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Contains fulltext : 201724.pdf (publisher's version ) (Open Access), Maternal prenatal psychosocial stress is associated with altered child emotional and behavioral development. One potential underlying mechanism is that prenatal psychosocial stress affects child outcomes via the mother's, and in turn the child's, intestinal microbiota. This study investigates the first step of this mechanism: the relation between psychosocial stress and fecal microbiota in pregnant mothers. Mothers (N = 70) provided a late pregnancy stool sample and filled in questionnaires on general and pregnancy-specific stress and anxiety. Bacterial DNA was extracted and analysed by Illumina HiSeq sequencing of PCR-amplified 16 S ribosomal RNA gene fragments. Associations between maternal general anxiety and microbial composition were found. No associations between the other measured psychosocial stress variables and the relative abundance of microbial groups were detected. This study shows associations between maternal pregnancy general anxiety and microbial composition, providing first evidence of a mechanism through which psychological symptoms in pregnancy may affect the offspring.

Contains fulltext : 201290.pdf (publisher's version ) (Open Access), This study showed that prenatal quality of caregiving behavior toward a crying simulator infant predicted the postnatal quality of caregiving behavior of both mothers and fathers.

Contains fulltext : 200824.pdf (publisher's version ) (Open Access), Objective. The quality of parental caregiving has been shown to affect children's development from birth onward. Therefore, it is important to detect parents at risk for low-quality caregiving as early as possible - preferably before birth. Design. Observations of expectant mothers' and fathers' behavior when exposed to infant crying were examined as predictors of the quality of caregiving toward their own infant 6 weeks postpartum. Eighty-eight expectant mothers and 57 of their male partners were tested during the third trimester of pregnancy. Parents were filmed individually while caring for a crying Simulator Infant for 15 min; the quality of their caregiving was rated on sensitivity and cooperation. Also, cognitive interference on a working memory task and the ability to regulate physical force when exposed to infant crying were assessed. When their baby was 6 weeks old, parents were filmed and rated for sensitivity and cooperation during a 15-min interaction with their own infant at home. Results. Prenatal quality of caregiving behavior toward a simulator infant predicted postnatal quality of caregiving toward the own infant in both mothers and fathers. Cognitive interference and the ability to regulate physical force did not predict postnatal quality of caregiving behavior. Conclusions. Expectant parents' quality of caregiving behavior toward a crying simulator infant predicted both mothers' and fathers' postnatal quality of caregiving behavior. Future research is needed to determine whether the simulator infant may be a useful screening instrument and training tool for parenting skills in at risk groups of parents-to-be.

Contains fulltext : 194820.pdf (publisher's version ) (Open Access), The present longitudinal study is the first to investigate the association between human breast milk cortisol and infant crying over the first three months of life. Higher concentrations of breast milk cortisol were expected to be differentially associated with fussing and crying in boys and girls. At 2, 6, and 12 weeks of infant age, mothers (N = 70) collected a morning sample of their milk and kept a 3-day diary to measure infant fussing and crying. Cortisol was extracted and quantified from milk samples. Results showed that breast milk cortisol concentrations increased from 2 weeks through 12 weeks of infant age. Milk cortisol was unrelated to the total duration, frequency, and bout length of infant fussing and crying for both boys and girls. Directions for future research aiming to extend our knowledge on the biology of milk cortisol in relation to infant behavior and development are discussed.

