values, to gain insight into the parent-child relationship. Acceptance of specific discipline techniques (DTs), and their actual use in daily life were examined. A mixed-methods approach comprising three different methods was used: (1) parenting beliefs and values were explored with Q-methodology; (2) acceptance of the DTs was assessed with the questionnaire Dimensions of Discipline Inventory; and (3) actual use of those DTs in daily-life incidents of discipline was documented using ecological momentary assessment for ten consecutive days. The results showed the mothers' parenting beliefs and values reflected a warm parent-child relationship. The mothers rated explaining rules, timeout, removal of privileges, and social reinforcement as moderately to highly acceptable. However, planned ignoring received a low acceptance rating. Mothers' high acceptability ratings of the DTs contrasted with moderate use when they were faced with their misbehaving child, with the exception of explaining rules, which was always manifested. Yelling and spanking received the lowest acceptance ratings. Nonetheless, in daily life, yelling was employed as often as timeout. These findings suggest the need for more attention to be paid to both acceptance and daily use of specific DTs in order to highlight DTs which parents may have difficulty implementing.

Urben S, Pihet S, Jaugey L, Halfon O, Holzer L. Computer-assisted cognitive remediation in adolescents with psychosis or at risk for psychosis: a 6-month follow-up. Objective: To investigate short-term outcomes of a computer-assisted cognitive remediation (CACR) for adolescents with psychotic disorders or at high risk for psychosis. Method: Cognitive abilities and clinical status were assessed at baseline (N = 32) and at 6-month follow-up (N = 22) after enrolment in either a CACR (treatment group) or a computer games (control group) program (8 weeks). Results: With regard to the cognitive abilities, no amelioration was found in the control group while, in the CACR group, significant improvements in inhibition (p = 0.040) and reasoning (p = 0.005) were observed. Furthermore, symptom severity decreased significantly in the control group (p = 0.046) and marginally in the CACR group (p = 0.088). Improvements in cognitive abilities were not associated with symptoms' amelioration. Finally, increase in reasoning abilities was related to the median effective work time in sessions of CACR (R = 0.64, p = 0.024). Conclusion: At follow-up, enhanced cognitive abilities (reasoning and inhibition), which are necessary for executing higher-order goals or adapting behaviour to the ever-changing environment, were reported in adolescents participants of the CACR. Thus, further studies are needed to confirm and extend these interesting results

Background: Computer assisted cognitive remediation (CACR) was demonstrated to be efficient in improving cognitive deficits in adults with psychosis. However, scarce studies explored the outcome of CACR in adolescents with psychosis or at high risk. Aims: To investigate the effectiveness of a computer-assisted cognitive remediation (CACR) program in adolescents with psychosis or at high risk. Method: Intention to treat analyses included 32 adolescents who participated in a blinded 8-week randomized controlled trial of CACR treatment compared to computer games (CG). Cognitive abilities, symptoms and psychosocial functioning were assessed at baseline and posttreatment. Results: Improvement in visuospatial abilities was significantly greater in the CACR group than in CG. Other cognitive functions, psychotic symptoms and psychosocial functioning improved significantly, but at similar rates, in the two groups. Conclusion: CACR can be successfully administered in this population; it proved to be effective over and above CG for the most intensively trained cognitive ability

Les proches aidants jouent un rôle important dans la prise en charge à domicile des personnes atteintes de démence dont 50% vivent à domicile avec le soutien d’un proche aidant. Avec le temps, ce rôle peut devenir pénible pour le proche aidant qui risque de s’épuiser.

Les proches aidants ont un rôle clé dans la prise en charge et le maintien à domicile des personnes atteintes de démence. Cependant, ce rôle peut être une source de stress et d’épuisement pour eux. AEMMA est un programme psycho-éducatif conçu pour offrir les outils nécessaires aux proches aidants pour mieux gérer leur stress au quotidien.

Impact of conduct disorder (CD) and substance use disorder (SUD) on constructive thinking skills and impulsivity was explored. 71 offending adolescents were assessed for CD and SUD. Furthermore, the constructive thinking inventory, the immediate and delayed memory tasks and the UPPS impulsive behaviour scale were administered. Results showed that youths with CD, independently from SUD, presented higher personality impulsivity (urgency) and altered constructive thinking skills (categorical thinking and personal superstitious thinking). Furthermore, trait-impulsivity explained variation in constructive thinking skills. The implications of these results were discussed.

This study explored, in a community sample of mothers of toddlers, parenting beliefs and values, to gain insight into the parent-child relationship. Acceptance of specific discipline techniques (DTs), and their actual use in daily life were examined. A mixed-methods approach comprising three different methods was used: (1) parenting beliefs and values were explored with Q-methodology; (2) acceptance of the DTs was assessed with the questionnaire Dimensions of Discipline Inventory; and (3) actual use of those DTs in daily-life incidents of discipline was documented using ecological momentary assessment for ten consecutive days. The results showed the mothers' parenting beliefs and values reflected a warm parent-child relationship. The mothers rated explaining rules, timeout, removal of privileges, and social reinforcement as moderately to highly acceptable. However, planned ignoring received a low acceptance rating. Mothers' high acceptability ratings of the DTs contrasted with moderate use when they were faced with their misbehaving child, with the exception of explaining rules, which was always manifested. Yelling and spanking received the lowest acceptance ratings. Nonetheless, in daily life, yelling was employed as often as timeout. These findings suggest the need for more attention to be paid to both acceptance and daily use of specific DTs in order to highlight DTs which parents may have difficulty implementing.

Urben S, Pihet S, Jaugey L, Halfon O, Holzer L. Computer-assisted cognitive remediation in adolescents with psychosis or at risk for psychosis: a 6-month follow-up. Objective: To investigate short-term outcomes of a computer-assisted cognitive remediation (CACR) for adolescents with psychotic disorders or at high risk for psychosis. Method: Cognitive abilities and clinical status were assessed at baseline (N = 32) and at 6-month follow-up (N = 22) after enrolment in either a CACR (treatment group) or a computer games (control group) program (8 weeks). Results: With regard to the cognitive abilities, no amelioration was found in the control group while, in the CACR group, significant improvements in inhibition (p = 0.040) and reasoning (p = 0.005) were observed. Furthermore, symptom severity decreased significantly in the control group (p = 0.046) and marginally in the CACR group (p = 0.088). Improvements in cognitive abilities were not associated with symptoms' amelioration. Finally, increase in reasoning abilities was related to the median effective work time in sessions of CACR (R = 0.64, p = 0.024). Conclusion: At follow-up, enhanced cognitive abilities (reasoning and inhibition), which are necessary for executing higher-order goals or adapting behaviour to the ever-changing environment, were reported in adolescents participants of the CACR. Thus, further studies are needed to confirm and extend these interesting results

Background: Computer assisted cognitive remediation (CACR) was demonstrated to be efficient in improving cognitive deficits in adults with psychosis. However, scarce studies explored the outcome of CACR in adolescents with psychosis or at high risk. Aims: To investigate the effectiveness of a computer-assisted cognitive remediation (CACR) program in adolescents with psychosis or at high risk. Method: Intention to treat analyses included 32 adolescents who participated in a blinded 8-week randomized controlled trial of CACR treatment compared to computer games (CG). Cognitive abilities, symptoms and psychosocial functioning were assessed at baseline and posttreatment. Results: Improvement in visuospatial abilities was significantly greater in the CACR group than in CG. Other cognitive functions, psychotic symptoms and psychosocial functioning improved significantly, but at similar rates, in the two groups. Conclusion: CACR can be successfully administered in this population; it proved to be effective over and above CG for the most intensively trained cognitive ability