Social Emotional Questionnaire Research Articles

Emotion Recognition and Self-Reported Emotion Processing in Alcohol and Cannabis Co-Using Young Adults.

Alcohol and cannabis use are each associated with impairments in emotion recognition accuracy, which may promote interpersonal problems. It is unclear if emotion recognition or self-reported emotion processing differs between young adult alcohol and cannabis co-users (ACCs) and healthy controls (HCs). This study examined whether ACCs and HCs differed in their emotion recognition across two different behavioral tasks with static or dynamic faces and determined if there were differences in self-reported socio-emotional processing and alexithymia. 22 ACCs (mean age = 21.27 ± 1.75) and 25 HCs (mean age = 21.48 ± 2.68), matched on age, sex, and IQ, completed the Metrisquare Emotion Recognition Task and CANTAB Emotion Recognition Task. The ACCs and HCs were compared on task accuracy and self-reported measures, including the Social Emotional Questionnaire (SEQ) and the Perth Alexithymia Questionnaire (PAQ). No significant main effects of the Group variable or the Emotion-Group interaction variable were present for either task. The ACCs had lower SEQ (p = 0.014) and higher PAQ (p = 0.024) scores relative to the HCs, indicating greater difficulties in socio-emotional processing and identifying one's own emotions, respectively. Understanding the behavioral correlates of the self-reported difficulties in emotion processing reported by ACCs is needed to develop interventions to reduce these symptoms and promote healthy socio-emotional functioning in this population.

Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-year-old students with a refugee background residing in the Netherlands (n = 136), compared to Dutch peers without a refugee background (n = 406). Primary school teachers completed three questionnaires which assessed multiple indicators of their students' psychological well-being: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV) and Risk and Protective factors Trauma Observation School Situations (RaPTOSS). In line with the hypothesis, results showed overall lower psychological well-being among refugee students compared to non-refugee students. Teachers observed more total difficulties in socio-emotional functioning, anxious and mood disturbing behavior, ADHD symptoms, problematic social behavior and post-traumatic stress symptoms (small effects), and less developed trauma protective factors and prosocial behavior (medium effects) among students with a refugee background compared to their non-refugee peers. However, the findings also demonstrated that half of the refugee students did not have any scores that fall in the clinical range of the psychological and behavioral problems assessed. The results underline the need to promote protective factors such as positive self-image, self-regulation skills, safety and relations in the classroom and prosocial behavior among students with a refugee background.

Clinical Investigation of French Maritime Pine Bark Extract on Attention-Deficit Hyperactivity Disorder as compared to Methylphenidate and Placebo: Part 1: Efficacy in a Randomised Trial

Graphical abstract with the main results of the clinical trial • Assessing the value of French Maritime Pine Bark Extract (PBE) in ADHD therapy as compared to methylphenidate (MPH) and placebo in a 10-week randomised trial; • Teachers reported significant improvement of total and hyperactivity/impulsivity ADHD-RS scores (primary outcome) by PBE and MPH after 10 weeks compared to placebo; • Adverse effects reported five times more frequently for MPH than for PBE; • PBE is a valuable treatment option in paediatric ADHD especially for those not willing to take standard medication or experiencing side effects. Determine the effect of French Maritime Pine Bark Extract (PBE; Pycnogenol®) on Attention-Deficit Hyperactivity Disorder (ADHD) behaviour and co-morbid physical/psychiatric symptoms, compared to placebo and the medicine MPH, and to assess its tolerability. Behaviour (measured by the ADHD-Rating Scale (ADHD-RS) and Social-Emotional Questionnaire (SEQ)) and physical complaints were evaluated in weeks 5 and 10. Eighty-eight paediatric ADHD patients (70 % male, mean age 10.1 years) were randomised to placebo (n = 30), PBE (n = 32) or MPH (n = 26). Teachers reported significant improvement of total and hyperactivity/impulsivity ADHD-RS scores by PBE and MPH after 10 weeks compared to placebo. MPH also improved inattention. SEQ ratings support ADHD-RS results. Adverse effects were reported five times more frequently for MPH than for PBE. PBE appears a good alternative for MPH in paediatric ADHD and especially in the primary school environment, a fortiori when considering its almost complete lack of adverse effects.

