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Carthy SL, Schuurman B. Adverse childhood experiences, education, and involvement in terrorist violence: Examining mediation and moderation. J Sch Psychol 2024; 106:101348. [PMID: 39251309 DOI: 10.1016/j.jsp.2024.101348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 06/17/2024] [Accepted: 06/18/2024] [Indexed: 09/11/2024]
Abstract
Most perpetrators of terrorist violence have had some level of post-secondary school education, with many enrolled in education at the time of their attacks. Exploring this premise in the context of prevention, this article draws from data gathered on a purposive sample (N = 206) of radicalized individuals from Europe and North America, half of whom became involved in terrorist violence at the end of their radicalization trajectories. Through a lens of educational participation, we propose novel, non-linear frameworks for understanding radicalization outcomes. To do so, two factors are explored that uniquely intersect when an individual enters a school setting: Adverse childhood experiences (ACE) and the human capital provided by education. As hypothesized, exposure to ACE was found to be associated with radicalization trajectories culminating in terrorist violence at the bivariate level (OR = 2.08). Consistent with the developmental-assets framework, it was further hypothesized that this relationship would be mediated by enrollment in education; however, results did not support this hypothesis. Instead, consistent with resiliency-based models, it was found that the relationship between ACE and involvement in terrorist violence was significant for those who abandoned education during radicalization (OR = 2.07). As well as contributing to theoretical models of radicalization to terrorist violence, identifying the furtherance of education as a moderator of risk may signal an important preventative strategy for violent extremism. Keeping enrolled students engaged in their programs, even if only nominally, may also forego the need for educators to engage in potentially controversial practices such as alerting the authorities to students who display signs of radicalization.
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Affiliation(s)
- Sarah L Carthy
- Institute of Security and Global Affairs, Leiden University, Turfmarkt 99, 2511 DP The Hague, the Netherlands.
| | - Bart Schuurman
- Institute of Security and Global Affairs, Leiden University, Turfmarkt 99, 2511 DP The Hague, the Netherlands.
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Du Y, Luo Y, Ren Z, Zheng X, Liu J. Impact of adverse childhood experiences on life expectancy with depression in the U.K. population: The mitigating role of educational attainment. CHILD ABUSE & NEGLECT 2023; 144:106383. [PMID: 37541093 DOI: 10.1016/j.chiabu.2023.106383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 07/21/2023] [Accepted: 07/25/2023] [Indexed: 08/06/2023]
Abstract
BACKGROUND Adverse childhood experiences (ACEs) are associated with depression in later life. OBJECTIVE This study aimed to measure the impact of ACEs on life expectancy with depression (DLE) and to assess how educational attainment affected expectations. PARTICIPANTS AND SETTING The study used data on 5597 participants from the English Longitudinal Study of Aging (2006-2013). METHODS Depression was assessed through the eight-item short version of the Centre for Epidemiologic Studies Depression. We used discrete-multistate life table models to estimate total life expectancy and life expectancy with depression. RESULTS Older adults with ACEs had longer DLE and a higher proportion of remaining life with depression compared with those without ACEs. For example, men aged 60 years with ACEs could expect to live 5.2 (95 % confidence interval (CI): 4.2, 6.2) years with depression compared with 2.8 (95 % CI: 2.3, 3.3) years for men without ACEs. Women aged 60 years who reported ACEs could expect to live 9.4 (95 % CI: 7.6, 11.1) years with depression compared with 6.0 (95 % CI: 5.1, 7.0) years for women without ACEs. With a high level of educational attainment, older adults from younger cohorts with ACEs lived fewer depression years and spent a higher proportion of their life being free of depression than adults with ACEs and had a low level of educational attainment. CONCLUSION Our results indicated that ACEs may increase years of life with depression among U.K. adults. Meanwhile, high educational attainment could mitigate the mental health burden associated with ACEs.
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Affiliation(s)
- Yushan Du
- Institute of Reproductive and Child Health/National Health Commission Key Laboratory of Reproductive Health, Peking University, Beijing, China; Department of Epidemiology and Biostatistics, School of Public Health, Peking University, Beijing, China
| | - Yanan Luo
- Department of Global Health, School of Public Health, Peking University, Beijing, China
| | - Ziyang Ren
- Institute of Reproductive and Child Health/National Health Commission Key Laboratory of Reproductive Health, Peking University, Beijing, China; Department of Epidemiology and Biostatistics, School of Public Health, Peking University, Beijing, China
| | - Xiaoying Zheng
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences/Peking Union Medical College, Beijing, China
| | - Jufen Liu
- Institute of Reproductive and Child Health/National Health Commission Key Laboratory of Reproductive Health, Peking University, Beijing, China; Department of Epidemiology and Biostatistics, School of Public Health, Peking University, Beijing, China.