EARLI SIG 5 Conference 2018 - Learning and Development in Early Childhood, Berlin, Germany, 29-31 August, 2018, Item does not contain fulltext

Radboud University, 06 november 2018, Promotores : Weerth, C. de, Riksen-Walraven, J.M.A. Co-promotor : Beijers, R., Contains fulltext : 197002.pdf (publisher's version ) (Open Access)

Contains fulltext : 179054.pdf (publisher's version ) (Open Access), Aim: Maternal prenatal anxiety and stress (PNS) have been positively associated to physical health prob lems in offspring in the first year of life. Whether these associations are transient, persistent, or even progressive over time, is as yet unknown. The goal of this study is to investigate associations between late pregnancy PNS and child health from 18 months to age 6.Methods: Mothers were recruited in late pregnancy, and had uncomplicated, singleton pregnancies without physical health problems. Around week 37 of pregnancy, mothers reported on their PNS by means of questionnaires, and provided saliva for determination of circadian cortisol concentrations. Children's illnesses in the preceding year were assessed using maternal reports at 30, 48, 60, and 72 months. Antibiotic use was obtained from medical records between one and six years. Multilevel models (N¼174) showed a positive relation between maternal prenatal general and pregnancy-specific anxiety during late pregnancy and offspring respiratory illnesses and symptoms. Interaction effects with time indicated that more PNS was related to more respiratory illnesses until toddlerhood, but not later in life. Furthermore, maternal prenatal cortisol concentrations were related to child digestive illnesses. A steeper maternal cortisol decline over the day was related to more child digestive illnesses, until around three years of age. Finally, children of mothers who suffered more from daily hassles during pregnancy received more antibiotics between one and six years of age. PNS was not related to general and skin illnesses.Conclusion: Summarizing, this study showed that late pregnancy anxiety and cortisol was associated with children?s respiratory and digestive illnesses till the age of 3.0?3.5 years. Additionally, more daily hassles were related to more prescribed antibiotics between one and six years. These findings point in the direction of possible effects of PNS persisting beyond the first year of life and in

Item does not contain fulltext, Background: Recent studies have shown that it is possible to foster affective involvement between people with congenital deafblindness and their communication partners. Affective involvement is crucial for well-being, and it is important to know whether it can also be fostered with people who have congenital deafblindness and intellectual disabilities. Methods: This study used a multiple-baseline design to examine whether an intervention based on the Intervention Model for Affective Involvement would (i) increase affective involvement between four participants with congenital deafblindness and intellectual disabilities and their 13 communication partners and (ii) increase the participants' positive emotions and decrease their negative emotions. Results: In all cases, dyadic affective involvement increased, the participants' very positive emotions also increased and the participants' negative emotions decreased. Conclusion: The results indicate that communication partners of persons with congenital deafblindness and intellectual disabilities can be successfully trained to foster affective involvement.

Contains fulltext : 169371.pdf (publisher's version ) (Closed access), In this study we examined whether securely versus insecurely attached infants use different regulatory behaviors in absence of their mother and whether these regulatory behaviors are differentially associated with physiological stress responses in secure versus insecure infants. Participants were 193 one-year-olds and their mothers. During three 3-min episodes of separation from the mother in the Strange Situation Procedure (SSP) [1], the following infant regulatory behaviors were observed: crying, fussing, self-soothing, manipulation of toys, and manipulation of the door. Salivary cortisol was measured at baseline and 25, 40, and 60 min after the SSP to measure reactivity and recovery. Additionally, infants were classified as securely or insecurely attached to their mothers. During the mother's absence, secure infants engaged more in manipulation of the door than insecure infants. Furthermore, in insecure (but not secure) infants less fussing was associated with higher cortisol reactivity, while in secure (but not insecure) infants more self-soothing was associated with higher cortisol reactivity. In total, 29% of the variance in cortisol reactivity was explained by infant regulatory behaviors in the mother's absence. Cortisol recovery was not predicted by infant regulatory behaviors in the mother's absence. To conclude, the results show differential associations between behavioral and cortisol responses to a stressor in secure versus insecure infants. This might indicate that secure and insecure infants apply different behavioral regulatory strategies when physiologically stressed.

