39 results on '"Van Wesel F"'
Search Results
2. Towards a method for synthesizing diverse evidence using hypotheses as common language
- Author
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van Wesel, F., Boeije, H. R., and Alisic, E.
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- 2015
- Full Text
- View/download PDF
3. Guidance for deciding upon use of primary mixed methods studies in research synthesis: lessons learned in childhood trauma
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Boeije, H., van Wesel, F., and Slagt, M.
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- 2014
- Full Text
- View/download PDF
4. Are teacher beliefs gender-related?
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Kraker - de Pauw, Emmy, van Wesel, F., Verwijmeren, Thijs, Denessen, Eddie, Krabbendam, Lydia, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, Educational Neuroscience, LEARN! - Social cognition and learning, and A-LAB
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Learning styles ,Social Psychology ,Teacher beliefs ,media_common.quotation_subject ,Teaching method ,education ,Learning and Plasticity ,050109 social psychology ,Student teacher ,behavioral disciplines and activities ,Education ,mental disorders ,Developmental and Educational Psychology ,Gender differences ,0501 psychology and cognitive sciences ,Association (psychology) ,media_common ,Behaviour Change and Well-being ,Teaching domain ,SDG 5 - Gender Equality ,05 social sciences ,050301 education ,Implicit-association test ,Implicit Association Test ,Gender related ,humanities ,Aptitude ,Psychology ,0503 education ,Social psychology - Abstract
Item does not contain fulltext Teacher beliefs influence student behaviour and learning outcomes. Little is known about the role of specific teacher characteristics (e.g., gender and teaching domain) in the formation of these beliefs. In the current study, three versions of the Implicit Association Test (IAT) were used to assess gender-related beliefs regarding career, aptitude for science and learning styles, respectively. The IAT-genderLearningStyles instrument was designed especially for the study. The beliefs of 107 participating teachers and student teachers in the Netherlands were investigated. Neither the gender nor the teaching domain of the teacher was associated with gender-related beliefs regarding student career choices. For male teachers, having a STEM background was associated with stronger gender-related beliefs regarding aptitude for science. The results of the IAT-genderLearningStyles reveal small gender-related scores (stronger male-independent learning association) for male teachers and STEM teachers, along with negligible gender-related scores for female teachers and non-STEM teachers. 8 p.
- Published
- 2016
5. What can measures of text comprehension tell us about creative text production?
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Bos, Lisanne T., de Koning, Bjorn, van Wesel, F., Boonstra, Marije, van der Schoot, Menno, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, Department of Psychology, Education and Child Studies, Educational Neuroscience, and LEARN! - Brain, learning and development
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Linguistics and Language ,media_common.quotation_subject ,050105 experimental psychology ,Psycholinguistics ,Article ,Education ,Speech and Hearing ,Originality ,0501 psychology and cognitive sciences ,Narrative ,media_common ,Creative writing ,4. Education ,05 social sciences ,Novelty ,050301 education ,Path model ,Creativity ,Linguistics ,Neuropsychology and Physiological Psychology ,Reading comprehension ,Text comprehension ,Mental representation ,Situation-model ,Psychology ,0503 education ,SDG 4 - Quality Education ,Cognitive psychology - Abstract
Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child’s mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a narrative. Direct influences of situatedness and sensory richness as well as indirect influences via the number of sensory and situational words on the creativity (i.e., originality/novelty) of a written narrative were examined in 165 primary school children through path analyses. Results showed that sensory richness and situatedness explained 35 % of the variance in creativity scores. Sensory richness influenced the originality/novelty of children’s narrative writing directly, whereas situatedness had an indirect influence, through the number of sensory words, but both pathways influenced the outcomes to a comparable extent. Findings suggest that creative writing requires similar representational processes as reading comprehension, which may contribute to the development of instructional methods to help children in creative writing assignments.
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- 2015
6. Recording and accounting for stakeholder involvement in systematic reviews
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Saan, M.C., Boeije, H.R., Sattoe, J.N.T., Bal, M.I., Missler, M.A., van Wesel, F., Leerstoel Klugkist, Leerstoel Hox, Methodology and statistics for the behavioural and social sciences, Developmental Psychology, Clinical Psychology, Educational Neuroscience, LEARN! - Social cognition and learning, LEARN! - Brain, learning and development, and EMGO+ - Mental Health
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Decision support system ,Knowledge management ,decision support ,SDG 16 - Peace ,Computer science ,review ,Health Informatics ,Accounting ,Library and Information Sciences ,Health Information Management ,Librarians ,systematic ,Humans ,stakeholder ,practice guidelines ,business.industry ,Management science ,SDG 16 - Peace, Justice and Strong Institutions ,literature ,Community Participation ,Stakeholder ,praktijkrichtlijnen ,Justice and Strong Institutions ,Leadership ,Review Literature as Topic ,Systematic review ,qualitative ,systematische beoordeling ,business ,Construct (philosophy) ,actor - Abstract
ObjectivesThe use of stakeholders in systematic reviews is increasingly valued, but their influence on the systematicity of the review is often unclear. The aim of this study was to describe some of the processes of involvement of stakeholders and to demonstrate a Tool for Recording and Accounting for Stakeholder Involvement (TRASI).MethodsWe demonstrate the TRASI in two worked examples. In one project, the reviewers collaborated with the end-user and an expert during the literature search. In the other project, experts were consulted to generate keywords before searching the literature.ResultsIn the first project, disagreements about keywords to identify studies for the research topic were solved by informal discussion. In the second project, difficulties arose in reaching agreement between experts and reviewers about the core construct and the meaningful keywords associated with it.DiscussionThe TRASI aids researchers to systematically and transparently account for the decisions taken. The TRASI supports information specialists and librarians to shape the search strategy to match the objectives of the review.ConclusionsWe propose the TRASI as a first step in resolving the challenges of detecting and reconstructing stakeholder influences. Potential new applications of the TRASI are discussed.