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Stein CR, Sheridan MA, Copeland WE, Machlin LS, Carpenter KLH, Egger HL. Association of adversity with psychopathology in early childhood: Dimensional and cumulative approaches. Depress Anxiety 2022; 39:524-535. [PMID: 35593083 PMCID: PMC9246999 DOI: 10.1002/da.23269] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 04/25/2022] [Accepted: 05/09/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND The association between adversity and psychopathology in adolescents and adults is characterized by equifinality. These associations, however, have not been assessed during early childhood when psychopathology first emerges. Defining adversity using both dimensional and cumulative risk approaches, we examined whether specific types of adversity are differentially associated with psychopathology in preschool-aged children. METHODS Measures of threat, deprivation, and total adversities (i.e., cumulative risk) were calculated based on parent-reported information for 755 2- to 5-year old children recruited from pediatric primary care clinics. Logistic regression was used to estimate cross-sectional associations between type of adversity and anxiety, depression, ADHD, and behavioral disorder diagnoses. RESULTS Threat and cumulative risk exhibited independent associations with psychopathology. Threat was strongly related to behavioral disorders. Cumulative risk was consistently related to all psychopathologies. CONCLUSIONS Using mutually adjusted models, we identified differential associations between threat and psychopathology outcomes in preschool-aged children. This selectivity may reflect different pathways through which adversity increases the risk for psychopathology during this developmentally important period. As has been observed at other ages, a cumulative risk approach also effectively identified the cumulative impact of all forms of adversity on most forms of psychopathology during early childhood.
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Affiliation(s)
- Cheryl R Stein
- Department of Child and Adolescent Psychiatry, Hassenfeld Children’s Hospital at NYU Langone
| | - Margaret A Sheridan
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| | | | - Laura S Machlin
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill
| | | | - Helen L Egger
- Department of Child and Adolescent Psychiatry, Hassenfeld Children’s Hospital at NYU Langone
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Wickrama KAS, OˋNeal CW, Lee TK, Lee S. Early life course processes leading to educational and economic attainment in young adulthood: Contributions of early socioeconomic adversity and education polygenic score. PLoS One 2021; 16:e0256967. [PMID: 34634049 PMCID: PMC8504765 DOI: 10.1371/journal.pone.0256967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Accepted: 08/19/2021] [Indexed: 11/18/2022] Open
Abstract
The present study investigated an integrated life course model, drawn from the life course theoretical perspective, to elucidate youth’s additive, cascading, and cumulative life course processes stemming from early socioeconomic adversity and education polygenic score (education PGS) as well as potential interactions between them (GxE), which contribute to subsequent young adult socioeconomic outcomes. Additionally, the independent, varying associations among social and genetic predictors, life-stage specific educational outcomes (educational achievement in adolescence and educational attainment, in later stages), and young adult economic outcomes were examined. The study used prospective, longitudinal data from the National Longitudinal Study of Adolescent and Adult Health (Add Health) with a sample of 5,728 youth of European ancestry. Early family socioeconomic adversity and individual education PGS were associated with life stage-specific educational outcomes through additive and cascading processes linked to young adults’ economic outcomes (personal earnings) through a cumulative process. A GxE moderation existed between individuals’ education PGS and early socioeconomic adversity at multiple life stages, explaining variation in adolescent educational outcomes. Both early socioeconomic adversity and education PGS were persistently associated with youth’s educational and economic outcomes throughout the early life course. In sum, the findings based on the integrated life course model showed how additive, cascading, and cumulative processes were related and conditioned one another, generating specific life course patterns and outcomes. The findings highlight the value of incorporating molecular genetic information into longitudinal developmental life course research and provide insight into malleable characteristics and appropriate timing for interventions addressing youth developmental characteristics.
