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Gong X, Zhou J, Huebner ES, Tian L. Longitudinal Association and Mediating Mechanism Between Externalizing and Internalizing Problems Among Children: A Within-Person Analysis. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2024; 53:637-651. [PMID: 36625685 DOI: 10.1080/15374416.2022.2158836] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
OBJECTIVE In this multi-informant, 3-year longitudinal study, the bidirectional relations between externalizing and internalizing problems were investigated, along with whether peer victimization and academic achievement mediated their relations after separating between-person effects from within-person effects. METHOD A sample of 3238 Chinese children (55.02% boys; Mage T1 = 9.89 years) reported semiannually on peer victimization and both externalizing and internalizing problems, and parents reported on their children's externalizing and internalizing problems. Students' objective academic achievement data (i.e. final exam scores) were obtained from school records. RESULTS Random intercepts cross-lagged panel modeling (RI-CLPM) revealed that neither academic achievement nor peer victimization mediated the relations between externalizing and internalizing problems in both self and parent reports at the within-person level. The cross-lagged panel models (CLPM) results supported that peer victimization (but not academic achievement) mediated the relations from internalizing to externalizing problems or externalizing to internalizing problems, whether self-reported or parent-reported. This study also identified meaningful sex differences in focal relations among children. CONCLUSIONS Findings illustrate the importance of distinguishing within-person and between- person associations, with within- person findings failing to support the hypothesized mediating pathways of the Dual Failure or Acting Out Models among children.
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Affiliation(s)
- Xue Gong
- Center for Studies of Psychological Application, South China Normal University
- School of Psychology, South China Normal University
| | - Jianhua Zhou
- Center for Studies of Psychological Application, South China Normal University
- School of Psychology, South China Normal University
| | | | - Lili Tian
- Center for Studies of Psychological Application, South China Normal University
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Lipner E, Mac Giollabhui N, Breen EC, Cohn BA, Krigbaum NY, Cirillo PM, Olino TM, Alloy LB, Ellman LM. Sex-Specific Pathways From Prenatal Maternal Inflammation to Adolescent Depressive Symptoms. JAMA Psychiatry 2024; 81:498-505. [PMID: 38324324 PMCID: PMC10851141 DOI: 10.1001/jamapsychiatry.2023.5458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 10/30/2023] [Indexed: 02/08/2024]
Abstract
Importance Prenatal maternal inflammation has been associated with major depressive disorder in offspring in adulthood as well as with internalizing and externalizing symptoms in childhood; however, the association between prenatal inflammation and offspring depression in adolescence has yet to be examined. Objective To determine whether maternal levels of inflammatory biomarkers during pregnancy are associated with depressive symptomatology in adolescent-aged offspring and to examine how gestational timing, offspring sex, and childhood psychiatric symptoms impact these associations. Design, Setting, and Participants This was an observational study of a population-based birth cohort from the Child Health and Development Studies (CHDS), which recruited almost all mothers receiving obstetric care from the Kaiser Foundation Health Plan (KFHP) in Alameda County, California, between June 1959 and September 1966. Pregnancy data and blood sera were collected from mothers, and offspring psychiatric symptom data were collected in childhood (ages 9-11 years) and adolescence (ages 15-17 years). Mother-offspring dyads with available maternal prenatal inflammatory biomarkers during first and/or second trimesters and offspring depressive symptom data at adolescent follow-up were included. Data analyses took place between March 2020 and June 2023. Exposures Levels of inflammatory biomarkers (interleukin 6 [IL-6], IL-8, IL-1 receptor antagonist [IL-1RA], and soluble tumor necrosis factor receptor-II) assayed from maternal sera in the first and second trimesters of pregnancy. Main Outcomes and Measures Self-reported depressive symptoms at adolescent follow-up. Results A total of 674 mothers (mean [SD] age, 28.1 [5.9] years) and their offspring (350 male and 325 female) were included in this study. Higher second trimester IL-6 was significantly associated with greater depressive symptoms in offspring during adolescence (b, 0.57; SE, 0.26); P = .03). Moderated mediation analyses showed that childhood externalizing symptoms significantly mediated the association between first trimester IL-6 and adolescent depressive symptoms in male offspring (b, 0.18; 95% CI, 0.02-0.47), while childhood internalizing symptoms mediated the association between second trimester IL-1RA and adolescent depressive symptoms in female offspring (b, 0.80; 95% CI, 0.19-1.75). Conclusions and Relevance In this study, prenatal maternal inflammation was associated with depressive symptoms in adolescent-aged offspring. The findings of the study suggest that pathways to adolescent depressive symptomatology from prenatal risk factors may differ based on both the timing of exposure to prenatal inflammation and offspring sex.