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- 2015
7. Pathophysiological domains underlying the metabolic syndrome: an alternative factor analytic strategy
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Peeters, C. F. W., Dziura, J., van Wesel, F., Peeters, C.F.W., Epidemiology and Data Science, CCA - Innovative therapy, LEARN! - Social cognition and learning, LEARN! - Brain, learning and development, and Educational Neuroscience
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FOS: Computer and information sciences ,animal structures ,Adolescent ,Epidemiology ,Lipid Metabolism Disorders ,Computational biology ,Statistics - Applications ,Quantitative Biology - Quantitative Methods ,SDG 3 - Good Health and Well-being ,Risk Factors ,medicine ,Humans ,Applications (stat.AP) ,Direct evaluation ,Quantitative Biology - Populations and Evolution ,Child ,Quantitative Methods (q-bio.QM) ,Glucose Metabolism Disorders ,Metabolic Syndrome ,Anthropometry ,business.industry ,Populations and Evolution (q-bio.PE) ,Overweight ,medicine.disease ,Pattern selection ,Phenotype ,Diabetes Mellitus, Type 2 ,FOS: Biological sciences ,Metabolic syndrome ,Factor Analysis, Statistical ,business - Abstract
Purpose: Factor analysis (FA) has become part and parcel in metabolic syndrome (MBS) research. Both exploration- and confirmation-driven factor analyzes are rampant. However, factor analytic results on MBS differ widely. A situation that is at least in part attributable to misapplication of FA. Here, our purpose is (i) to review factor analytic efforts in the study of MBS with emphasis on misusage of the FA model and (ii) to propose an alternative factor analytic strategy. Methods: The proposed factor analytic strategy consists of four steps and confronts weaknesses in application of the FA model. At its heart lies the explicit separation of dimensionality and pattern selection as well as the direct evaluation of competing inequality-constrained loading patterns. A high-profile MBS data set with anthropometric measurements on overweight children and adolescents is reanalyzed using this strategy. Results: The reanalysis implied a more parsimonious constellation of pathophysiological domains underlying phenotypic expressions of MBS than the original analysis (and many other analyzes). The results emphasize correlated factors of impaired glucose metabolism and impaired lipid metabolism. Conclusions: Pathophysiological domains underlying phenotypic expressions of MBS included in the analysis are driven by multiple interrelated metabolic impairments. These findings indirectly point to the possible existence of a multifactorial aetiology., Postprint, 41 pages, includes supplementary material
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- 2014
8. 4. Connecting parties for improving animal welfare in the food industry
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Janssens, M.R.E., primary and van Wesel, F., additional
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- 2018
- Full Text
- View/download PDF
9. Use of hypotheses for analysis of variance Models: Challenging the current practice
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van Wesel, F., Boeije, H.R., Hoijtink, H., Methodology and statistics for the behavioural and social sciences, Afd methoden en statistieken, Educational Neuroscience, LEARN!, LEARN! - Social cognition and learning, LEARN! - Brain, learning and development, Methodology and statistics for the behavioural and social sciences, and Afd methoden en statistieken
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Statistics and Probability ,ANOVA ,Qualitative interviews ,Hypotheses ,General Social Sciences ,SDG 10 - Reduced Inequalities ,Focus (linguistics) ,Test (assessment) ,Content analysis ,Current practice ,Qualitative research ,Analysis of variance ,Social science research ,Psychology ,Social psychology ,Informative hypotheses ,Cognitive psychology - Abstract
In social science research, hypotheses about group means are commonly tested using analysis of variance. While deemed to be formulated as specifically as possible to test social science theory, they are often defined in general terms. In this article we use two studies to explore the current practice concerning group mean hypotheses. The first study consists of a content analysis of published articles where the reconstructed reality of hypotheses use is explored. The second study is a qualitative interview study with researchers, adding information about daily practice. We argue that, at present, hypotheses are not used to their utmost potential and that progress can be made by using informative hypotheses instead of the current non-informative hypotheses. Informative hypotheses capitalize on knowledge that researchers already possess and enable them to focus in their proceeding projects. The substantive focus of our work is the case of applied psychology. © 2011 Springer Science+Business Media B.V.
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- 2013
10. Mending the Levee: How Supernaturally Anchored Conceptions of the Person Impact on Trauma Perception and Healing among Children (cases from Madagascar and Nepal)
- Author
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Evers, Sandra, van der Brug, Nienke, van Wesel, F., krabbendam, Lydia, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, LEARN! - Social cognition and learning, Mobilities, Beliefs and Belonging: Confronting Global Inequalities and Insecurities (MOBB), Social and Cultural Anthropology, and Educational Neuroscience
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social networks and children ,Health (social science) ,media_common.quotation_subject ,children and post-traumatic stress ,Social relation ,030227 psychiatry ,Education ,Developmental psychology ,03 medical and health sciences ,0302 clinical medicine ,interdisciplinary treatmentstrategies ,holistic cosmologies ,Perception ,Distressing ,030212 general & internal medicine ,Life-span and Life-course Studies ,Psychology ,trauma intervention ,Psychosocial ,resilience ,health care economics and organizations ,media_common - Abstract
When dealing with children and youth who experience distressing events, psychosocial diagnostics and healing programmes principally resort to biomedical models. Children are often viewed as individualised ‘victims’ suffering from trauma and ‘in need’ of outside help. Highlighting case studies from Madagascar and Nepal, this article argues that the biomedical approach to trauma would be strengthened by a concomitant analysis of social networks, including the perceived relations with the supernatural. The various tandems of family and kin relationships, the living and the dead, constitute not only a social ‘levee’ breached by distressing events, but also the locus around which social relations are rebuilt.