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Affiliation(s)
- Kandauda A. S. Wickrama
- Department of Human Development and Family Science, The University of Georgia, Athens, Georgia, United States of America
| | - Catherine Walker OˋNeal
- Department of Human Development and Family Science, The University of Georgia, Athens, Georgia, United States of America
| | - Tae Kyoung Lee
- Department of Public Health Sciences, University of Miami Miller School of Medicine, Miami, Florida, United States of America
| | - Seonhwa Lee
- Department of Christian Studies, Seoul Women’s University, Seoul, Republic of Korea
- * E-mail:
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Sutton TE, Simons LG. Examining Adolescent Family Experiences as Risks for Young Adulthood Intimate Partner Violence in Two Longitudinal Samples. J Youth Adolesc 2021; 50:1797-1810. [PMID: 34244921 DOI: 10.1007/s10964-021-01473-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Accepted: 06/22/2021] [Indexed: 11/29/2022]
Abstract
Little research has examined multiple family risks that may act as precursors to the cycle of violence, or the link between child maltreatment and subsequent intimate partner violence perpetration. Scholarly work that addresses this gap has important implications for early prevention and intervention efforts aimed at reducing family violence in adolescence and young adulthood. Based upon the family stress model and the cycle of violence hypothesis, it was hypothesized that adolescent experiences of economic pressure, caregiver depressed mood, and caregiver conflict would increase risk for abusive parenting and that abusive parenting in adolescence would link these family experiences to partner violence perpetration in young adulthood. The model was tested using longitudinal data spanning 12 years from two studies: The Iowa Youth and Families Project (N = 306, 56.2% women), a sample of White, married-parent families, and the Family and Community Health Study (N = 213, 53.3% women), a sample of Black families diverse in terms of family structure. Path model analyses provided support for the proposed model in each sample, highlighting the importance of considering several adolescent family experiences in work on the etiology of partner violence. Policy and practice interventions are offered, such as the need for economic supports for families, accessible mental health care, and relationship education programming for youth.
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Affiliation(s)
- Tara E Sutton
- Mississippi State University, Mississippi State, MS, USA.
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Seff I, Gillespie A, Bennouna C, Hassan W, Robinson MV, Wessells M, Allaf C, Stark L. Psychosocial Well-Being, Mental Health, and Available Supports in an Arab Enclave: Exploring Outcomes for Foreign-Born and U.S.-Born Adolescents. Front Psychiatry 2021; 12:632031. [PMID: 33897491 PMCID: PMC8060490 DOI: 10.3389/fpsyt.2021.632031] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 03/15/2021] [Indexed: 11/21/2022] Open
Abstract
Introduction: Few studies have assessed the impact of displacement, resettlement, and discrimination on well-being outcomes for adolescent refugees resettled within the U.S. Conducted in three charter schools in the intergenerational Arab enclave of the Detroit Metropolitan Area, this mixed-methods study assessed the mental health and psychosocial support for both U.S.- and foreign-born adolescents from the Middle East and North Africa region. Methods: A quantitative survey was used to collect data on 176 students. Key outcomes included hope, prosocial behaviors, resilience, depressive, anxiety, externalizing symptoms, stressful life events, perceived social support, and sense of school belonging. Differences in outcomes between U.S.- and foreign-born students were compared using T-tests. Regression analysis explored whether outcomes were gendered and correlated with years in the U.S. for foreign-born students. Qualitative data collection included key informant interviews with school staff and community service providers, student focus group discussions, and caregiver interviews. Interview transcripts were analyzed using thematic analysis and the constant comparative method. Results: No statistically significant differences between the foreign-born and U.S.-born groups were observed. However, analysis revealed that resilience decreased for male students with time spent in the U.S. Qualitative themes illuminated these results; shared cultural heritage allowed newcomer students to access relevant language and psychosocial support, while inter- and intra-group peer relationships strengthened students' dual language skills and identity formation. However, shifting gender expectations and role hierarchies for newcomer students revealed boys' increased stressors in the family domain and girls' better accessed support in the school context. Conclusion: The existence of an immigrant paradox in this enclave setting was not supported. Instead, findings highlight the reciprocal value of peer-based mentorships and friendships between U.S.- and foreign-born students with similar cultural backgrounds, the importance of social and emotional curricula and cultural competency training within schools, and the gendered effects of acculturation.
