Researcher

    Jean Séguin , Ph.D.

    jean.seguin@umontreal.ca
    Jean Séguin
    Research Axis
    Brain and Child Development Axis
    Research Theme
    Development of psychopathologies
    Address
    CHUSJ - Centre de Recherche

    Phone
    514 345-4931 #4043

    Online

    Title

    • Full Professor, Department of Psychiatry and Addictology, Faculty of Medicine, Université de Montréal (1999)

    Education

    • Postdoc UdeM, 1999
    • PhD McGill, clinical psychology, 1995
    • BSc Concordia, psychology, 1989

    Research Interests

    The research aims first to describe cognitive development of externalizing and internalizing disorders, explain it, and identify avenues for prevention and intervention. The results of the research can thus fuel reflection surrounding parental and clinical practices in the community, but also for other researchers who aim to establish evidence-based best practices.

    Research Topics

    • Mental health, suicidal thoughts and behaviors
    • Cognitive development
    • Substance use
    • Psychosocial environment
    • Longitudinal studies

    Career Summary

    Dr. Séguin's research focuses primarily on the cognitive and emotional aspects of mental health and substance use.

    His doctoral work (McGill University, 1995) focused primarily on the neuropsychological aspects of physical aggression. Subsequent work expanded the conceptual basis of his research to include other externalizing and internalizing disorders, such as depression and anxiety and suicidal behaviors and ideation. A longitudinal study beginning at birth in 1996 allowed him to examine the early years of development of externalizing disorders and other self-regulation disorders from the perspective of cognitive development. One of the important hypotheses of this work proposes that externalizing disorders are not so much the result of learning (for example, we do not necessarily learn to be aggressive) as a lack of learning of self-regulation (we do not necessarily learn not to be aggressive). don't learn not to be aggressive). Self-regulation would therefore be acquired during development but in interaction with the psychosocial environment, the family, teachers, peers. Research also focuses on the physiological, genetic and environmental bases of this lack of learning. A second longitudinal study started in 2009 during pregnancy allows us to go back even earlier in the development of children and to better understand the role of stress during major transitions and puberty.

    Does the origin come from perinatal events? Does it lie more in parental practices? Is the child facing intellectual or even neurodevelopmental limits? Is the child's temperament difficult to regulate? Are these factors combined with each other? In what contexts do difficulties manifest themselves? What are the likely protective mechanisms? How specific is the correspondence of self-regulatory problems to behavioral disorders? Can early interventions aimed at supporting parents of children at risk have an impact on the development of self-regulation? The monitoring and analysis of these two studies are still at the center of the activities of the DePSA lab founded in 2010 with two colleagues specializing in psychoeducation and prevention.

    Awards and Distinctions

    • Research Scholar Award, Fonds de recherche en santé du Québec, 2004-2007. Fonction exécutive et développement de l'agression physique et de l'hyperactivité.
    • Research Scholar Award, Canadian Institutes of Health Research, 1999-2004. Executive function in early physical aggression and externalising behaviour problems.

    Publications

    1. **Dumont, É., Parent, S., Castellanos-Ryan, N., Jacques, S., Freeston, M.H., Zelazo, P.D., Séguin, J.R. (2024). The role of executive function at 6 years in the association between behavioral inhibition at 5 years and anxiety at 7 years. Research in Child and Adolescent Psychopathology, 52, 919-931. https://doi.org/10.1007/s10802-024-01175-z
    2. Castellanos-Ryan, N., Parent, S., **Chaput-Langlois, S., Rioux, C., Jacques, S., *Simard, C., Tremblay, R.E., Séguin, J.R., Zelazo, P.D. (2023). Modelling Executive Function Across Early Childhood: Longitudinal Invariance, Development From 3.5 to 7 Years and Academic Outcomes. Cognitive Development, 68, 101365. https://doi.org/10.1016/j.cogdev.2023.101365.
    3. **Leblond, M., Parent, S., Castellanos-Ryan, N., Lupien, S., Fraser, W.D., Séguin, J.R. (2022). Transition from Preschool to School: Children’s Pattern of Change in Morning Cortisol Concentrations. Psychoneuroendocrinology, 105724. https://www.sciencedirect.com/science/article/pii/S0306453022000658
    4. **Rioux, C., **Huet, A-S., Castellanos-Ryan, N., *Fortier, L., **Le Blanc, M., **Hamaoui, S., Geoffroy, M-C., Renaud, J. & Séguin, J. R. (2021). The direction of the association between substance use disorders and suicidality in youth: A meta-analysis. PloS One, 16(8), e0255799. https://journals.plos.org/plosone/article? id=10.1371/journal.pone.0255799
    5. **Rioux, C., Parent, S., Castellanos-Ryan, N., Archambault, I., Boivin, M., Herba, C.M., Lupien, S.J., Marc, I., Muckle, G., Fraser, W.D., Séguin, J.R. (2021). The 3D-Transition Study: Objectives, Methods, and Implementation of an Innovative Planned Missing Data Design. American Journal of Epidemiology, 190(11), 2262-2274. https://doi.org/10.1093/aje/kwab141 http://hdl.handle.net/1866/25023
    6. Parent, S., Lupien, S., Herba, C., Dupéré, V., Gunnar, M., Séguin, J.R. (2019). Children’s cortisol response to the transition from preschool to formal schooling: A review. Psychoneuroendocrinology, 99, 196-205. https://doi.org/10.1016/j.psyneuen.2018.09.013
    7. **Rioux, C., Castellanos-Ryan, N., Parent, S., Vitaro, F., Tremblay, R.E., Séguin, J.R. (2018). Age of cannabis use onset and adult drug abuse symptoms: a prospective study of common risk factors and indirect effects. Canadian Journal of Psychiatry, 63(7), 451-456. http://journals.sagepub.com/doi/full/10.1177/0706743718760289
    8. **Castellanos-Ryan, N., Pingault, J.B., Parent, S., Vitaro, F., Tremblay, R.E., and Séguin, J.R. (2017). Adolescent Cannabis Use, Change in Neurocognitive Function, and High-School Graduation: A Longitudinal Study from Early Adolescence to Young Adulthood. Development and Psychopathology, 29(4), 1253-1266. https://doi.org/10.1017/S0954579416001280
    9. **Marschall-Lévesque, S., **Castellanos-Ryan, N., Renaud, J., Parent, S., Vitaro, F., Tremblay, R.E., Séguin, J.R. (2017). Victimization, Suicidal Ideation and Alcohol use from 13 to 15 years: Support for the Self-Medication Model. Journal of Adolescent Health, 60, 380-387. http://www.sciencedirect.com/science/article/pii/S1054139X16303676
    10. **Rioux, C., **Castellanos-Ryan, N., Parent, S., Séguin, J.R. (2016). The interaction between temperament and family factors in adolescent substance use and externalizing problems: Diathesis-stress or differential susceptibility? Developmental Review, 40,117-150. http://www.sciencedirect.com/science/article/pii/S0273229716000149
 

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