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- 2016
11. I’ll be working my way back: A qualitative synthesis on the trauma experience of children
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van Wesel, F., Boeije, H.R., Alisic, E., Drost, S, Methodology and statistics for the behavioural and social sciences, Afd methoden en statistieken, Educational Neuroscience, LEARN! - Brain, learning and development, Methodology and statistics for the behavioural and social sciences, and Afd methoden en statistieken
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Psychotherapist ,SDG 16 - Peace ,Social Psychology ,Child psychopathology ,Perspective (graphical) ,SDG 16 - Peace, Justice and Strong Institutions ,Justice and Strong Institutions ,Developmental psychology ,Clinical Psychology ,Posttraumatic stress ,Sibling ,Thematic synthesis ,Psychology ,Accident (philosophy) ,Qualitative research - Abstract
Children who experience some kind of traumatic event, such as losing a sibling, witnessing war, or being the victim of abuse or an accident, all have the need to process this event. Few theories exist about the development of posttraumatic stress disorder, specifically in traumatized children. Therefore, a synthesis of qualitative research is conducted in which the available qualitative studies on the children's perspective on traumatic experiences are integrated. A total of 17 English-language peer-reviewed articles were selected and a thematic synthesis was carried out. The core themes in the findings pertain to three domains: the individual, the family, and the community. We found a qualitative synthesis beneficial for creating a complete picture of children dealing with trauma and for strengthening the emerging theory. © 2011 American Psychological Association.
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- 2012
12. Making a difference: Towards a method for weighing the evidence in qualitative synthesis
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Boeije, H.R., van Wesel, F., Alisic, E, and Educational Neuroscience
- Abstract
Objectives In a qualitative synthesis, primary qualitative studies are integrated to develop a theory or evidence-based interventions. Until now, the strength of the evidence in the primary studies has not been taken into account in the outcome of the qualitative synthesis. In this paper, a method is developed and evaluated to assign weights to the findings of the qualitative studies using both the frequency and the quality of the reported results. Method Seventeen qualitative studies were retrieved in an illustrative example project on children and trauma. Findings were extracted from the primary studies with the use of coding which resulted in 14 themes. The quality of the studies was appraised using both expert judgement and a quality checklist. These outcomes are used to calculate the weights. Results When the outcomes of the checklist appraisal are compared with those of the expert judgement, the effect on the strength of the evidence is virtually always in the same direction. We found that as the frequency with which a concept is studied is low, the strength of the evidence oftentimes decreases even further when using the quality of the results in the weighing process. Conclusions In the end, the outcomes of a critical appraisal affect the weight that is placed on particular studies. The use of a checklist is recommended because of its more distinguishing ability. The method that was developed for assigning weights to the evidence is discussed in light of both the quality appraisal in qualitative research and the objectives of qualitative synthesis. © 2011 Blackwell Publishing Ltd.
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- 2011
13. Keeping on track: performance profiles of low performers in a stratified educational system
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Reed, Helen C., van Wesel, F., Ouwehand, Carolijn, Jolles, Jelle, Leerstoel Klugkist, and Methodology and statistics for the behavioural and social sciences
- Abstract
In countries with high differentiation between academic and vocational education, an individual’s future prospects are strongly determined by the educational track to which he or she is assigned. This large-scale, cross-sectional study focuses on low-performing students in academic tracks who face being moved to a vocational track. If more is understood about these students, measures could be taken to improve their performance and keep them within academic education. The study investigates performance patterns in academic tracks in the first three years of secondary school in the Netherlands. By identifying patterns that reveal how competence levels in different domains are related at different stages of development and by comparing low performers with other students, the study sheds light on individual and educational aspects that may be amenable to intervention. School grades were analysed for 1596 students. School performance was found to reflect three domains—languages (language of schooling and modern foreign languages), social studies and science and math—that appear to interact in a process of co-construction. General language skills were robustly related to performance in other domains—particularly social studies—throughout the first three years of secondary school. By comparison, proficiency specifically in the language of schooling was less strongly related to social studies and science and math performance after the first year. Suggestions are given as to how educators and curriculum developers could use these insights to accommodate individual and developmental differences and to develop learning materials that may help low performers keep on track.
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- 2015
14. Researching children's individual empathic abilities in the context of their daily lives: the importance of mixed methods
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Roerig, Simone, van Wesel, F., Evers, Sandra J.T.M., Krabbendam, Lydia, Leerstoel Klugkist, Methodology and statistics for the behavioural and social sciences, Educational Neuroscience, Social and Cultural Anthropology, Constructing human Security in a globalizing world (ConSec), LEARN! - Social cognition and learning, LEARN! - Personalized learning, differentiated teaching, LEARN! - Brain, learning and development, and Educational Studies
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mixed methods ,social network analysis ,Physiology ,media_common.quotation_subject ,social neuroscience ,Context (language use) ,Empathy ,Participant observation ,050105 experimental psychology ,Developmental psychology ,03 medical and health sciences ,0302 clinical medicine ,Social neuroscience ,children ,participant observation ,0501 psychology and cognitive sciences ,anthropology ,Situational ethics ,empathy ,media_common ,Social network ,business.industry ,General Neuroscience ,Multimethodology ,05 social sciences ,Perspective (graphical) ,Perspective ,Psychology ,business ,030217 neurology & neurosurgery - Abstract
In social neuroscience, empathy is often approached as an individual ability, whereas researchers in anthropology focus on empathy as a dialectic process between agents. In this perspective paper, we argue that to further elucidate the mechanisms underlying the development of empathy, social neuroscience research should draw on insights and methods from anthropology. First, we discuss neuropsychological studies that investigate empathy in inter-relational contexts. Second, we highlight differences between the social neuroscience and anthropological conceptualizations of empathy. Third, we introduce a new study design based on a mixed method approach, and present initial results from one classroom that was part of a larger study and included 28 children (m = 13, f = 15). Participants (aged 9-11) were administered behavioral tasks and a social network questionnaire; in addition an observational study was also conducted over a period of 3 months. Initial results showed how children's expressions of their empathic abilities were influenced by situational cues in classroom processes. This effect was further explained by children's positions within classroom networks. Our results emphasize the value of interdisciplinary research in the study of empathy.
