Individual psychological interventions and therapies for posttraumatic stress disorder and posttraumatic stress symptoms in young children: a systematic review.

Treatments for posttraumatic stress disorder (PTSD) in young children (ages 0-6) should be adapted to their developmental characteristics: to their cognitive, social, and emotional abilities, to their specific trauma reactions and adjustments, and finally, to their degree of dependency on adults. Due to the lack of official recommendations for the treatment of PTSD in young children and considering the high prevalence of PTSD among this population, there is a growing need for targeted psychological interventions and psychotherapies for the youngest children with PTSD or posttraumatic symptoms. To provide an update on effective psychological interventions available for the treatment of PTSD and posttraumatic symptoms in young children (under the age of 6).

Assessment of PTSD and posttraumatic symptomatology in very young children: A systematic review.

Context: Very young children are said to be a vulnerable group for exposure to trauma, and for a psychopathological response (e.g., PTSD) after a risk-exposure.

Positive interventions for stress-related difficulties: A systematic review of randomized and non-randomized trials.

The effectiveness of positive psychology interventions in the treatment of stress-related difficulties have not been well established. To estimate the effectiveness of positive psychology interventions on the reduction of stress-related symptoms, a systematic review using PubMed, Scopus, Wiley, Psychinfo, Cochrane and Sage databases with no limitation of date of publication was conducted. We identified additional studies by searching positive psychology reviews and academic books.

Strategy Use Mediates the Relation between Openness to Experience and Episodic Memory in Younger and Older Adults.

Unlabelled: Previous research has shown that people with higher levels of Openness to Experience show higher levels of cognitive functioning. However, the mechanisms underlying this personality-cognition relation are not well understood. The goal of the current project was to examine whether strategy use mediates the relation between Openness to experience and retrospective memory, and whether the role of strategy use in the Openness-memory relation was the same in younger and older adults.

Methodology of "14-7" Program: A Longitudinal Follow-Up Study of the Pediatric Population and Their Families Exposed to the Terrorist Attack of Nice on July 14, 2016.

After a traumatic event, children and adolescents may present several clinical consequences, the most common being Post-Traumatic Stress Disorder (PTSD). Most children and adolescents with PTSD have comorbid disorders, such Attention Deficit Hyperactivity Disorder, depression, attachment and anxiety disorders, sleep disturbances and behavior problems. However, epidemiological studies on the development of PTSD and other psychiatric disorders in children and adolescents as a consequence of a terrorist attack and mass murder are lacking.

The relationships between perceived control and episodic memory in adulthood: a review.

The goal of the current paper is to review the literature on the relationships between perceived control and episodic memory throughout adulthood. More specifically, three major questions are pursued: (1) Are higher levels of perceived control related to better memory performance? (2) Is the relationship between perceived control and memory similar or different as a function of age? (3) Does perceived control moderate memory decline? Although there is a great deal of evidence that perceived control and episodic memory are positively related in adulthood, the current review showed that very few studies have investigated whether age moderated this relationship. Moreover, only a limited number of studies have explored the role of perceived control in memory decline, and the results are inconsistent.

Does Need for Cognition Have the Same Meaning at Different Ages?

Determining whether Need for Cognition (NC) has the same meaning across age may help understand why there are dramatically different age trends for cognitive abilities and for NC in adulthood. Data from 5,004 participants aged between 18 and 99 years were used to examine both internal relations and external relations of NC. Internal relations were investigated with measures of reliability, examination of factor invariance, and test-retest coefficients across three age groups.

Are there meaningful individual differences in temporal inconsistency in self-reported personality?

The current project had three goals. The first was to examine whether it is meaningful to refer to across-time variability in self-reported personality as an individual differences characteristic. The second was to investigate whether negative affect was associated with variability in self-reported personality, while controlling for mean levels, and correcting for measurement errors.

Heterogeneous ability profiles may be a unique indicator of impending cognitive decline.

Objective: Prior research has found that within-person standard deviations across different neuropsychological domains are larger in various clinical groups than in healthy control groups, but little is known about the specificity of these measures to clinical conditions.

Method: Within-person standard deviations were computed across composite scores representing episodic memory, perceptual speed, inductive reasoning, and spatial visualization and compared in older adults differing in the amount of subsequent cognitive change, and as a function of age in a large sample of adults ranging from 18 to 89 years of age.

Results: The standard deviations at an initial occasion were significantly greater in older adults who experienced the most negative longitudinal change, but relations of the standard deviations with age were only evident in adults under 65 years of age, and they were negative rather than positive.

The relationship between Big-5 personality traits and cognitive ability in older adults - a review.

It is well established that fundamental aspects of cognition such as memory and speed of processing tend to decline with age; however, there is substantial between-individual variability in levels of cognitive performance in older adulthood and in rates of change in cognitive abilities over time. Recent years have seen an increasing number of studies concerned with examining personality characteristics as possible predictors of some of this variability in cognitive aging. The purpose of this article is to review the literature, and identify patterns of findings regarding the relationships between personality (focusing on the Big-5) and cognitive ability across nonclinical populations of older adults.

Engaging in cultural activities compensates for educational differences in cognitive abilities.

The goal of the current project was to examine whether engagement in intellectual/cultural activities explains the long-term effects of education on cognitive abilities throughout adulthood, and whether it compensates for educational differences in cognitive abilities throughout adulthood. Participants between 18 and 96 years of age completed a comprehensive questionnaire about intellectual/cultural activities that they participated in and performed a wide variety of cognitive tests. There were no mediation effects of engagement in intellectual/cultural activities on the relationship between education and cognitive functioning.

Influence of social desirability on age differences in self-reports of mood and personality.

ABSTRACT Increased age has been found to be associated with differences in affect and personality that have been interpreted in terms of better emotional regulation and increased maturity. However, these findings have largely been based on self-report data, and the primary goal of the current research was to investigate the hypothesis that age-related differences in affect and in certain desirable personality traits might, at least partially, reflect age differences in social desirability. As expected, increased age was associated with lower levels of negative affect and Neuroticism and higher levels of positive affect, life satisfaction, Agreeableness, and Conscientiousness, and scores on the social desirability scale were positively related to age and to desirable self-report characteristics but negatively related to undesirable self-report characteristics.

Correlates of level and change in the Mini-Mental State Examination.

The goal of the current project was to determine (a) the cognitive abilities assessed by the Mini Mental State Examination (MMSE; M. F. Folstein, S.

Personality-cognition relations across adulthood.

Although an increasing number of studies have investigated relations between dimensions of personality and level of cognitive functioning, the research results have been somewhat inconsistent. Furthermore, relatively little is known about whether the personality-cognition relations vary as a function of age in adulthood. The current project examined these issues with data from a sample of 2,317 adults between 18 and 96 years of age who each completed a personality inventory and performed a broad battery of cognitive tests.

The role of activity engagement in the relations between Openness/Intellect and cognition.

The current project investigated why people with high levels of Openness/Intellect tend to have higher levels of cognitive functioning than people with lower levels of Openness/Intellect. We hypothesized that the positive relationship between Openness/Intellect and cognition might be attributable to more open people being more likely to engage in cognitively stimulating activities that are beneficial for cognitive functioning. Three conceptualizations of activity engagement based on: (a) self ratings of duration and intensity of engagement; (b) perceived routineness of one's activities; and (c) disposition to engage in cognitively stimulating activities, were investigated as possible mediators of the Openness/Intellect-cognition relations.