Radboud University, 20 maart 2017, Promotor : Riksen-Walraven, J.M.A. Co-promotor : Burk, W.J., Contains fulltext : 167403.pdf (publisher's version ) (Open Access)

Contains fulltext : 169281.pdf (publisher's version ) (Open Access), Background: Previous studies underscore the need to improve caregiver-child interactions in early child care centers. Objective: In this study we used a randomized controlled trial to examine whether a 5-week video feedback training can improve six key interactive skills of caregivers in early child care centers: Sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. Method: A total of 139 caregivers from 68 early child care groups for 0- to 4-year-old children in Dutch child care centers participated in this RCT, 69 in the intervention condition and 70 in the control condition. Caregiver interactive skills during everyday interactions with the children were rated from videotape using the Caregiver Interaction Profile (CIP) scales at pretest, posttest, and follow-up 3 months after the posttest. Results: Results at posttest indicate a significant positive training effect on all six caregiver interactive skills. Effect sizes of the CIP training range between d = 0.35 and d = 0.79. Three months after the posttest, caregivers in the intervention group still scored significantly higher on sensitive responsiveness, respect for autonomy, verbal communication, and fostering positive peer interactions than caregivers in the control group with effect sizes ranging between d = 0.47 and d = 0.70. Conclusions: This study shows that the quality of caregiver-child interactions can be improved for all six important caregiver skills, with a relatively short training program. Possible ways to further improve the training and to implement it in practice and education are discussed.

Contains fulltext : 177775.pdf (publisher's version ) (Open Access), This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant.

This study examined the effects of a newly developed on-site consultancy programme to improve global quality of the child care environment in non-parental child care centres for 0- to 4-year-old children as measured with the ITERS-R/ECERS-R. Using a randomised controlled trial with a pretest, posttest, and follow-up test, we compared 35 experimental group with 33 control group. The consultancy programme comprised three consultations in total. Analysis on the items that were specifically targeted during the consultancy showed a significant improvement on these targeted items between pretest and posttest and between posttest and follow-up. The effect of the consultancy programme on the total scores (including the non-targeted items) was not significant.

Radboud University, 22 december 2017, Promotores : Weerth, C. de, Riksen-Walraven, J.M.A., Contains fulltext : 179058.pdf (publisher's version ) (Open Access)

Contains fulltext : 159786.pdf (publisher's version ) (Closed access), This article introduces and conceptually underpins an instrument to measure group functioning in child care groups, the Group Functioning Instrument for Child Care (GFI-CC). This instrument was applied in 44 Dutch child care groups (0- to 4-year-olds). The results of this first explorative investigation with the GFI-CC provided initial support for an underlying conceptual model of group functioning in child care centers based on cohesion (network structure, action coordination, and involvement) and emotional climate. The relation between group functioning and structural group characteristics was also examined. Mean age and group continuity (i.e., how long the children have already been attending the group) predicted group functioning, with higher group functioning in groups with older children and in groups with greater continuity. Group size and group constancy (i.e., how many days a week children attend the child care group together) did not independently contribute to the prediction of the group functioning variables.

Contains fulltext : 155605.pdf (publisher's version ) (Closed access), Cortisol concentrations of older children in childcare centers have been found to be higher than at home. This study focuses on infant cortisol in childcare centers throughout the first year of life, and aims to investigate whether inter-individual differences can be explained by temperament, the quality of maternal behavior, and the quality of center care. Sixty-four infants were followed for 9 months after entering care at 3 months of age. Salivary samples were taken at 10.00h and 16.00h in center care (in post-entry weeks 1, 2, 3, 4, 8, 12, 16, 24, and 36) and at home (in post-entry weeks 1, 24, and 36). Prior to entry, mothers completed a temperament questionnaire and the quality of maternal behavior (sensitivity and cooperation) was observed during routine bathing sessions. Subsequently, the infants were visited three times at center care to observe the quality of infant's interactive experiences with their professional caregiver. Longitudinal regression models showed that both morning and afternoon cortisol were higher in center care compared to home. Longitudinal regression models showed that infants receiving higher quality of maternal behavior displayed higher morning cortisol in center care, compared to infants receiving lower quality of maternal behavior. Higher quality of maternal behavior was also related to higher afternoon cortisol in center care, but only in infants high in negative emotionality. Center care quality was not related to cortisol. In sum, young infants show higher cortisol concentrations in center care that are related to infant temperament and quality of maternal behavior at home.