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- 2015
15. Towards a method for evidence synthesis using hypotheses as common language
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van Wesel, F., Alisic, E., Boeije, H.R., Leerstoel Klugkist, Leerstoel Hox, and Methodology and statistics for the behavioural and social sciences
- Abstract
Combining the findings obtained by different research methods in mixed-research synthesis could potentially contribute to a broader, more diverse evidence base for interventions. In this article we focus on the methodological challenges involved in synthesizing various types of research findings. We propose a method that uses hypotheses to facilitate the comparison and integration of such different findings. The method consists of four steps: (1) synthesizing findings per source of evidence, (2) formulating a mono-method hypothesis for each source, (3) integrating the monomethod hypotheses into one overall hypothesis, and (4) evaluating, using empirical data, whether the overall hypothesis better fits the data than each of the mono-method hypotheses. Using quantitative studies, qualitative studies and experts’ views in the substantive case of children and trauma, we will illustrate the proposed method. We conclude that the method provides a viable perspective for constructing an elaborate model that captures the knowledge from complementary sources.
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- 2015
16. Researching children’s empathic abilities in the context of their daily lives: the importance of mixed methods
- Author
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Roerig, Simone, van Wesel, F., Evers, Sandra J.T.M., Krabbendam, Lydia, Leerstoel Klugkist, and Methodology and statistics for the behavioural and social sciences
- Abstract
In social neuroscience, empathy is often approached as an individual ability, whereas researchers in anthropology focus on empathy as a dialectic process between agents. In this perspective paper, we argue that to further elucidate the mechanisms underlying the development of empathy, social neuroscience research should draw on insights and methods from anthropology. First, we discuss neuropsychological studies that investigate empathy in inter-relational contexts. Second, we highlight differences between the social neuroscience and anthropological conceptualizations of empathy. Third, we introduce a new study design based on a mixed method approach, and present initial results from one classroom that was part of a larger study and included 28 children (m = 13, f = 15). Participants (aged 9–11) were administered behavioral tasks and a social network questionnaire; in addition an observational study was also conducted over a period of 3 months. Initial results showed how children's expressions of their empathic abilities were influenced by situational cues in classroom processes. This effect was further explained by children's positions within classroom networks. Our results emphasize the value of interdisciplinary research in the study of empathy.
- Published
- 2015
17. PTSD rates in trauma-exposed children and adolescents: A meta-analysis
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Alisic, E, Zalta, A.K., van Wesel, F., Larsen, S.E., Hafstad, G.S., Hassanpour, K., Smid, G.E., Educational Neuroscience, LEARN! - Social cognition and learning, and LEARN! - Brain, learning and development
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SDG 3 - Good Health and Well-being ,mental disorders ,behavioral disciplines and activities - Abstract
Research conducted with the best available assessment instruments shows that a significant minority of children and adolescents develop PTSD after trauma exposure, with those exposed to interpersonal trauma and girls at particular risk. The estimates provide a benchmark for DSM-5 and ICD-11.
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- 2014
18. 31. Drivers and challenges of animal ethics in companies; a qualitative study of the Western food industry
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Janssens, M.R.E., primary and van Wesel, F., additional
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- 2016
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19. Salivary Cortisol and Dehydroepiandrosterone Sulfate in Adolescent Rape Victims with Post Traumatic Stress Disorder Psychoneuroendocrinology
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Bicanic, I., Postma, R., van der Putte, E, Sinnema, G., Roos, C., van Wesel, F., Olff, M., Educational Neuroscience, LEARN! - Social cognition and learning, LEARN!, and LEARN! - Brain, learning and development
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SDG 5 - Gender Equality ,mental disorders ,education ,behavior and behavior mechanisms ,social sciences ,behavioral disciplines and activities - Abstract
Background: In chronic sexual abuse victims with post traumatic stress disorder (PTSD), the hypothalamic pituitary adrenal (HPA) axis can be dysregulated. In single rape victims, PTSD symptoms are hypothesized to function as a chronic stressor leading to similar HPA-axis dysregulation. The objective of the current study was to assess HPA-axis functioning in female adolescents with rape-related PTSD, but no prior sexual trauma, in comparison to non-victimized controls. Method: Salivary cortisol and dehydroepiandrosterone sulfate (DHEAS) were measured in 52 female adolescent rape victims with PTSD and 37 healthy adolescents at 0, 15, 30, 45 and 60. min after awakening, both under basal conditions and after 0.5. mg dexamethasone administration. Results: Compared to age-matched controls, adolescent rape victims with PTSD showed significantly reduced cortisol and DHEAS levels. No group differences for the effect of dexamethasone suppression were found. Both the event of rape and PTSD diagnosis, and not factors such as sleep duration, smoking, education or oral contraceptives, accounted for the neuroendocrine differences between rape victims and controls. Conclusions: The results show evidence for a dysregulated HPA-axis in female adolescent victims of single sexual trauma with PTSD. The finding of hypocortisolism is consistent with endocrine dysfunctioning in chronic sexual abuse victims and may have clinical implications with regard to treatment possibilities. © 2012 Elsevier Ltd.