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Affiliation(s)
- Emily Lipner
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania
| | - Naoise Mac Giollabhui
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania
- Department of Psychiatry, Massachusetts General Hospital, Boston
| | - Elizabeth C. Breen
- Cousins Center for Psychoneuroimmunology, Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
| | - Barbara A. Cohn
- Child Health and Development Studies, Public Health Institute, Berkeley, California
| | - Nickilou Y. Krigbaum
- Child Health and Development Studies, Public Health Institute, Berkeley, California
| | - Piera M. Cirillo
- Child Health and Development Studies, Public Health Institute, Berkeley, California
| | - Thomas M. Olino
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania
| | - Lauren B. Alloy
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania
| | - Lauren M. Ellman
- Department of Psychology and Neuroscience, Temple University, Philadelphia, Pennsylvania
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Mahjoob M, Cardy R, Penner M, Anagnostou E, Andrade BF, Crosbie J, Kelley E, Ayub M, Ayub M, Brian J, Iaboni A, Schachar R, Georgiades S, Nicolson R, Jones J, Kushki A. Predictors of health-related quality of life for children with neurodevelopmental conditions. Sci Rep 2024; 14:6377. [PMID: 38493236 PMCID: PMC10944519 DOI: 10.1038/s41598-024-56821-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 03/11/2024] [Indexed: 03/18/2024] Open
Abstract
Neurodevelopmental conditions can be associated with decreased health-related quality of life; however, the predictors of these outcomes remain largely unknown. We characterized the predictors of health-related quality of life (HRQoL) in a sample of neurodiverse children and youth. We used a cross-sectional subsample from the Province of Ontario Neurodevelopmental Disorders Network (POND) consisting of those children and young people in the POND dataset with complete study data (total n = 615; 31% female; age: 11.28 years ± 2.84 years). Using a structural equation model, we investigated the effects of demographics (age, sex, socioeconomic status), core features (Social Communication Questionnaire, Toronto Obsessive Compulsive Scale, Strengths and Weaknesses of attention deficit/hyperactivity disorder (ADHD)-symptoms and Normal Behavior), co-occurring symptoms (Child Behaviour Checklist), and adaptive functioning (Adaptive Behaviour Assessment System) on HRQoL (KINDL). A total of 615 participants had complete data for this study (autism = 135, ADHD = 273, subthreshold ADHD = 7, obsessive-compulsive disorder (OCD) = 38, sub-threshold OCD = 1, neurotypical = 161). Of these participants, 190 (31%) identified as female, and 425 (69%) identified as male. The mean age was 11.28 years ± 2.84 years. Health-related quality of life was negatively associated with co-occurring symptoms (B = - 0.6, SE = 0.20, CI (- 0.95, - 0.19), p = 0.004)) and age (B = - 0.1, SE = 0.04, CI (- 0.19, - 0.01), p = 0.037). Fewer co-occurring symptoms were associated with higher socioeconomic status (B = - 0.5, SE = - 0.05, CI (- 0.58, - 0.37), p < 0.001). This study used a cross-sectional design. Given that one's experiences, needs, supports, and environment and thus HrQoL may change significantly over the lifespan and a longitudinal analysis of predictors is needed to capture these changes. Future studies with more diverse participant groups are needed. These results demonstrate the importance of behavioural and sociodemographic characteristics on health-related quality of life across neurodevelopmental conditions.
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Affiliation(s)
- Maryam Mahjoob
- Institute of Biomedical Engineering, University of Toronto, Toronto, Canada
| | - Robyn Cardy
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada
| | - Melanie Penner
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada
| | - Evdokia Anagnostou
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada
| | - Brendan F Andrade
- Department of Psychiatry, Margaret and Wallace McCain Centre for Child Youth and Family Mental Health, Centre for Addiction and Mental Health, University of Toronto, Toronto, Canada
| | - Jennifer Crosbie
- Department of Psychiatry, The Hospital for Sick Children (SickKids), Toronto, Canada
| | | | - Muhammad Ayub
- Department of Psychiatry, Queen's University, Kingston, Canada
| | - Muhammad Ayub
- Department of Psychology, Queen's University, Kingston, Canada
| | - Jessica Brian
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada
| | - Alana Iaboni
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada
| | - Russell Schachar
- Department of Psychiatry, The Hospital for Sick Children (SickKids), Toronto, Canada
| | - Stelios Georgiades
- Psychiatry & Behavioural Neurosciences, McMaster University, Hamilton, Canada
| | - Rob Nicolson
- Department of Psychiatry, Western University, London, Canada
| | - Jessica Jones
- Department of Psychiatry, Queen's University, Kingston, Canada
| | - Azadeh Kushki
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada.
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Kaouar S, Fleming GE, Neo B, Hawes DJ, Eapen V, Kimonis ER. Dimensions of Warm Parenting Attributions Differentiate Conduct Problem Subtypes in Young Children. Res Child Adolesc Psychopathol 2024; 52:223-236. [PMID: 37581855 PMCID: PMC10834570 DOI: 10.1007/s10802-023-01111-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/31/2023] [Indexed: 08/16/2023]
Abstract
Understanding the developmental psychopathology of child conduct problems (CP) has been advanced by differentiating subtypes based on levels of internalizing problems (INT) and/or callous-unemotional (CU) traits (i.e., low empathy/guilt, poor motivation, shallow/deficient affect). The current study sought to elucidate prior inconsistencies in the role of warm/positive and harsh/negative parenting subcomponents in CP by differentiating subtypes on the basis of INT and CU traits. Parents of 135 young children (M age = 4.21 years, SD = 1.29) referred to specialty clinics for the treatment of CP completed pre-treatment measures of parenting and rated their child's levels of CP, INT, and CU traits. Results of planned comparisons revealed that mothers of children classified as secondary CU variants (high CU/ high INT) reported fewer overall warm attributions toward their child, compared with CP-only (low CU) children. They also reported a more negative dyadic relationship characterized by feelings of anger/hostility, active avoidance and/or a desire to do harm to their child relative to primary CU variants (high CU/ low INT). Mothers of primary CU variants attributed fewer good and altruistic intentions towards others in their child, relative to CP-only children. Subtypes were undifferentiated on observed positive and negative parenting behaviors, indicative of a disconnect between parenting behaviors and cognitions for mothers of children high on CU traits. Findings are discussed in relation to their theoretical and practice implications, and in guiding future research.