Parental perceived stress and its consequences on early social-emotional child development during COVID-19 pandemic

In 2020, the novel coronavirus SARS-CoV-2, and the resulting highly infectious disease COVID-19 led to restrictions based on the principal of social distancing to curb the spread of the virus among the population and to prevent an overload of health system capacities. These restrictions changed the daily lives of young children and parents dramatically. In a German questionnaire study, we aimed to investigate the impact of the COVID-19 pandemic on the magnitude of stress in parent-child systems and on social-emotional child development. Our sample consisted of 90 (39 male, 51 female) children ( M = 17.2 months, SD = 9.7 months) aged 7–12 months ( n = 38), 13–24 months ( n = 31) and 25–38 months ( n = 21). Parental stress was measured using the German version of the Parenting Stress Index, namely Eltern-Belastungs-Inventar. Additionally, social-emotional child development was measured using the Social-Emotional Questionnaire of the Bayley-III. Our findings show that parents experienced more stress during the COVID-19 pandemic in Germany compared to norms. Parental perceived stress was higher in parents of older children than younger ones. Interestingly, social-emotional child behavior scores significantly decreased with children’s increasing age. Moreover, higher parental stress was associated with lower values of social-emotional child behavior. Our findings provide important novel data on parental perceived stress and social-emotional child development during the COVID-19 pandemic. However, further research investigating the long-term consequences of the pandemic is needed.

"Examining the incremental and interactive effects of boldness with meanness and disinhibition within the triarchic model of psychopathy": Correction.

Reports an error in "Examining the incremental and interactive effects of boldness with meanness and disinhibition within the triarchic model of psychopathy" by Dylan T. Gatner, Kevin S. Douglas and Stephen D. Hart (Personality Disorders: Theory, Research, and Treatment, 2016[Jul], Vol 7[3], 259-268). In the original article, there were several errors in the reporting of data from the Social Emotional Questionnaire. In the "Outcome Measures" section of the Method, under the "Social and emotional functioning" heading, the Sociability subscale was incorrectly identified as the Social Conformity scale. The sentence referencing the data should have read, "However, the Antisocial Behavior (α = .39, MIC = .14) and Sociability (α = -.09, MIC = .02) subscales had poor internal consistency; the Sociability subscale was removed from our analyses." In the last paragraph of the "Research Question 2: Incremental Value of Boldness" section in the Results, the data for the Sociability scale have been replaced with the data for the Social Conformity scale. Additionally, the data reported for the Sociability scale in Tables 2 and 3 have been replaced with the data reported for the Social Conformity scale. (The following abstract of the original article appeared in record 2016-13473-001). The triarchic model of psychopathy (Patrick, Fowles, & Krueger, 2009) comprises 3 phenotypic domains: Meanness, Disinhibition, and Boldness. Ongoing controversy surrounds the relevance of Boldness in the conceptualization and assessment of psychopathy. In the current study, undergraduate students (N = 439) completed the Triarchic Psychopathy Measure (Patrick, 2010) to examine the association between Boldness and a host of theoretically relevant external criteria. Boldness was generally unrelated to either prosocial or harmful criteria. Boldness rarely provided incremental value above or interacted with Meanness and Disinhibition with respect to external criteria. Curvilinear effects of Boldness rarely emerged. The findings suggest that Boldness might not be a central construct in the definition of psychopathic personality disorder. Implications for the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013) psychopathic specifier are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Shared Reading and Risk of Social-Emotional Problems.

The American Academy of Pediatrics recommends literacy promotion as well as routine developmental surveillance during well-child visits to improve academic, relational, and health outcomes. In this study, we examined the possible association between shared reading and social-emotional problems among young children. We conducted a retrospective review of longitudinal records for children aged 30 to 66 months presenting for visits to an academic pediatric primary care center between July 1, 2013, and February 1, 2019. The outcome was evidence of social-emotional problems, defined by an Ages and Stages: Social Emotional Questionnaire (ASQ:SE) score above the established cutoff. The predictor was caregiver-reported frequency of shared reading (most = 5-7 days per week, some = 2-4 days per week, rarely = 0-1 days per week) at a previous visit. Generalized linear models with generalized estimating equations were used to assess the association between the longitudinal outcome and predictor, adjusting for child demographics and needs reported on routine social history questionnaires. Analyses included 5693 children who completed at least 1 ASQ:SE (total of 7302 assessments) and had shared reading frequency documented before each ASQ:SE assessment. Children were predominantly Black (75%) and publicly insured (80%). Sixteen percent of ASQ:SE scores were suggestive of social-emotional concerns; 6% of caregivers reported sharing reading rarely. Children with rare shared reading had a higher risk of an ASQ:SE above cutoff compared with those with shared reading on most days (adjusted risk ratio, 1.62; 95% confidence interval, 1.35-1.92). Less-frequent caregiver-reported shared reading was associated with higher risk of social-emotional problems in young children presenting for primary care. This highlights potential relational and social-emotional benefits of shared reading.