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- 2013
20. House of cards: A mixed-methods study on why behavioral science students fail or succeed an introductory statistics course
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van Wesel, F., Hoeksma, J.B., Educational Neuroscience, Clinical Developmental Psychology, LEARN!, LEARN! - Social cognition and learning, and LEARN! - Brain, learning and development
- Published
- 2013
21. Priors & prejudice : using existing knowledge in social science research
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Van Wesel, F., Methodology and statistics for the behavioural and social sciences, Afd methoden en statistieken, Hoijtink, Herbert, Klugkist, Irene, and Boeije, Hennie
- Abstract
Researchers in the social sciences usually start their research with the formulation of research goals and questions, which, together with studying the existing literature, lead to the formulation of hypotheses. Next, data is collected using experiments or questionnaires and is subsequently analyzed. Finally, conclusions are drawn based on the research findings. Although this procedure is a logical one, more scientific knowledge can be gained by starting a research project with a sharper focus. In this dissertation a sharper focus is established by formulating and analyzing informative hypotheses. Informative hypotheses contain information that is known beforehand, i.e., they contain existing knowledge. Such hypotheses are usually formulated in words in the introduction of a scientific article, but they are hardly ever analyzed. In order to adequately analyze informative hypotheses stated in words, they need to be translated into statistical hypotheses. This can be done by placing (in)equality signs (, =) between the parameters of interest (e.g., means or regression coefficients). These so called inequality constrained hypotheses can be used in statistical analyses. This dissertation offers researchers in the social sciences instruments, tools and analysis strategies to help them get better answers to their research questions by using informative hypotheses. The following points are addressed: 1) Are researchers willing to use new research methods? 2) How can informative hypotheses be formulated? And what existing knowledge should be included? 3) How can informative hypotheses be analyzed using classical and Bayesian statistics? and 4) What are the advantages and disadvantages of these analysis techniques? Furthermore, an example concerning a study on therapy effect for girls exposed to a single rape is given. From this dissertation it can be concluded that usage of informative hypotheses is an elegant way of including existing knowledge in current research. Reasons for using informative hypotheses are: 1) Existing customs with concern to conducting research do not have to change much; 2) More attention is paid to scientific knowledge that was previously gained; 3) Existing knowledge is incorporated in a formal and transparent manner; and 4) Research questions get more accurate answers
- Published
- 2011
22. Do we know what we test and do we test what we want to know?
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Klugkist, I.G., Van Wesel, F., Bullens, J., Methoden en Statistiek, Methodology and statistics for the behavioural and social sciences, Neuropsychology, psychopathology and cognition, Afd methoden en statistieken, and Afd Psychologische functieleer
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- 2011
23. Choosing Priors for Inequality Constrained Normal Linear Models: Methods Based on Training Samples
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van Wesel, F., Hoijtink, H, Klugkist, I, and Educational Neuroscience
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- 2010
24. Towards a method for synthesizing diverse evidence using hypotheses as common language
- Author
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van Wesel, F., primary, Boeije, H. R., additional, and Alisic, E., additional
- Published
- 2014
- Full Text
- View/download PDF
25. Inequality constrained analysis of covariance
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Klugkist, I, van Wesel, F., van Well, S., Kolk, A., Hoijtink, H., Klugkist, I., Boelen, P.A., Klinische Psychologie (Psychologie, FMG), and Educational Neuroscience
- Published
- 2008
26. Guidance for deciding upon use of primary mixed methods studies in research synthesis: lessons learned in childhood trauma
- Author
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Boeije, H., primary, van Wesel, F., additional, and Slagt, M., additional
- Published
- 2012
- Full Text
- View/download PDF
27. How, when and why abilities go social: researching children's empathy and prosocial behaviors in context.
- Author
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Roerig S, van Wesel F, Evers SJTM, van der Meulen A, and Krabbendam L
- Abstract
Introduction: The current paper undertakes interdisciplinary research on empathy in children by combining insights and methodological tools from the fields of psychology, education and anthropology. The researchers aim to map how children's individual empathic abilities studied on a cognitive level do or do not coincide with their empathic expressions as part of group dynamics in daily life at the classroom level., Method: We combined qualitative and quantitative methods within three different classrooms at three different schools. In total, 77 children aged between 9 to 12 years participated., Results: The results indicate how such an interdisciplinary approach can provide unique insights. Through the integration of data from our different research tools we could reveal the interplay between different levels. More specifically this meant showing the possible influence of rule-based prosocial behaviors versus empathy based prosocial behaviors, the interplay between community empathic abilities and individual empathic abilities, and the role of peer culture and school culture., Discussion: These insights can be seen as encouragement toward a research approach that extends beyond the single disciplinary field in social science research., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Roerig, van Wesel, Evers, van der Meulen and Krabbendam.)
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- 2023
- Full Text
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28. Social network responses to victims of potentially traumatic events: A systematic review using qualitative evidence synthesis.
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Saan M, van Wesel F, Leferink S, Hox J, Boeije H, and van der Velden P
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- Adult, Humans, Social Support, Violence, Social Networking, Intimate Partner Violence, Sex Offenses
- Abstract
Background: A substantial number of qualitative studies examined how adult victims of potentially traumatic events (PTEs) experienced support provided by family members, friends, colleagues, and other significant others in the informal network. Importantly, the large majority of qualitative studies focused on the perceived support of victims of specific events such as sexual offences, partner violence, homicide, accidents and disasters. Although it is likely that across specific PTEs there are similarities as well as differences in experienced support from the informal network, to date no systematic review synthesized the results of qualitative studies on support from the informal network following various types of PTEs. The aim of the present systematic review is to fill this gap in the scientific knowledge, which is also highly relevant for victim services, policymakers, and the informal network., Methods: A literature search of qualitative studies was conducted using the electronic databases of PubMed, Web of Science, CINAHL, Psych INFO, Scopus, Criminal Justice Abstracts and Picarta. The quality of the identified studies was assessed with the Consolidated Criteria for Reporting Qualitative research (COREQ) checklist, followed by analysis of the results of the identified studies using Qualitative Evidence Synthesis., Findings: Seventy-five papers were included in the synthesis, involving 2799 victims of PTEs such as accidents, disasters, homicide, intimate partner violence (IPV), and sexual offences. Saturation was only achieved for IPV. Overall, four major categories of perceived social support were identified, namely, support perceived as supportive, supportive but insufficient, unsupportive, and absent from informal support providers, which included friends, family, neighbors, (if applicable) offender's family, religious group members, work/school colleagues, fellow victims, the local community, and the social network in general. Across the PTE groups, there were similarities in experiencing positive forms of support (particularly empathy and sharing experiences) as well as negative forms of support (abandonment, avoidance, lack of empathy, and not experiencing support despite victim's request for help). There were also differences across PTE groups, in particular, victims of sexual and intimate partner violence mentioned a number of other supportive (mobilizing support, no unsupportive responses) and non-supportive (e.g., justification or normalization of violence and minimizing responses) responses., Conclusions: The review showed that different actors within the social informal network can play an important role in providing support after victims experience violence, homicide, accidents, and disasters. However, the review revealed that the large majority of qualitative studies were aimed at victims of IPV, and only for this type of PTE was saturation achieved. This indicates that, although this synthesis identified several similarities and differences, it is still too early to draw more definitive conclusions on similarities and differences in experienced social support after various PTEs and that future qualitative studies focusing on other PTEs are much needed., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2022 Saan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