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Affiliation(s)
- Silvana Kaouar
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - Georgette E Fleming
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - Bryan Neo
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia
| | - David J Hawes
- School of Psychology, The University of Sydney, Sydney, Australia
| | - Valsamma Eapen
- School of Psychiatry, The University of New South Wales, Sydney, NSW, Australia
| | - Eva R Kimonis
- Parent-Child Research Clinic, School of Psychology, The University of New South Wales, Sydney, NSW, Australia.
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Lima JFDB, Lima RJCP, Batalha MA, da Silva AAM, Ribeiro MRC, Batista RFL. Do childhood depressive symptoms interfere with intelligence in adulthood? Rev Saude Publica 2023; 57:64. [PMID: 37878850 PMCID: PMC10519686 DOI: 10.11606/s1518-8787.2023057004918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 08/19/2022] [Indexed: 10/27/2023] Open
Abstract
OBJECTIVE To investigate the effects of depressive symptoms in childhood on the intellectual development of young adults. METHODS Study conducted with a birth cohort of São Luís, Maranhão, Brazil, composed of 339 participants evaluated between 7 and 9 years and between 18 and 19 years. Structural equation modeling (young adult education, sex, race/color) and childhood variables (nutritional status, depressive symptoms, cognitive function, head of household's and mother's education, family income) were used. In addition, head of household's occupation, mother's age, and presence of partner were tested as determinants of adults' intelligence quotient (IQ). RESULTS Presence of depressive symptoms in childhood triggered a reduction of 0.342 in standard deviation (SD) and -3.83 points in the average IQ of adults (p-value < 0.001). Cognitive function in childhood had a total and direct positive effect (standardized coefficient [SC] = 0.701; p-value < 0.001) on IQ, increasing 7.84 points with each increase in level. A positive indirect effect of child nutritional status (SC = 0.194; p-value = 0.045), head of household's (SC = 0.162; p-value = 0.036), and mother's education was identified, the latter mediated by cognitive function in childhood (SC = 0.215; p-value = 0.012) on the IQ of young people. CONCLUSION Presence of depressive symptoms in childhood triggered a long-term negative effect on intelligence, reducing the IQ score in adulthood.
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Affiliation(s)
- Janielle Ferreira de Brito Lima
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Raina Jansen Cutrim Propp Lima
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Mônica Araújo Batalha
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Antônio Augusto Moura da Silva
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Marizélia Rodrigues Costa Ribeiro
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
| | - Rosângela Fernandes Lucena Batista
- Universidade Federal do MaranhãoDepartamento de Saúde PúblicaSão LuísMABrazil Universidade Federal do Maranhão. Departamento de Saúde Pública. São Luís, MA, Brasil. São Luís, MA, Brazil.
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Djamnezhad D, Bergström M, Andrén P, Hofvander B. Good behavior game - study protocol for a randomized controlled trial of a preventive behavior management program in a Swedish school context. Front Psychiatry 2023; 14:1256714. [PMID: 37867765 PMCID: PMC10585039 DOI: 10.3389/fpsyt.2023.1256714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 09/20/2023] [Indexed: 10/24/2023] Open
Abstract
Background Early conduct problems and school failure are prominent risk factors for several adverse outcomes in later life. With the potential of reaching many children at early stages of their life, school-based interventions constitute a valuable approach to universal prevention. Good behavior game (GBG) is a promising school-based behavior management program, having shown immediate reductions in conduct problems along with several long-term positive effects. Adapting interventions to new contexts may however affect their effectiveness. The current study aims to evaluate the effectiveness of a Swedish adaption of GBG under pragmatic conditions. The intervention is hypothesized to reduce conduct problems in the classroom (primary outcome). Secondary analyses will investigate changes in conduct problems in common school areas, classroom climate, teacher collective efficacy, on-task behavior, as well as investigating behavioral management practices, implementation, and barriers to implementation. Methods This is a cluster-randomized trial with two parallel groups. Schools will be randomized (1,1, stratified by their areas sociodemographic index score) to be provided training in GBG or perform business-as-usual. The intervention and data collection lasts for a school year. Data will be collected at three time points: at baseline in the beginning of the school year (prior to training in GBG), after three months, and after nine months (at the end of the school year; primary endpoint). Data consists of teacher-rated measures of conduct problems, classroom climate, teacher collective efficacy, behavior management practices, and implementation factors, along with demographic factors. In addition, data will be collected by independent and blinded observers using corresponding measures in a subset of randomly chosen classrooms. Procedural fidelity will be rated and collected by GBG-trainers during nine observations throughout the school year. Statistical analysis will include frequentist intention-to-treat analysis, and comparisons of estimates with a corresponding Bayesian model using weakly informative priors. The study has currently completed data collection. Discussion This study will provide knowledge in universal prevention and school-based interventions with high reach, as well as specific knowledge concerning the effectiveness of an adapted version of GBG under real-world conditions, along with factors affecting its implementation and effects. Clinical trial registration ClinicalTrials.gov, identifier NCT05794893.