Item does not contain fulltext, Research Findings: We assessed the quality of child care in a nationally representative sample of 200 Dutch child care centers using the Infant/Toddler Environment Rating Scale–Revised and/or Early Childhood Environment Rating Scale–Revised and compared it with a previous assessment in 2005. The Caregiver Interaction Profile (CIP) scales were used to rate the quality of caregiver–child interactions. Results showed a significant and substantial decline in quality compared to 2005, with 49% of the groups now scoring below the minimal level. The CIP scales showed relatively high scores for the basic caregiver interactive skills of sensitive responsiveness, respect for autonomy, and structuring and limit setting but much lower scores for the more educational skills of verbal communication, developmental stimulation, and fostering positive peer interactions. Caregiver sensitive responsiveness was significantly lower in infant groups (0–2 years) than in preschool groups (2–4 years); caregiver respect for autonomy, verbal communication, developmental stimulation, and fostering positive peer interactions were significantly lower in infant groups than in preschool groups and mixed-age groups (0–4 years). Practice or Policy: Quality of child care is not stable across the years, and regular quality assessments are therefore needed to monitor child care quality. The low scores on the more educational versus the more basic caregiver interactive skills indicate that these skills deserve more attention in caregiver education and training. Training programs should be attuned to the individual interaction skill profile of caregivers.

Item does not contain fulltext, A frequently proposed mechanism underlying the link between maternal prenatal stress/anxiety and child outcomes is heightened concentrations of maternal cortisol. In this systematic review, empirical findings on associations between maternal prenatal cortisol concentrations and child outcomes (physical/health, cognitive/motor, psychological/behavioral, and cortisol) are summarized. The number of empirical studies that find significant associations between maternal prenatal cortisol and child outcomes is small, but the majority of the studies that do find associations show that maternal cortisol is related to altered child outcomes (e.g. more physical/health problems, lower cognitive/motor development, more psychological/behavioral problems, and higher child cortisol concentrations). Inspection of the studies reveals possible critical gestational periods for maternal cortisol to affect different child outcomes. The heterogeneity in study designs and cortisol assessment methods makes drawing strong conclusions premature. However, the fact that most studies did not find significant associations suggests that maternal cortisol may not to be the sole or even main underlying mechanism in the relation between maternal prenatal stress/anxiety and child outcomes. Limitations of the reviewed studies are discussed, and directions for future research and reporting strategies are provided.

Contains fulltext : 149521.pdf (publisher's version ) (Open Access), Early life-stress, particularly maternal deprivation, is associated with long-lasting deviations in animals’ freezing responses. Given the relevance of freezing for stress-coping, translational research is needed to examine the relation between insecure infant-parent attachment and bodily freezing-like behavior in humans. Therefore, we investigated threat-related reductions in body sway (indicative of freezing-like behavior) in 14-year-old adolescents (N = 79), for whom attachment security was earlier assessed in infancy. As expected, insecure (vs. secure) attachment was associated with less body sway for angry vs. neutral faces. This effect remained when controlling for intermediate life events. These results suggest that the long-lasting effects of early negative caregiving experiences on the human stress and threat systems extend to the primary defensive reaction of freezing. Additionally, we replicated earlier work in adults, by observing a significant correlation (in adolescents assessed as securely attached) between subjective state anxiety and reduced body sway in response to angry vs. neutral faces. Together, this research opens venues to start exploring the role of freezing in the development of human psychopathology.

Item does not contain fulltext, This study examined the effects of the first 2 years of the ongoing Project CHANGE, aimed at improving interaction and communication in adults with congenital deafblindness (CDB) and an intellectual disability (ID). Six adults with no history of deafblind education participated in this study. These first 2 years of CHANGE involved an improvement in living conditions, including a transition to a new group home and interactions with specialized caregivers. Video recordings and file information were used to measure interaction and communication during baseline (T0) and two subsequent periods (T1 and T2). The results show an improvement in interaction: attention by the caregiver, confirmation by the caregiver, and affective involvement all improved. An improvement was also shown in the participants’ level of expressive communication and in the variety of their communicative behaviors. The improvements over time emphasize the need for a specific approach for persons with CDB and an ID.