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- 2022
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- View/download PDF
29. Students' beliefs about the nature of intelligence (mindset).
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de Kraker-Pauw E, van Wesel F, Krabbendam L, and van Atteveldt N
- Abstract
Important adolescents' career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13-14-year-olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behaviour and study choices. To establish students' mindsets quantitatively, we categorised theory of intelligence questionnaire (TOI; Dweck, 1999) averaged scores into three levels: entity, intermediate or incremental mindsets, to provide insight into the distribution of the different mindset types in our sample (N = 492). The results of this quantitative study show that more than half of the students believed intelligence is "fixed" (entity mindset), these data showed no effect of gender. To gain more in-depth insight in the views of these students, focus groups about mindset and its influences and consequences were held in a subsample (n = 176). The qualitative data provide more nuanced insights, for example they reveal subtle gender differences regarding effort beliefs and motivation. Integrated discussion of the quantitative and qualitative results demonstrates that this multi-method approach reflects the complexity of the concept mindset better than only the widely used TOI questionnaire.
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- 2022
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30. Quantitizing findings from qualitative studies for integration in mixed methods reviewing.
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van Grootel L, Balachandran Nair L, Klugkist I, and van Wesel F
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- Bayes Theorem, Data Interpretation, Statistical, Humans, Models, Statistical, Models, Theoretical, Pilot Projects, Qualitative Research, Research Design
- Abstract
In mixed methods reviewing, data from quantitative and qualitative studies are combined at the review level. One possible way to combine findings of quantitative and qualitative studies is to quantitize qualitative findings prior to their incorporation in a quantitative review. There are only a few examples of the quantification of qualitative findings within this context. This study adds to current research on mixed methods review methodology by reporting the pilot implementation of a new four-step quantitizing approach. We report how we extract and quantitize the strength of relationships found in qualitative studies by assigning correlations to vague quantifiers in text fragments. This article describes (a) how the analysis is prepared; (b) how vague quantifiers in text fragments are organized and transformed to numerical values; (c) how qualitative studies as a whole are assigned effect sizes; and (d) how the overall mean effects size and variance can be calculated. The pilot implementation shows how findings from 26 primary qualitative studies are transformed into mean effect sizes and corresponding variances., (© 2020 The Authors. Research Synthesis Methods published by John Wiley & Sons Ltd.)
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- 2020
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31. How do adolescents with cerebral palsy participate? Learning from their personal experiences.
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Wintels SC, Smits DW, van Wesel F, Verheijden J, and Ketelaar M
- Subjects
- Adolescent, Checklist, Environment, Female, Grounded Theory, Humans, Interviews as Topic, Male, Social Participation, Cerebral Palsy psychology, Disabled Persons psychology, Patient Participation
- Abstract
Background: Participation in society can be difficult for adolescents with cerebral palsy (CP). Information is often based on quantitative studies, and little is known about their personal participation experiences., Objective: The aim of this study was to examine the participation experiences of adolescents (aged 12-17 years) with CP., Methods: A qualitative participatory research method was used. Twenty-three semi-structured open interviews were conducted with 13 male and 10 female adolescents (mean age 15 years) with CP. An interview checklist was developed jointly with adolescents with CP. This checklist ensured that the adolescents reflected on various participation areas, that is school, sports, health care and work. The analysis was based on principles of grounded theory., Findings: From the adolescents' experiences, 4 key categories were identified. One concerned participation, as such, expressed as "My participation experiences," including experiences, thoughts and feelings while participating in daily life. Three other categories concerned factors that influence participation experiences, expressed as "My disability," "Me as a person" and "My environment." These 4 categories together formed a model showing the interactions and dynamics of participation according to adolescents with CP., Conclusion: Adolescents with CP expressed their participation experiences, including various important influencing factors. This study conceptualized these experiences into a dynamic model. This experience-based participation model may provide new, personalized perspectives for practice, for instance in rehabilitation, but also for schools and sports (or sports clubs) attended by adolescents. Focusing on personal and environmental factors might be the key to successful participation., (© 2018 The Authors. Health Expectations published by John Wiley & Sons Ltd.)
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- 2018
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32. Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback.
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De Kraker-Pauw E, Van Wesel F, Krabbendam L, and Van Atteveldt N
- Abstract
The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between teachers' mindset and (1) their appraisal of students' achievements and (2) the feedback they provide. Study 1 focuses on the associations between mindset and appraisal. The findings reveal an association between growth mindset and the appraisal of increasing student achievements. Study 2 investigates the impact of teachers' mindset on the amount and type of oral feedback they provide to their students. Contrarily to expectations, the findings reveal a significant negative correlation between mindset and the amount of feedback.
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- 2017
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33. Using the realist perspective to link theory from qualitative evidence synthesis to quantitative studies: Broadening the matrix approach.