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Affiliation(s)
- Dariush Djamnezhad
- Department of Clinical Sciences Lund, Lund Clinical Research on Externalizing and Developmental Psychopathology, Lund University, Lund, Sweden
- Administration of Compulsory Education Department, Malmö, Sweden
| | | | - Per Andrén
- Department of Clinical Sciences Lund, Lund University, Lund, Sweden
- Child and Adolescent Psychiatry Skåne, Lund, Sweden
| | - Björn Hofvander
- Department of Clinical Sciences Lund, Lund Clinical Research on Externalizing and Developmental Psychopathology, Lund University, Lund, Sweden
- Department of Forensic Psychiatry, Region Skåne, Sweden
- Department of Psychiatry and Neurochemistry, Centre of Ethics, Law and Mental Health, University of Gothenburg, Gothenburg, Sweden
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Hong RY, Zainal NH, Ong XL. Longitudinal associations between academic competence-building and depression symptoms in early adolescence. Dev Psychopathol 2023; 35:2061-2072. [PMID: 35959684 DOI: 10.1017/s0954579422000694] [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] [Indexed: 11/05/2022]
Abstract
The longitudinal associations between academic competence-building and depression symptoms were investigated among 741 early adolescents in Singapore. Extending from past studies on academic achievement and depression, the current research tested two competing hypotheses - the academic incompetence hypothesis versus the adjustment erosion hypothesis using a 3-wave longitudinal study over an academic year. The former hypothesis suggests that prior deficits in academic competence-building lead to subsequent depression symptoms, whereas the latter posits that previous depression leads to subsequent deficits in competence-building. Longitudinal associations between a higher-order competence-building factor (operationalized using multiple constituent motivational variables) and depression were examined using a random intercept cross-lagged panel model. Results indicated that within-individual decreases in competence-building prospectively predicted subsequent within-individual increases in depression symptoms, but the opposite effect was not observed. Within-individual fluctuations in competence-building also predicted end-of-year grades and teacher-reported adjustment problems. Overall, the current findings were consistent with the academic incompetence hypothesis, suggesting that interventions aimed at sustaining academic competence-building could offer protection against the worsening of depression. These results clarified the within-individual developmental dynamics between academic competence-building and depression symptoms in adolescents over time.
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Affiliation(s)
- Ryan Y Hong
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Nur Hani Zainal
- Harvard Medical School - Massachusetts General Hospital, Boston, MA, USA
| | - Xiang Ling Ong
- Department of Psychology, National University of Singapore, Singapore, Singapore
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Buchanan CM, Romer D, Wray-Lake L, Butler-Barnes ST. Editorial: Adolescent storm and stress: a 21st century evaluation. Front Psychol 2023; 14:1257641. [PMID: 37599757 PMCID: PMC10435984 DOI: 10.3389/fpsyg.2023.1257641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 07/24/2023] [Indexed: 08/22/2023] Open
Affiliation(s)
- Christy M. Buchanan
- Department of Psychology, Wake Forest University, Winston-Salem, NC, United States
| | - Daniel Romer
- Annenberg Public Policy Center, Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA, United States
| | - Laura Wray-Lake
- Luskin School of Public Affairs, University of California, Los Angeles, Los Angeles, CA, United States
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Chad-Friedman E, Galano MM, Lemay EP, Olino TM, Klein DN, Dougherty LR. Parsing between- and within-person effects: Longitudinal associations between irritability and internalizing and externalizing problems from early childhood through adolescence. Dev Psychopathol 2023; 35:1371-1381. [PMID: 34955108 PMCID: PMC9234095 DOI: 10.1017/s0954579421001267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
INTRODUCTION This report examines between- and within-person associations between youth irritability and concurrent and prospective internalizing and externalizing symptoms from early childhood through adolescence. Distinguishing between- and within-person longitudinal associations may yield distinct, clinically relevant information about pathways to multifinality from childhood irritability. METHODS Children's irritability and co-occurring symptoms were assessed across five waves between ages 3 and 15 years using the mother-reported Child Behavior Checklist (N = 605, 46% female). Parental history of depressive disorders was assessed with a clinical interview. RESULTS Results demonstrated that between- and within-person irritability were uniquely associated with concurrent depressive, anxiety, and defiance symptoms, but not ADHD. Prior wave within-person irritability also predicted next wave depressive, anxiety, and defiance symptoms, controlling for prior symptoms; these prospective associations were bidirectional. Child sex and parental depressive disorders moderated associations. DISCUSSIONS Findings identify pathways from within- and between-person irritability to later internalizing and externalizing psychopathology. Results demonstrate the importance of parsing within- and between-person effects to understand nuanced relations among symptoms over childhood.
