Emotional symptoms are common in children with attention-deficit/hyperactivity disorder (ADHD) and are often associated with long-term adverse outcomes. However, little is known about how emotional symptoms develop from middle childhood to early adolescence in individuals with ADHD, including how they differ between boys and girls. This study investigated the trajectories of emotional symptoms in children with ADHD during this transition period and compared to neurotypical peers, using longitudinal data from the UK Millennium Cohort Study, while also examining potential sex differences. Latent growth curve modeling was employed to model emotional symptoms at ages 7, 11, and 14. Children with ADHD had significantly higher levels of emotional symptoms than neurotypical peers across all three waves, with levels remaining stable over time. Boys and girls with ADHD did not differ in their emotional symptoms levels at any wave. Girls with ADHD however did show a significant increase in emotional symptoms over time, whilst boys’ levels remained relatively stable over the same period. These findings highlight the importance of early screening for emotional symptoms in children with early-diagnosed ADHD, with particular attention to the increasing levels of emotional symptoms in girls as they transition into adolescence.

La maladie d’Alzheimer se manifeste par des troubles de la mémoire et un déclin cognitif plus général, le plus souvent associés à des troubles de l’humeur et du comportement. Les traitements médicamenteux ayant une efficacité assez modeste, il apparaît nécessaire de leur associer une prise en charge non pharmacologique. La méditation de pleine conscience, qui a des effets bénéfiques sur le fonctionnement cognitif et sur l’état émotionnel, semble être une piste intéressante. Cette revue de littérature narrative se propose de recenser les études ayant testé l’efficacité d’une intervention basée sur la pleine conscience auprès de personnes souffrant de la maladie d’Alzheimer ou à risque de développer cette maladie. Il apparaît que ces interventions présentent un intérêt pour réduire les symptômes cognitifs (troubles attentionnels et mnésiques notamment) et émotionnels (affects dépressifs et anxiété en particulier). Cependant, elles nécessitent un certain nombre de modifications pour être adaptées à ce public.

Many young people who are bullied do not tell anyone. School staff therefore are often unaware of which students are being victimised and when to provide support or assistance. A critical strategy to overcome this problem is to encourage victimised students to seek help and report this bullying. This study aims to examine the relationship between help-seeking behaviours and self-reported emotional symptoms in young people from Australia (n = 5959; M age = 12.36 years, SD = 1.46 years) and Austria (n = 1530; M age = 12.68 years, SD = .84 years) who reported being victimised (via cyber and traditional bullying). In both countries, students who were cyber-victimised compared to those who were victimised in more traditional methods were less likely to seek help. Girls in both countries were significantly more likely to seek help and endorse more emotional symptoms than boys. No relationship was found between help-seeking and emotional symptoms in students who had been cyber-victimised. These preliminary results have important implications for the types of strategies used to enhance the approachability of school staff and families to provide appropriate help and support for young people who are being bullied.