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van Grootel L, van Wesel F, O'Mara-Eves A, Thomas J, Hox J, and Boeije H
- Subjects
- Models, Theoretical, Research Design
- Abstract
Background: This study describes an approach for the use of a specific type of qualitative evidence synthesis in the matrix approach, a mixed studies reviewing method. The matrix approach compares quantitative and qualitative data on the review level by juxtaposing concrete recommendations from the qualitative evidence synthesis against interventions in primary quantitative studies. However, types of qualitative evidence syntheses that are associated with theory building generate theoretical models instead of recommendations. Therefore, the output from these types of qualitative evidence syntheses cannot directly be used for the matrix approach but requires transformation. This approach allows for the transformation of these types of output., Method: The approach enables the inference of moderation effects instead of direct effects from the theoretical model developed in a qualitative evidence synthesis. Recommendations for practice are formulated on the basis of interactional relations inferred from the qualitative evidence synthesis. In doing so, we apply the realist perspective to model variables from the qualitative evidence synthesis according to the context-mechanism-outcome configuration., Findings: A worked example shows that it is possible to identify recommendations from a theory-building qualitative evidence synthesis using the realist perspective. We created subsets of the interventions from primary quantitative studies based on whether they matched the recommendations or not and compared the weighted mean effect sizes of the subsets. The comparison shows a slight difference in effect sizes between the groups of studies. The study concludes that the approach enhances the applicability of the matrix approach., (Copyright © 2017 John Wiley & Sons, Ltd.)
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- 2017
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34. Why do ethnic Chinese in the Netherlands underutilize mental health care services? Evidence from a qualitative study.
- Author
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Liu CH, Meeuwesen L, van Wesel F, and Ingleby D
- Subjects
- Adult, Aged, Aged, 80 and over, Communication Barriers, Female, Humans, Interviews as Topic, Male, Middle Aged, Netherlands ethnology, Qualitative Research, Social Discrimination, Young Adult, Asian People, Emigrants and Immigrants psychology, Mental Disorders ethnology, Mental Health Services statistics & numerical data, Patient Acceptance of Health Care ethnology
- Abstract
Chinese immigrants in the Netherlands are less likely than other ethnic groups to utilize mainstream mental health care services. This study investigated the experiences of Chinese with mental health problems, to inform measures to make services more responsive to the needs of this group. Qualitative methods of analysis were applied to interview data in order to explore ways of finding help, barriers to accessing mainstream mental health care, experiences in care, factors jeopardizing the quality of care, and views on mental health services among Chinese migrants in the Netherlands. Rather than recruiting individuals with mental health problems, an indirect method was used in which ethnic Chinese participants were invited to tell us about one or more Chinese individuals in their social environment whom they regarded as having (had) mental health problems (Symbol: see text). Although most Chinese regarded mainstream Dutch care as the appropriate resource for dealing with mental health problems, many barriers to access and threats to care quality were reported. In contrast to the widely accepted view that cultural differences in health beliefs underlie the low utilization of mental health services by Chinese in the West, the main obstacles identified in this study concerned practical issues such as communication problems and lack of knowledge of the health system. Respondents also described concerns about entitlement to care and discrimination (actual or anticipated). Measures suggested by respondents for improving care included increased use of interpreters and cultural mediators, encouraging migrants to increase their language proficiency, and better dissemination of information about the health system. The article concludes with a discussion of the policy implications of these findings., (© The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.)
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- 2015
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35. Rape-related symptoms in adolescents: short- and long-term outcome after cognitive behavior group therapy.
- Author
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Bicanic I, de Roos C, van Wesel F, Sinnema G, and van de Putte E
- Abstract
Background: Efficacy studies on treatment in adolescent victims of single rape are lacking, even though sexual victimization is most likely to occur during adolescence and despite the fact that adolescents are at risk to develop subsequent posttraumatic stress disorder., Aim: The aim of this prospective observational study was to evaluate the short- and long-term outcomes of a nine-session cognitive behavior group therapy (STEPS), including a parallel six-session parents' group on rape-related symptomatology in female adolescents (13-18 years). STEPS includes psychoeducation, exposure in sensu as well as in vivo, cognitive restructuring, and relapse prevention., Methods: Fifty-five female adolescents with mental health problems due to single rape, but without prior sexual trauma, received STEPS while their parents participated in a support group. Subjects were assessed on posttraumatic stress (PTS) and comorbid symptoms using self-report questionnaires prior to and directly after treatment, and at 6 and 12 months follow-up., Results: Repeated measures analysis showed a significant and large decrease in symptoms of PTS, anxiety, depression, anger, dissociation, sexual concerns, and behavior problems directly after treatment, which maintained at 12 months follow-up. Time since trauma did not influence the results. Dropout during STEPS was 1.8%., Conclusions: The results potentially suggest that the positive treatment outcomes at short- and long-term may be caused by STEPS. The encouraging findings need confirmation in future controlled studies on the effectiveness of STEPS because it may be possible that the treatment works especially well for more chronic symptoms, while the less chronic part of the sample showed considerable improvement on its own.
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- 2014
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36. Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis.
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Alisic E, Zalta AK, van Wesel F, Larsen SE, Hafstad GS, Hassanpour K, and Smid GE
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- Adolescent, Child, Female, Humans, Incidence, Male, Prevalence, Life Change Events, Stress Disorders, Post-Traumatic epidemiology
- Abstract
Background: It is unclear how many children and adolescents develop post-traumatic stress disorder (PTSD) after trauma., Aims: To determine the incidence of PTSD in trauma-exposed children and adolescents as assessed with well-established diagnostic interviews and to examine potential moderators of the estimate., Method: A systematic literature search identified 72 peer-reviewed articles on 43 independent samples (n = 3563). Samples consisting only of participants seeking or receiving mental health treatment were excluded. Main analyses involved pooled incidence estimates and meta-analyses of variance., Results: The overall rate of PTSD was 15.9% (95% CI 11.5-21.5), which varied according to the type of trauma and gender. Least at risk were boys exposed to non-interpersonal trauma (8.4%, 95% CI 4.7-14.5), whereas girls exposed to interpersonal trauma showed the highest rate (32.9%, 95% CI 19.8-49.3). No significant difference was found for the choice of assessment interview or the informant of the assessment., Conclusions: Research conducted with the best available assessment instruments shows that a significant minority of children and adolescents develop PTSD after trauma exposure, with those exposed to interpersonal trauma and girls at particular risk. The estimates provide a benchmark for DSM-5 and ICD-11.