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Xiong Y, Chen J, Yang L, Guo X, Ren P. Does Being Prosocial Pay Off? Testing Positive Developmental Cascades of Prosocial Behavior, Social Preference, and Subjective Well-Being in Chinese Adolescents. J Youth Adolesc 2023:10.1007/s10964-023-01809-3. [PMID: 37369927 DOI: 10.1007/s10964-023-01809-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Accepted: 06/06/2023] [Indexed: 06/29/2023]
Abstract
Positive aspects of adolescent development recently have raised researchers' interests; however, studies examining reciprocal links between prosocial behavior, social preference, and subjective well-being are lacking. The present longitudinal study investigated the bidirectional relations between prosocial behavior, social preference, and subjective well-being within a theoretical framework of the developmental cascade model. A total of 1248 Chinese adolescents (M = 13.44, SD = 0.65; 47.0% girls) were surveyed across three waves with 6-month intervals. The results of analyses utilizing the random-intercept cross-lagged panel model demonstrated that prosocial behavior was positively associated with both social preference and subjective well-being, and social preference was not associated with subjective well-being at the between-person level. At the within-person level, prosocial behavior was positively reciprocally associated with social preference, while no significant relations between prosocial behavior and subjective well-being and between social preference and subjective well-being were found. The findings highlight adolescents' prosocial behavior and social preference could mutually facilitate each other over time, which can be used to guide adolescents' positive development.
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Affiliation(s)
- Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Jiahui Chen
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Liu Yang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Xiaolin Guo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, Beijing, 100875, China.
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Scheiber F, Nelson PM, Momany A, Ryckman KK, Ece Demir-Lira Ö. Parent mental health and child behavior during the COVID-19 pandemic. CHILDREN AND YOUTH SERVICES REVIEW 2023; 148:106888. [PMID: 36846210 PMCID: PMC9943737 DOI: 10.1016/j.childyouth.2023.106888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 02/06/2023] [Accepted: 02/18/2023] [Indexed: 05/07/2023]
Abstract
Objective Child behavior, which encompasses both internalizing and externalizing behaviors, is associated with many outcomes, including concurrent and future mental health, academic success, and social well-being. Thus, understanding sources of variability in child behavior is crucial for developing strategies aimed at equipping children with necessary resources. Parental mental health (PMH) difficulties and preterm birth may be risk factors for child behavior (CB) problems. Moreover, not only are PMH difficulties more common among parents of preterm children, but preterm children might also be more sensitive than full-term children to environmental stressors. In this study, we examined how PMH and CB changed during the COVID-19 pandemic, how change in PMH related to change in CB, and whether preterm children were more susceptible than full-term children to change in PMH. Methods Parents that participated in a study prior to the pandemic were invited to complete follow-up questionnaires during the pandemic about PMH and CB. Forty-eight parents completed follow-up questionnaires. Results Our results suggested that parental depression symptoms, children's internalizing symptoms, and children's externalizing symptoms significantly increased, and parental well-being significantly decreased during the pandemic. Change in parental depression symptoms, but not change in parental anxiety symptoms or parental well-being, was associated with change in children's internalizing and externalizing symptoms. Prematurity did not moderate change in PMH, change in CB, or the effect of change in PMH on change in CB. Conclusion Our findings have the potential to inform efforts aimed at equipping children with behavioral resources.
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Affiliation(s)
- Francesca Scheiber
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, United States
| | - Paige M Nelson
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, United States
| | - Allison Momany
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, United States
| | - Kelli K Ryckman
- Department of Epidemiology, University of Iowa, Iowa City, IA, United States
| | - Ö Ece Demir-Lira
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, IA, United States
- DeLTA Center, University of Iowa, Iowa City, IA, United States
- Iowa Neuroscience Institute, University of Iowa, Iowa City, IA, United States
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Zhang Q, Liu S, Wang Z, Cheng N. Developmental cascades of behavior problems and cognitive ability from toddlerhood to middle childhood: A 9-year longitudinal study. Early Hum Dev 2023; 179:105731. [PMID: 36867982 DOI: 10.1016/j.earlhumdev.2023.105731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 02/01/2023] [Accepted: 02/14/2023] [Indexed: 02/19/2023]
Abstract
Little is known about the direction, ordering, and uniqueness of longitudinal associations between behavior problems and cognitive ability, from toddlerhood to middle childhood. A developmental cascade model was tested in the present study to examine the transactional processes in 103 Chinese children at the ages of 1, 2, 7, and 9 years. Behavior problems were assessed using the maternal reported Infant-Toddler Social and Emotional Assessment at the ages of 1, 2 and parental reported Children Behavior Checklist at the ages of 7, 9. Cognitive ability was measured using Bayley Scales of Infant and Toddler Development at the ages of 1, 2 and Wechsler Intelligence Scale for Children at the ages of 7, 9. The results revealed the stability of behavior problems and cognitive ability from age 1 to age 9 years and concurrent associations between externalizing and internalizing problems. Unique longitudinal associations were identified between (1) age 1 cognitive ability and age 2 internalizing problems, (2) age 2 externalizing problems and age 7 internalizing problems, (3) age 2 externalizing problems and age 7 cognitive ability, (4) age 7 cognitive ability and age 9 externalizing problems. The results indicated essential targets for future interventions aimed at reducing children's behavior problems at 2 years old and promoting cognitive ability at 1 year old and 7 years old.