Trajectories of socio-emotional functioning in early-stage dementia: implications for the individual with dementia and their family carer

Background and objectives Changes in socio-emotional functioning in people living with dementia (PLWD) are common; however, little is known about the broader effects these may have on wellbeing. This study examined socio-emotional functioning over time and associations with the wellbeing of PLWD and their family carers. Method One hundred and one individuals with a diagnosis of dementia and their respective carers completed the Social Emotional Questionnaire (assessing emotion recognition, empathy, social relationships and social behaviour) alongside measures of dementia severity, cognition, mood, stress, and relationship quality. Sixty-six dyads were reassessed on the same measures at 12 months post-baseline, and 51 dyads again at 20 months post-baseline. Results When rated by the PLWD, there was no change in socio-emotional functioning over time; however, carers reported a significant decline over time. For both carers and the PLWD, poorer wellbeing measures were indicative of worse socio-emotional functioning at Time 1, though only dementia type, quality of life and relationship quality impacted upon the trajectory of socio-emotional decline over time. Conclusions Changes in social and emotional functioning are evident early in the course of dementia and worsen within 20 months. Both carer characteristics and those of the PWLD affected reporting of social and emotional functioning. These data are useful for guiding the provision of appropriate education and care.

Practical Treatment Strategies for Complex Learners

Abstract Date Presented 03/26/20 This study investigated the impact of the Wolf School’s Immersion Model on school-age children with complex learning profiles in a special education program. We hypothesized that scores on the Social–Emotional Questionnaire (SEQ) and clinical measures will show significant improvement after attending the program. Significant gains were measured in multiple areas of social–emotional skill development using the Wolf School Immersion Model. Primary Author and Speaker: Lise Gerard Faulise Additional Authors and Speakers: Kelly McDonald Contributing Authors: Rosaline Granoff, Amanda Dair

Behavioral problems in children of mothers with epilepsy prenatally exposed to valproate, carbamazepine, lamotrigine, or levetiracetam monotherapy.

ObjectiveTo examine the behavioral functioning of children prenatally exposed to carbamazepine (CBZ), lamotrigine (LTG), levetiracetam (LEV), or valproate (VPA) monotherapy.MethodsIn collaboration with the European Registry of Antiepileptic Drugs and Pregnancy (EURAP), the Dutch EURAP & Development study was designed, a prospective observational study. Between January 2015 and March 2018, the Child Behavior Checklist and the Social Emotional Questionnaire were used to examine the nature and severity of behavioral problems. VPA‐exposed children were compared to children exposed to CBZ, LTG, or LEV, taking potential confounders into account. A direct comparison was also made between LTG and LEV, as these are first‐choice treatments for many women with epilepsy of childbearing potential.ResultsOf the 405 invited, 181 children were included; 26 were exposed to VPA, 37 to CBZ, 88 to LTG, and 30 to LEV. For most children, both parents completed the behavioral questionnaires. Across all four antiepileptic drug (AED) exposure groups, high percentages of children with clinically relevant behavior problems were found, with behavioral problems occurring in 32% of VPA‐exposed children, 14% of CBZ, 16% of LTG, and 14% of LEV. After controlling for potential confounders, VPA‐exposed children had significantly more social problems than those exposed to LTG (−2.8, 95% confidence interval [CI] = −5.2 to −0.4; P = 0.022) or LEV (−3.2, CI: −6.1 to −0.3; P = 0.028), and significantly more attention problems than LEV‐exposed children (−3.7, CI: −6.7 to −0.8; P = 0.013). LTG‐exposed children had significantly more attention deficit (−9.2, CI: −17.3 to 1.1; P = 0.026), but significantly less anxious behavior when compared to LEV‐exposed children (9.0, CI: 0.3‐17.6; P = 0.042).SignificanceCompared to population norms, a high proportion of children of mothers with epilepsy exposed prenatally to monotherapy with four common AEDs had clinical behavioral problems reported by parents. Different patterns were seen, with some but not all subscales raised for all AED exposure groups. It is important that prenatally AED‐exposed children are regularly screened for behavioral problems so that appropriate help can be provided.