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Affiliation(s)
- Ilana Seff
- Mailman School of Public Health, Columbia University, New York City, NY, United States
| | - Alli Gillespie
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
| | - Cyril Bennouna
- Department of Political Science, Brown University, Providence, RI, United States
| | - Wafa Hassan
- Global Educational Excellence, Ann Arbor, MI, United States
| | - Mackenzie V Robinson
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
| | - Michael Wessells
- Mailman School of Public Health, Columbia University, New York City, NY, United States
| | - Carine Allaf
- Qatar Foundation International, Washington, DC, United States
| | - Lindsay Stark
- Brown School at Washington University in St. Louis, St. Louis, MO, United States
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Burger K, Mortimer J, Johnson MK. Self-esteem and self-efficacy in the status attainment process and the multigenerational transmission of advantage. SOCIAL SCIENCE RESEARCH 2020; 86:102374. [PMID: 32056563 PMCID: PMC7026146 DOI: 10.1016/j.ssresearch.2019.102374] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Revised: 09/03/2019] [Accepted: 10/16/2019] [Indexed: 06/10/2023]
Abstract
Despite considerable evidence of the importance of self-esteem and self-efficacy for agentic, goal-oriented behavior, little attention has been directed to these psychological dimensions in the status attainment literature. The present research uses data from the longitudinal, three-generation Youth Development Study (N = 422 three-generation triads) to examine the extent to which adolescent self-esteem and economic self-efficacy affect adult educational and income attainment, and whether these psychological resources are transmitted from one generation to the next, accumulating advantage across generations. We present evidence indicating that both self-esteem and economic self-efficacy are implicated in the attainment process. Adolescent economic self-efficacy had a direct positive effect on adult educational attainment and an indirect effect through educational plans. The influence of self-esteem on adult educational attainment was entirely indirect, through school achievement. We also find evidence that economic self-efficacy was transmitted from parents to children. We conclude that future research should more broadly consider psychological resources in attainment processes from a longitudinal multigenerational perspective.
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Affiliation(s)
- Kaspar Burger
- 1014 Social Sciences Building, Department of Sociology, 267 19th Avenue South, University of Minnesota, Minneapolis, MN 55455, USA; Department of Social Science, Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, United Kingdom.
| | - Jeylan Mortimer
- 1014 Social Sciences Building, Department of Sociology, 267 19th Avenue South, University of Minnesota, Minneapolis, MN 55455, USA
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Sheridan MA, McLaughlin KA. Neurobiological Models of the Impact of Adversity on Education. Curr Opin Behav Sci 2016; 10:108-113. [PMID: 29046891 DOI: 10.1016/j.cobeha.2016.05.013] [Citation(s) in RCA: 59] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Poverty and exposure to adversity have been linked with decreased educational success. Various environmental and neurobiological pathways have been proposed for these associations, however, existing models have several clear drawbacks. Here we outline existing models, and propose an alternate model linking exposure to adverse experiences in childhood to education success. Specifically, we propose that measured dimensions of experience (e.g., decreased cognitive enrichment or increased exposure to violence), instead of named exposures (e.g., poverty) impact neurobiology through neurodevelopmental processes of neuroplasticity. Our model results in testable hypotheses and clear intervention strategies. We predict that exposure to trauma will have a distinct neurobiological impact from exposure to a lack of cognitive stimulation and that these distinct exposures will benefit from different interventions. Specificity in this arena is thus likely to better support educational achievement for disadvantaged children.
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Kenigsberg TA, Winston W, Gibson PA, Brady SS. African American caregivers' resources for support: Implications for children's perceived support from their caregiver. CHILDREN AND YOUTH SERVICES REVIEW 2016; 61:337-344. [PMID: 26900196 PMCID: PMC4754976 DOI: 10.1016/j.childyouth.2016.01.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Tat'Yana A Kenigsberg
- University of Minnesota School of Public Health, Division of Epidemiology & Community Health, Minneapolis, MN
| | - Willie Winston
- Minnesota Association of Black Psychologists, Minneapolis, MN
| | | | - Sonya S Brady
- University of Minnesota School of Public Health, Division of Epidemiology & Community Health, Minneapolis, MN
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10
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Linking Community, Parenting, and Depressive Symptom Trajectories: Testing Resilience Models of Adolescent Agency Based on Race/Ethnicity and Gender. J Youth Adolesc 2014; 43:1563-75. [DOI: 10.1007/s10964-014-0141-8] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2014] [Accepted: 05/27/2014] [Indexed: 10/25/2022]
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