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Affiliation(s)
- Qing Zhang
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China; Key Laboratory of Behavioral Sciences, Institute of Psychology, Chinese Academy of Sciences, 100101 Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, 100101 Beijing, China
| | - Siman Liu
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Zhengyan Wang
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China
| | - Nanhua Cheng
- Beijing Key Lab of "Learning and Cognition", Research Center for Child Development, School of Psychology, Capital Normal University, 100037 Beijing, China.
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Lui CK, Witbrodt J, Li L, Tam CC, Williams E, Guo Z, Mulia N. Associations between early childhood adversity and behavioral, substance use, and academic outcomes in childhood through adolescence in a U.S. longitudinal cohort. Drug Alcohol Depend 2023; 244:109795. [PMID: 36774809 PMCID: PMC10089259 DOI: 10.1016/j.drugalcdep.2023.109795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Revised: 01/30/2023] [Accepted: 01/31/2023] [Indexed: 02/05/2023]
Abstract
BACKGROUND Childhood adversity is strongly associated with adolescent substance use, but few epidemiologic studies have investigated early childhood adversity (ECA) before age 5. This study investigated pathways by which ECA is associated with adolescent alcohol and cannabis use and high school completion through childhood behavioral and academic mediators and their reciprocal effects. METHODS Data were from the National Longitudinal Survey of Youth 1979-Child/Young Adult Cohort which surveyed children born 1984-1999 and followed through 2016 (n = 5521). Outcomes included alcohol and cannabis use frequency at ages 15-18, and high school completion by age 19. ECA at ages 0-4 was a cumulative score of maternal heavy drinking/drug use, low emotional support, low cognitive stimulation, and household poverty. Multilevel path models were conducted with ECA, childhood mediators (behavioral (externalizing and internalizing problems) and academics (reading and math scores), accounting for demographics and confounders. RESULTS ECA was indirectly associated with adolescent cannabis frequency through mediators of externalizing/internalizing problems, low academics, and early cannabis onset before age 14. ECA was also indirectly associated with alcohol frequency via the same mediators, but not early alcohol onset. Greater behavioral problems elevated substance use risk; whereas, low academics reduced risk. Reciprocal effects were evident between childhood behavioral problems and cannabis frequency to high school completion. CONCLUSION Adversity from birth to age 4 is associated with childhood behavioral problems and lower academics, which increased adolescent alcohol and cannabis use and lowered high school completion. Early childhood interventions with parents and preschools/daycare may reduce early onset and adolescent substance use.
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Affiliation(s)
- Camillia K Lui
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA.
| | - Jane Witbrodt
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Libo Li
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Christina C Tam
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Edwina Williams
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Zihe Guo
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
| | - Nina Mulia
- Alcohol Research Group, 6001 Shellmound St., Suite 450, Emeryville, CA 94608, USA
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Finch JE, Akhavein K, Patwardhan I, Clark CA. Teachers' Self-Efficacy and Perceptions of School Climate are Uniquely Associated with Students' Externalizing and Internalizing Behavior Problems. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023; 85:101512. [PMID: 36817721 PMCID: PMC9937514 DOI: 10.1016/j.appdev.2023.101512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Early externalizing and internalizing problems undermine children's school success and long-term well-being. Leveraging a large, U.S.-representative dataset (N ≈ 14,810), we examined how kindergarten teachers' self-efficacy and school climate perceptions were linked to students' behavior problems in kindergarten and first grade. Teachers' self-efficacy and school climate perceptions were uniquely linked to kindergarteners' externalizing and internalizing behaviors, after controlling for demographic covariates and children's executive functions. Kindergarten teachers' higher self-efficacy predicted lower levels of children's externalizing problems in first grade, while teachers' positive school climate perceptions predicted children's lower internalizing problems in first grade. Longitudinal models demonstrated that teachers' perceived school climate and self-efficacy were uniquely associated with decreases in children's externalizing and internalizing behaviors from kindergarten to first grade. Findings highlight the importance of teachers' self-efficacy and school climate for children's socio-emotional development and underscore an urgent need to determine how best to support teacher well-being to optimize children's outcomes.