Item does not contain fulltext, Maternal prenatal stress has been often associated with infant physical development and health, as well as psychological functioning and behavior. However, the mechanisms underlying these relations remain elusive. The goal of the present study was to prospectively investigate the development of the intestinal microbiota as a potential pathway linking maternal prenatal stress and infant health. The development of the infant intestinal microbiota was followed over the first 110 days after birth in a healthy cohort of 56 vaginally born Dutch infants. Additionally, the relation between infant intestinal microbiota and gastrointestinal and allergic symptoms was examined. Results showed that maternal prenatal stress, i.e., either reported stress or elevated basal maternal salivary cortisol concentrations or both, was strongly and persistently associated with the infants' microbiota composition as determined by a phylogenetic microarray. Infants of mothers with high cumulative stress (i.e., high reported stress and high cortisol concentrations) during pregnancy had significantly higher relative abundances of Proteobacterial groups known to contain pathogens (related to Escherichia, Serratia, and Enterobacter), and lower relative abundances of lactic acid bacteria (i.e., Lactobacillus, Lactoccus, Aerococcus) and Bifidobacteria, altogether characteristics of a potentially increased level of inflammation. Furthermore, this aberrant colonization pattern was related to more maternally reported infant gastrointestinal symptoms and allergic reactions. In conclusion, clear links were found between maternal prenatal stress and the infant intestinal microbiota and health. Although causality cannot be concluded, the results suggest a possible mechanism by which maternal prenatal stress influences the offspring development. These results suggest a potential for bacterial interventions to enhance offspring health and development in pregnant women with stress.

Radboud Universiteit Nijmegen, 11 februari 2014, Promotor : Riksen-Walraven, J.M.A. Co-promotor : Weerth, C. de, Contains fulltext : 126372.pdf (publisher's version ) (Open Access)

Item does not contain fulltext, Sustained interaction with other people is of crucial importance for persons with deafblindness and multiple disabilities. This article introduces a relatively time-efficient observational coding system to measure sustained interaction directly from video recordings using only two observation categories: turns and interaction breakdowns. Sustained interaction is defined as a sequence of at least three turns between two interaction partners. An interaction breakdown means that a sequence is not being continued, but is broken off by one of the partners. This article also presents the results of a first study applying the coding system to videos of five adults with deafblindness and multiple disabilities and their caregivers. The system seems well applicable and provides supporting evidence regarding inter-observer reliability. The system can stimulate further research and intervention to increase sustained interaction.

Contains fulltext : 129250.pdf (publisher's version ) (Closed access), We investigated whether children's performance on working memory (WM) and delayed retrieval (DR) tasks decreased after stress exposure, and how physiological stress responses related to performance under stress. About 158 children (83 girls; M-age = 10.61 years, SD = 0.52) performed two WM tasks (WM forward and WM backward) and a DR memory task first during a control condition, and 1 week later during a stress challenge. Salivary alpha-amylase (sAA) and cortisol were assessed during the challenge. Only WM backward performance declined over conditions. Correlations between physiological stress responses and performance within the stress challenge were present only for WM forward and DR. For WM forward, higher cortisol responses were related to better performance. For DR, there was an inverted U-shape relation between cortisol responses and performance, as well as a cortisol x sAA interaction, with concurrent high or low responses related to optimal performance. This emphasizes the importance of including curvilinear and interaction effects when relating physiology to memory.