Effect of Pycnogenol\xae on attention-deficit hyperactivity disorder (ADHD): study protocol for a randomised controlled trial

BackgroundMethylphenidate (MPH), the first choice medication for attention-deficit hyperactivity disorder (ADHD), is associated with serious adverse effects like arrhythmia. Evidence on the association of ADHD with immune and oxidant-antioxidant imbalances offers potential for antioxidant and/or immunomodulatory nutritional supplements as ADHD therapy. One small randomised trial in ADHD suggests, despite various limitations, therapeutic benefit from Pycnogenol®, a herbal, polyphenol-rich extract.MethodsThis phase III trial is a 10-week, randomised, double-blind, placebo and active treatment controlled multicentre trial with three parallel treatment arms to compare the effect of Pycnogenol® to MPH and placebo on the behaviour of 144 paediatric ADHD and attention-deficit disorder (ADD) patients. Evaluations of behaviour (measured by the ADHD-Rating Scale (primary endpoint) and the Social-emotional Questionnaire (SEQ)), immunity (plasma cytokine and antibody levels, white blood cell counts and faecal microbial composition), oxidative stress (erythrocyte glutathione, plasma lipid-soluble vitamins and malondialdehyde and urinary 8-OHdG levels, as well as antioxidant enzyme activity and gene expression), serum zinc and neuropeptide Y level, urinary catecholamines and physical complaints (Physical Complaints Questionnaire) will be performed in week 10 and compared to baseline. Acceptability evaluations will be based on adherence, dropouts and reports of adverse events. Dietary habits will be taken into account.DiscussionThis trial takes into account comorbid behavioural and physical symptoms, as well as a broad range of innovative immune and oxidative biomarkers, expected to provide fundamental knowledge on ADHD aetiology and therapy. Research on microbiota in ADHD is novel. Moreover, the active control arm is rather unseen in research on nutritional supplements, but of great importance, as patients and parents are often concerned with the side effects of MPH.Trial registrationClinicaltrials.gov number: NCT02700685. Registered on 18 January 2016. EudraCT 2016-000215-32. Registered on 4 October 2016.

Propranolol treatment of infantile hemangioma is not associated with psychological problems at 7 years of age

Concern has been raised about the potential long-term effects of propranolol treatment for infantile hemangioma (IH). We sought to assess psychologic (social, emotional, behavioral, and executive) functioning in children treated with propranolol for IH. Twenty-seven patients with IH (6.1-7.6years of age) treated with propranolol for ≥6months during infancy, and without other developmental risk factors, were recruited. Parents completed the Behavior Rating Inventory of Executive Function, Social Emotional Questionnaire, Child Behavior Checklist, and Strengths and Difficulties Questionnaire. For each questionnaire, the number of patients with abnormal scores, based on established cutoff points, was calculated. Only 1 child (3.7%) scored outside the normal range. The Hemangioma Severity Scale did not correlate with psychologic problems in these patients. Longer treatment duration was found to correlate with less attention-deficit hyperactivity disorder (ADHD) characteristics (ρ=-0.476; P=.012) and better executive functioning (ρ=-0.466; P=.014). Exclusion of children born at gestational age <36weeks or small for gestational age, no reference group and relatively small study size. We found no increased risk for psychologic problems at age 7 in IH patients treated with propranolol.

Perinatal common mental disorders among women and the social and emotional development of their infants in rural Vietnam

BackgroundLittle is known about the effect of common mental disorders (CMD) among women in the perinatal period on infant development in low-income countries. The aim of this study was to examine the effect of exposures to maternal symptoms of ante- and post-natal CMD on infant social–emotional development in a low-income setting. MethodsA prospective community-based investigation in which a cohort of pregnant women was recruited in rural northern Vietnam and followed until 6 months postpartum. Psychosocial and biological data were collected in four assessment waves. The outcome was 6-month old infants' scores on the Bayley Scales of Infant and Toddler Development Social–Emotional Questionnaire. Direct and indirect effects of maternal CMD on the outcome were tested simultaneously with path analysis. ResultsComplete data were available for 378 mother–infant dyads. There were no direct effects of ante- or post-natal CMD on infant Social–Emotional scores. However, there was an indirect pathway (path coefficient −1.11, 95% CI −1.79 to −0.42) in which antenatal CMD were associated with increased likelihood of postnatal CMD, which were associated with reduced parenting self-efficacy and less affectionate and warm parenting practices, which were associated with lower infant social–emotional scores. Parenting self-efficacy and practices also mediated the adverse effects of a woman being young or of high parity or experiencing poverty, intimate partner violence, a poor relationship with her own mother, non-economic life adversity and insufficient breastmilk, on infant social–emotional development. LimitationsWe acknowledge some limitations including (1) a moderate rate of attrition, (2) the use of a screening test for perinatal CMD, (3) the Bayley scales are not yet validated for use in Vietnam and (4) possible response bias in which maternal perceptions of their infants were influenced by their mood. ConclusionsThese data indicate that women's antenatal and postnatal mental health is a crucial but currently inadequately understood determinant of the social and emotional development of infants in low-income settings.

Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education

Objective: Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Method: Measurements used were the Teachers’ Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson’s correlations were used to analyze the data. Results: Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Conclusion: Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found.

Comparison of Two Parent-Completed Questionnaires for the Identification of Children at Risk for Autism Spectrum Disorder in the Preterm Population

Background: The Bayley Scales of Development Social-Emotional questionnaire (Bayley-SE,PsychCorp,2006) and the Quantitative Checklist for Autism in Toddlers (Q-CHAT,Allison et al,2008) are newly-developed parent-completed questionnaires providing quantitative measures of early childhood social-communication difficulty. They aim to identify children “at-risk” for autism spectrum disorder (ASD).

The development of a new measure of social-emotional functioning for young adolescents

Social and emotional impairments are frequently reported following acquired brain injury, including an inability to adopt another's perspective, empathize, and display guilt, and inappropriate social conduct. Case studies suggest that these problems are particularly apparent when the injury is sustained in childhood, with deficits increasing with age and persisting throughout adulthood. In addition to these deficits, individuals may have limited insight into their cognitive or social-emotional deficits, which in turn may also affect social functioning and have implications for the success of rehabilitation. Despite the frequency of these problems, there is a dearth of suitable measures for detecting them in children or adolescents. The purpose of the current study was to develop one such measure from a measure initially intended for adults. Normative data were collected from 109 typically-developing 11- to 14-year-olds and their parent/guardian on the Social-Emotional Questionnaire for Children (SEQ-C). Factor and reliability analyses were conducted and the subscales were then explored in association with key demographic information. Social-emotional development showed a fluctuating course across early adolescence, alongside some gender differences. This measure, with its normative data, will be of value to neuropsychologists wishing to explore such functioning in their clinical practice.

A cross‐cultural comparison of childhood developmental disorders between schoolchildren in the Netherlands and Greece

The scope of the present study was first to evaluate the cross‐cultural reliability and validity of the Social Emotional Questionnaire (SEQ) and second to estimate and compare the prevalence rates of childhood developmental and psychiatric disorders in the general population of young children in the Netherlands and Greece. To this end, the caregivers of 1748 Dutch and 384 Greek 4–12‐year‐old children from the general population completed the SEQ. The number of children displaying symptoms of childhood developmental disorders was estimated by applying the Diagnostic and Statistical Manual of Mental Disorders‐IV criteria of symptom occurrence. Results showed that the reliability and the construct validity of the SEQ were acceptable in both countries and for all the age‐groups of children. Concerning the prevalence, the Greek children were found to display overall significantly more symptoms of developmental disorders than the Dutch children. However, when the number of children suffering from psychiatric symptoms in the clinical range was estimated using the clinical criteria provided by categorical classification systems, no statistical significant differences emerged between the two countries. This finding suggests that when the criterion of clinical impairment is applied in diagnostic procedures, the number of children suffering from severe psychiatric disorders is about equal in the two countries. The implications of the study are discussed.

Social and emotional functioning following bilateral and unilateral neurosurgical prefrontal cortex lesions

Alterations in emotional and social functioning such as impaired ability to recognize emotions in others, a lack of empathy and poor insight have commonly been reported following prefrontal cortex damage. This study sought to investigate the subtleties of such difficulties in 34 individuals with discrete unilateral and bilateral neurosurgical lesions encroaching on the orbitofrontal, medial, and dorsolateral regions of the prefrontal cortex. A specifically devised self- and informant report measure, the social-emotional questionnaire was used to examine five factors of functioning: emotion recognition; empathy; social conformity; antisocial behaviour; and sociability. There were some specific significant differences between the clinical and control groups' informant-ratings in certain domains of social and emotional functioning. Individuals with damage involving the orbitofrontal region were reported to display elevated levels of antisocial behaviour. Individuals with bilateral orbitofrontal lesions were rated as showing significantly reduced social and emotional functioning in comparison with individuals with unilateral lesions and controls. In addition, individuals with bilateral lesions had significantly less insight overall regarding their social-emotional abilities. The right unilateral lesion group showed significantly less insight into their abilities to recognize emotion in others in comparison with the left unilateral group. In conclusion, these results suggest that specific social-emotional and insight deficits may form separate constellations of impairment. The findings also indicate that marked changes in social and emotional functioning are more likely following bilateral damage, and unilateral lesions do not inevitably lead to impairments.