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Affiliation(s)
- Jenna E. Finch
- Department of Psychology, University of Nebraska-Lincoln
| | - Kimia Akhavein
- Department of Psychology, University of Nebraska-Lincoln
| | | | - Caron A.C. Clark
- Department of Educational Psychology, University of Nebraska-Lincoln
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15
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Brittain H, Vaillancourt T. Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 64:327-355. [PMID: 37080673 DOI: 10.1016/bs.acdb.2022.11.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/22/2023]
Abstract
Failure to meet educational expectations in adolescence can derail an individual's potential, leading to hardship in adulthood. Lower academic achievement is also associated with poorer mental health, and both share common pathways to adult functional outcomes like employment status and economic security. Although linked in adolescence, and predictive of similar outcomes in adulthood, methodological and analytical limitations of the literature do not permit the assessment of the temporal priority between academic achievement and mental health. This omission of directionality hampers intervention and prevention efforts. In this narrative review, we summarize the literature on the temporal ordering between academic achievement and depressive symptoms in adolescence, a particularly vulnerable developmental period. We propose methodological and analytical strategies to guide future research to disentangle the chronological ordering between academic achievement and depressive symptoms-recommendations that can be used to examine other sets of correlated variables over time. Specifically, we highlight methodological issues that require attention such as the need to understand reciprocal and cascading influences over time by attending to repeated measures and timing, measurement consistency, reporter effects, examination of processes and mechanisms, and missing data. Finally, we discuss the need to embrace analytical methods that separate within-person from between-person effects; account for heterogeneity in associations using person-centered approaches; and use the two approaches as complementary, rather than competing, for a more holistic examination of temporality.
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Affiliation(s)
- Heather Brittain
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada; School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada.
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16
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Keskin G, Lougheed JP, Duncan R. Within‐ and between‐person associations among internalizing and externalizing problems during middle childhood. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- Gizem Keskin
- Department of Psychology University of British Columbia Okanagan Kelowna Canada
| | - Jessica P. Lougheed
- Department of Psychology University of British Columbia Okanagan Kelowna Canada
| | - Robert Duncan
- Department of Human Development and Family Studies and Department of Public Health, Purdue University West Lafayette Indiana USA
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Kulkarni T, Sullivan AL. Academic achievement and relations to externalizing behavior: Much ado about nothing? J Sch Psychol 2022; 94:1-14. [DOI: 10.1016/j.jsp.2022.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 04/23/2022] [Accepted: 07/22/2022] [Indexed: 11/28/2022]
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18
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Weist MD, Splett JW, Halliday CA, Gage NA, Seaman MA, Perkins KA, Perales K, Miller E, Collins D, DiStefano C. A randomized controlled trial on the interconnected systems framework for school mental health and PBIS: Focus on proximal variables and school discipline. J Sch Psychol 2022; 94:49-65. [DOI: 10.1016/j.jsp.2022.08.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Revised: 06/06/2022] [Accepted: 08/01/2022] [Indexed: 01/19/2023]
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Yoon S, Yoon D, Latelle A, Kobulsky JM. The Interaction Effects Between Father-Child Relationship Quality and Parent-perpetrated Maltreatment on Adolescent Behavior Problems. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP15944-NP15969. [PMID: 34107809 DOI: 10.1177/08862605211021977] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Despite ample evidence supporting the positive and important role fathers play in youth well-being, currently little is known about the potential buffering effects of positive father-child relationships on adolescent behavioral functioning, especially within the context of child maltreatment. Clarifying whether positive parent-child relationships are helpful in the presence of maltreatment perpetrated by the same or another parent is critical for designing and implementing successful family-based interventions for positive youth development. Thus, the present study aimed to investigate the unique and combined effects of the perpetrator of child maltreatment (i.e., maltreatment perpetrated by fathers versus mothers alone) and father-child relationship quality on adolescent internalizing and externalizing problems. A series of Ordinary Least Squares multiple regressions were conducted on a sample of 14-year-old high-risk youth (N = 661) drawn from the Longitudinal Studies of Child Abuse and Neglect. The results indicated that both father-perpetrated maltreatment and mother-alone maltreatment were associated with higher levels of internalizing and externalizing problems. Higher quality of father-child relationships was associated with lower levels of internalizing but was not significantly associated with externalizing problems. Higher quality father-child relationships had a buffering impact against adolescent internalizing and externalizing problems when adolescents were maltreated by mothers alone. The findings suggest that policy and practical efforts seeking to build resilience of youth should strive to nurture and leverage positive, non-maltreating father-child relationships. Such efforts may support the positive development of adolescents, even in the face of mother-perpetrated maltreatment.
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Affiliation(s)
- Susan Yoon
- The Ohio State University, Columbus, OH, USA
| | - Dalhee Yoon
- Binghamton University- State University of New York, Binghamton, NY
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Chen CC, Cheng SL, Xu Y, Rudasill K, Senter R, Zhang F, Washington-Nortey M, Adams N. Transactions between Problem Behaviors and Academic Performance in Early Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159583. [PMID: 35954939 PMCID: PMC9367882 DOI: 10.3390/ijerph19159583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 07/29/2022] [Accepted: 07/29/2022] [Indexed: 01/25/2023]
Abstract
This study aimed to further the understanding of transactional relationships that exist between problem behaviors and academic performance in early childhood. Early academic and behavior difficulties increase the risk of school disengagement, academic failure, and dropout. Although children’s academic and behavioral difficulties have been shown to be intercorrelated, little research has focused on how the relationship reciprocates and progresses in early childhood. This study investigated how problem behaviors (i.e., externalizing and internalizing) influence and are influenced by academic performance (i.e., poor reading and math) from kindergarten to third grade. Participants included 18,135 students (51.22% boys) derived from a nationally representative sample in the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K: 2011). Teacher ratings of children’s internalizing (low self-esteem, anxiety, loneliness, or sadness) and externalizing (fighting, arguing, showing anger, impulsively acting, and disruptive behaviors) problem behaviors, as well as direct assessments of children’s academic performance (reading and math), were collected yearly. Cross-lagged panel modeling (CLPM) was employed to examine reciprocal relationships between problem behaviors and academic performance over time from kindergarten to third grade. The results supported the transactional relationships in early childhood, with higher externalizing as well as internalizing problem behaviors predicting lower academic performance and lower academic performance predicting higher externalizing and internalizing problem behaviors. The implications for research, prevention, and early intervention regarding the progression of academic and behavioral problems are discussed.