Item does not contain fulltext, Background: Based on self-determination theory and adaptation theories, the study aim was to investigate the relationship between need fulfillment (of autonomy, relatedness, and competence), need importance, and depressive symptoms during the first months of living in a nursing home. Methods: Eight-month longitudinal questionnaire study in which 75 persons newly admitted to units for physically frail residents participated at baseline. Twenty-three longitudinal participants were remaining at the third and final measurement wave. Results: The results show a main effect of need fulfillment and an interaction effect of need fulfillment and need importance on depressive symptoms over time. A prototypical plot shows that residents with low need fulfillment had higher initial levels of depressive symptoms that decreased modestly over time, regardless of their need importance. Residents with high need fulfillment had lower initial levels of depressive symptoms, but their trajectories differed for participants with low and high need importance. Residents with low need importance started with lower levels of depressive symptoms but remained stable over time, whereas residents with high need importance had more depressive symptoms at T1 that decreased slightly over time. Conclusions: In general, depressive symptoms do not change over time. However, individual trajectories of depressive symptoms seem to depend on individual need fulfillment and need importance. The residents that consider need fulfillment to be highly important but experience low need fulfillment had higher initial levels of depressive symptoms that decreased modestly over time, although the level of depressive symptoms remained higher as compared to the other residents.

Item does not contain fulltext, Introduction: In this study, we applied the Intervention Model for Affective Involvement (IMAI) to four participants who are congenitally deafblind and their 16 communication partners in 3 different settings (school, a daytime activities center, and a group home). We examined whether the intervention increased affective involvement between the participants and their communication partners and whether it increased positive emotions and reduced negative emotions in the participants. Methods: We used video observations in a multiple-baseline design across subjects to assess the effects of the 20-week intervention on the communication partners’ interactions with the participants. Results: After onset of the intervention, affective involvement increased for three participants, while all four participants showed an increase in positive emotions and a decrease in negative emotions. During follow-up, the positive effect on the participants’ behaviors decreased in most cases, but remained visible as compared to the baseline level. Discussion: The findings demonstrate that the IMAI can be successfully applied to persons who are congenitally deafblind. Given the small number of participants, replication of the intervention is recommended. Implications for practitioners: Affective involvement can be increased by training, but it is difficult to maintain this effect over time. Coaching of communication partners on a more permanent basis is recommended to maintain the sharing of emotions between persons who are congenitally deafblind and their communication partners.

Universiteit van Amsterdam, 12 november 2014, Promotores : Fukkink, R.G., Riksen-Walraven, J.M.A. Co-promotor : Tavecchio, L.W.C., Item does not contain fulltext

Radboud Universiteit Nijmegen, 15 december 2014, Promotor : Riksen-Walraven, J.M.A. Co-promotor : Burk, W.J., Contains fulltext : 132431.pdf (publisher's version ) (Open Access)

Farewell adress RU, 26 februari 2014, Item does not contain fulltext

Item does not contain fulltext, This study examined the effects of a 20-week intervention to foster affective involvement during interaction and communication between an adult with congenital deafblindness (CDB) and his caregivers in a group home and a daytime activities center. Using a single-subject design, we examined whether the intervention increased affective involvement between the participant and his caregivers, and whether the participant’s positive emotions increased and his negative emotions decreased. In both settings, an increase in affective involvement and very positive emotions coincided with the onset of the intervention, with the clearest effects in the daytime activities center. Negative emotions decreased in the daytime activities center. During follow-up, affective involvement decreased in both settings but remained above baseline. The caregivers indicated that it was easier to share positive emotions than negative emotions. This study demonstrates that it is possible to foster affective involvement with an adult with CDB, both during interaction and communication.

