Background: Psychosocial development in monochorionic (MC) twins born after selective fetal growth restriction (sFGR) has been unreported to date, despite its importance for daily functioning and... Show moreBackground: Psychosocial development in monochorionic (MC) twins born after selective fetal growth restriction (sFGR) has been unreported to date, despite its importance for daily functioning and future relationships. Aims: To investigate psychosocial development, attachment and school functioning in MC twins with sFGR and compare outcomes with the general population and between smaller and larger twins. Study design: Observational cohort study. Subjects: MC twins with sFGR (defined as a birth weight discordance >= 20 %) born between 2002 and 2017 and aged 3-17 years. Outcome measures: Multiple parent report questionnaires: the Child Behavior Checklist (social-emotional devel-opment and behavior), the (Early) Childhood Behavior Questionnaire Very Short Form (temperament), the Attachment Insecurity Screening Inventory (attachment) and a school functioning questionnaire. Results: Median age for the 48 twin pairs was 11 (interquartile range (IQR) 8-13) years. Attachment insecurity for both twins was higher than in the general population for ambivalence/resistance (34 % (21/62) vs. 16 %, p = 0.024) and total attachment insecurity (35 % (22/62) vs. 16 %, p = 0.016). Smaller twins had more internalizing behavioral problems, i.e. negative emotions and behaviors turned inwards (22 % (10/46) vs. 11 % (5/46), p = 0.021) and a higher negative affect, i.e. more likely to experience negative emotions (3.2 (2.9-3.7) vs. 2.9 (2.2-3.2), p = 0.009) than larger twins, as well as a lower secondary school level (p = 0.031). Conclusion: MC twins with sFGR have more ambivalent/resistant attachment insecurity following the compli-cated pregnancy course. Smaller twins have a tendency towards negative emotions and internalizing behaviors compared to larger twins, indicating an increased sensitivity for depression and anxiety. Show less
The World Health Organization recently estimated that in Europe alone 117 million children suffer from maltreatment or other adverse childhood experiences. Some of these children need to be... Show moreThe World Health Organization recently estimated that in Europe alone 117 million children suffer from maltreatment or other adverse childhood experiences. Some of these children need to be placed in (24-h) settings for out-of-home care, such as foster care, family-style group care, and residential care. However, children do not always benefit from these services, as suggested by the substantial numbers of children repeatedly experiencing placement breakdowns. Aim of this research is to increase the effectivity and efficiency of out-of-home care services. For this purpose, typical baseline child and family characteristics of out-of-home placed children were linked to children’s development in the various 24-h settings. This knowledge both can provide building blocks for the development of sound decision-making strategies for referral to a certain type of out-of-home care and provide insight into which child and family factors need additional treatment during placement. Together, this increases the likelihood that children for whom (temporary) out-of-home placement is inevitable will receive optimal services with regard to their developmental needs. The research findings have been translated into three fundamental steps to transform the current stepped-care method for allocation decisions into a collaborative, effective, and matched-care model for allocation. Show less
To what extent does psychosocial development have an effect on problem behaviour development? And does the effect of this development of psychosocial maturity differ for boys and girls? This thesis... Show moreTo what extent does psychosocial development have an effect on problem behaviour development? And does the effect of this development of psychosocial maturity differ for boys and girls? This thesis focuses on answering these questions. The research that is presented aims to identify relations in levels as well as paths of psychosocial development on problem behaviour. The study uses data from the School project, a longitudinal research project on adolescents that examined (problem) behaviour and relevant relating factors. This research provides insight into psychosocial development, as well as the effect of parental relations and peer relations on problem behaviour prevalence. Show less