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- 2014
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37. Salivary cortisol and dehydroepiandrosterone sulfate in adolescent rape victims with post traumatic stress disorder.
- Author
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Bicanic IA, Postma RM, Sinnema G, De Roos C, Olff M, Van Wesel F, and Van de Putte EM
- Subjects
- Adolescent, Adolescent Behavior psychology, Case-Control Studies, Depression complications, Depression metabolism, Depression psychology, Dexamethasone, Female, Humans, Pituitary-Adrenal Function Tests methods, Stress Disorders, Post-Traumatic complications, Crime Victims psychology, Dehydroepiandrosterone metabolism, Hydrocortisone metabolism, Rape psychology, Saliva metabolism, Stress Disorders, Post-Traumatic metabolism, Stress Disorders, Post-Traumatic psychology
- Abstract
Background: In chronic sexual abuse victims with post traumatic stress disorder (PTSD), the hypothalamic pituitary adrenal (HPA) axis can be dysregulated. In single rape victims, PTSD symptoms are hypothesized to function as a chronic stressor leading to similar HPA-axis dysregulation. The objective of the current study was to assess HPA-axis functioning in female adolescents with rape-related PTSD, but no prior sexual trauma, in comparison to non-victimized controls., Method: Salivary cortisol and dehydroepiandrosterone sulfate (DHEAS) were measured in 52 female adolescent rape victims with PTSD and 37 healthy adolescents at 0, 15, 30, 45 and 60 min after awakening, both under basal conditions and after 0.5 mg dexamethasone administration., Results: Compared to age-matched controls, adolescent rape victims with PTSD showed significantly reduced cortisol and DHEAS levels. No group differences for the effect of dexamethasone suppression were found. Both the event of rape and PTSD diagnosis, and not factors such as sleep duration, smoking, education or oral contraceptives, accounted for the neuroendocrine differences between rape victims and controls., Conclusions: The results show evidence for a dysregulated HPA-axis in female adolescent victims of single sexual trauma with PTSD. The finding of hypocortisolism is consistent with endocrine dysfunctioning in chronic sexual abuse victims and may have clinical implications with regard to treatment possibilities., (Copyright © 2012 Elsevier Ltd. All rights reserved.)
- Published
- 2013
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38. Making a difference: towards a method for weighing the evidence in a qualitative synthesis.
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Boeije HR, van Wesel F, and Alisic E
- Subjects
- Adolescent, Checklist, Child, Child, Preschool, Female, Humans, Infant, Male, Netherlands, Wounds and Injuries, Evidence-Based Medicine, Qualitative Research, Research standards
- Abstract
Objectives: In a qualitative synthesis, primary qualitative studies are integrated to develop a theory or evidence-based interventions. Until now, the strength of the evidence in the primary studies has not been taken into account in the outcome of the qualitative synthesis. In this paper, a method is developed and evaluated to assign weights to the findings of the qualitative studies using both the frequency and the quality of the reported results., Method: Seventeen qualitative studies were retrieved in an illustrative example project on children and trauma. Findings were extracted from the primary studies with the use of coding which resulted in 14 themes. The quality of the studies was appraised using both expert judgement and a quality checklist. These outcomes are used to calculate the weights., Results: When the outcomes of the checklist appraisal are compared with those of the expert judgement, the effect on the strength of the evidence is virtually always in the same direction. We found that as the frequency with which a concept is studied is low, the strength of the evidence oftentimes decreases even further when using the quality of the results in the weighing process., Conclusions: In the end, the outcomes of a critical appraisal affect the weight that is placed on particular studies. The use of a checklist is recommended because of its more distinguishing ability. The method that was developed for assigning weights to the evidence is discussed in light of both the quality appraisal in qualitative research and the objectives of qualitative synthesis., (© 2011 Blackwell Publishing Ltd.)
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- 2011
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39. Building child trauma theory from longitudinal studies: a meta-analysis.
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Alisic E, Jongmans MJ, van Wesel F, and Kleber RJ
- Subjects
- Child, Humans, Life Change Events, Longitudinal Studies, Psychological Theory, Risk Factors, Stress Disorders, Post-Traumatic diagnosis, Stress Disorders, Post-Traumatic psychology
- Abstract
Many children are exposed to traumatic events, with potentially serious psychological and developmental consequences. Therefore, understanding development of long-term posttraumatic stress in children is essential. We aimed to contribute to child trauma theory by focusing on theory use and theory validation in longitudinal studies. Forty studies measuring short-term predictors and long-term posttraumatic stress symptoms were identified and coded for theoretical grounding, sample characteristics, and correlational effect sizes. Explicit theoretical frameworks were present in a minority of the studies. Important predictors of long-term posttraumatic stress were symptoms of acute and short-term posttraumatic stress, depression, anxiety, and parental posttraumatic stress. Female gender, injury severity, duration of hospitalization, and elevated heart rate shortly after hospitalization yielded small effect sizes. Age, minority status, and socioeconomic status were not significantly related to long-term posttraumatic stress reactions. Since many other variables were not studied frequently enough to compute effect sizes, existing theoretical frameworks could only be partially confirmed or falsified. Child trauma theory-building can be facilitated by development of encouraging journal policies, the use of comparable methods, and more intense collaboration., (Copyright © 2011 Elsevier Ltd. All rights reserved.)
- Published
- 2011
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