Item does not contain fulltext, The present study sought to investigate the relation between ethological observations of children's gaze aversion during a psychosocial stress task and their cortisol reactivity to the task, and how this relation might be moderated by how stressful the children perceived the stress task to be. Videos of 140 children (74 girls; M-age = 10.60 years) performing a psychosocial stress task in front of a jury were coded for displays of the children's gaze aversion from the jury, and saliva samples were taken to determine their cortisol reactivity. A questionnaire assessed the children's level of perceived stress. Results showed higher cortisol reactivity in children who perceived the task as more stressful. Furthermore, a quadratic relation between gaze aversion and cortisol was found which depended on the level of perceived stress: for children with low levels of perceived stress, cortisol reactivity was lowest with intermediate levels of gaze aversion, whereas for children with high levels of perceived stress cortisol reactivity was highest at intermediate levels of gaze aversion. The results suggest a modest association between subjective and physiological stress responses in 9- to 11-year-olds, and indicate that gaze aversion may play only a minor role as a behavioural coping strategy at this age.

Item does not contain fulltext, Research Findings: High-quality caregiver–child interactions constitute the core of high-quality child care for young children. This article describes the background and development of the Caregiver Interaction Profile (CIP) scales to rate 6 key skills of caregivers for interacting with 0- to 4-year-old children in child care centers: sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. Each interactive skill is rated on a 7-point scale based on observation of video-recorded caregiver–child interactions. Together, the 6 scale scores constitute an Interaction Profile for individual caregivers that may serve as a starting point for education and training to improve the quality of caregiver–child interactions. This article also presents the results of a 1st study with the CIP scales, in a sample of 145 caregivers from 75 child care groups in 47 child care centers in The Netherlands. Practice or Policy: Results provide promising preliminary evidence supporting the reliability and validity of the CIP scales.

Contains fulltext : 131492.pdf (publisher's version ) (Closed access), Knowledge about children's stress reactivity and its correlates is mostly based on one stress task, making it hard to assess the generalizability of the results. The development of an additional stress paradigm for children, that also limits stress exposure and test time, could greatly advance this field of research. Research in adults may provide a starting point for the development of such an additional stress paradigm, as changes in salivary cortisol and alpha-amylase (sAA) over a 1-h pre-stress period in the laboratory correlated strongly with subsequent reactivity to stress task (Balodis et al., 2010, Psychoneuroendocrinology 35: 1363-73). The present study examined whether such strong correlations could be replicated in 9-to 11-year-old children. Cortisol and sAA samples were collected from 158 children (83 girls) during a 2.5-h visit to the laboratory. This visit included a 1-h pre-stress period in which children performed some non-stressful tasks and relaxed before taking part in a psychosocial stress task (TSST-C). A higher cortisol arrival index was significantly and weakly correlated with a higher AUCg but unrelated to cortisol reactivity to the stressor. A higher sAA arrival index was significantly and moderately related to lower stress reactivity and to a lower AUCi. Children's personality and emotion regulation variables were unrelated to the cortisol and sAA arrival indices. The results of this study do not provide a basis for the development of an additional stress paradigm for children. Further replications in children and adults are needed to clarify the potential meaning of an arrival index.

Rijksuniversiteit Groningen, 30 oktober 2014, Promotores : Janssen, M.J., Riksen-Walraven, J.M.A., Ruijssenaars, A.J.J.M., Item does not contain fulltext, Can one share emotions with someone who can’t hear and see well? This dissertation addresses the effectiveness of a training for professionals to foster affective involvement or the mutual sharing of emotions with people who are congenitally deafblind. People with congenital deafblindness are unable to use the senses hearing and seeing from day one of their lives or at least before language has developed. Due to the lack of these two senses, it is hard for them to understand what is happening around them and to exchange thoughts and feelings with other people. That makes them vulnerable to negative experiences including negative emotions and tensions. Three studies in everyday practice showed that it is possible to coach caregivers and teachers from various organizations to foster affective involvement in different situations. Through video analysis and video feedback they learned to recognize negative and positive emotions and to share these emotions in a positive way that is perceivable for a person with deafblindness. It was remarkable that, during the training, negative emotions of the persons with deafblindness decreased while positive emotions emerged. This was also the case for persons with deafblindness and an intellectual disability. This research project shows that coaching teachers and caregivers to foster affective involvement has positive effects on the well-being of the persons with deafblindness with whom they interact. It may be an effective method to prevent challenge behavior.