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Affiliation(s)
- Chin-Chih Chen
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
- Correspondence:
| | - Sheng-Lun Cheng
- Department of Library Science and Technology, Sam Houston State University, Huntsville, TX 77341, USA
| | - Yaoying Xu
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Kathleen Rudasill
- School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Reed Senter
- Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA
| | - Fa Zhang
- Department of Education, Open University of China, Beijing 100039, China
| | | | - Nikki Adams
- Ph.D. Program in Special Education, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
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21
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Tainaka H, Takahashi N, Nishimura T, Okumura A, Harada T, Iwabuchi T, Rahman MS, Nomura Y, Tsuchiya KJ. Long-term effect of persistent postpartum depression on children's psychological problems in childhood. J Affect Disord 2022; 305:71-76. [PMID: 35219738 PMCID: PMC11105964 DOI: 10.1016/j.jad.2022.02.061] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 01/21/2022] [Accepted: 02/20/2022] [Indexed: 12/11/2022]
Abstract
BACKGROUND Maternal postpartum depression (PPD) is a well-established risk factor for psychological problems in children; however, little is known about the sustained impact of persistent PPD patterns and severity on these problems in children. METHODS Data were obtained from mothers (N = 714) and children (N = 768) from the Hamamatsu Birth Cohort for Mothers and Children. Maternal depression was measured using the Edinburgh Postpartum Depression Scale at 2, 4, 10 weeks and 10 months postpartum. Children's internalizing and externalizing problems were assessed using the Strengths and Difficulties Questionnaire at 6 years and 8-9 years old. Mothers were divided into 4 groups based on the trajectory of their PPD persistence: "No PPD," "Transient PPD," "Worsening PPD" and "Persistent PPD." Linear regression analysis was used to examine the association of PPD persistence and severity with children's internalizing and externalizing problems. RESULTS "Persistent PPD" was significantly associated with children's internalizing problems at 6 years old (Coefficient [95%CI] = 2.74 [1.30-4.19], P < .001), but no association was found at 8-9 years old. No associations were found between PPD severity and children's internalizing and externalizing problems in either age category. LIMITATIONS "Persistent PPD" and "Worsening PPD" groups had a relatively small sample size. The mothers' depression statuses were not ascertained simultaneously with the children's behavioral assessments. There was no information regarding the mothers' treatment for PPD. CONCLUSION PPD persistence negatively affected children's internalizing problems but was not long-lasting. Future studies are needed to identify protective factors against PPD persistence in children's psychological problems.
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Affiliation(s)
- Hanae Tainaka
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Nagahide Takahashi
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan; Department of Child and Adolescent Psychiatry, Nagoya University Graduate School of Medicine, Nagoya, Japan.
| | - Tomoko Nishimura
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Akemi Okumura
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Taeko Harada
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Toshiki Iwabuchi
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Md Shafiur Rahman
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
| | - Yoko Nomura
- United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan; Queens College and Graduate Center, City University of New York, NY, United States
| | - Kenji J Tsuchiya
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
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22
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DUAN W, SUN Q, WANG M, WU C, CHEN Z. The developmental cascades of prosocial behavior tendency, internalizing and externalizing problems for early adolescence in China: A within-person analysis. ACTA PSYCHOLOGICA SINICA 2022. [DOI: 10.3724/sp.j.1041.2022.00813] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Schmengler H, Peeters M, Stevens GWJM, Kunst AE, Hartman CA, Oldehinkel AJ, Vollebergh WAM. Educational level, attention problems, and externalizing behaviour in adolescence and early adulthood: the role of social causation and health-related selection-the TRAILS study. Eur Child Adolesc Psychiatry 2021; 32:809-824. [PMID: 34797409 PMCID: PMC10147770 DOI: 10.1007/s00787-021-01913-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Accepted: 11/09/2021] [Indexed: 10/19/2022]
Abstract
Social causation and health-related selection may contribute to educational differences in adolescents' attention problems and externalizing behaviour. The social causation hypothesis posits that the social environment influences adolescents' mental health. Conversely, the health-related selection hypothesis proposes that poor mental health predicts lower educational attainment. From past studies it is unclear which of these mechanisms predominates, as attention problems and externalizing behaviour have the potential to interfere with educational attainment, but may also be affected by differences in the educational context. Furthermore, educational gradients in mental health may reflect the impact of 'third variables' already present in childhood, such as parental socioeconomic status (SES), and IQ. We investigated both hypotheses in relation to educational differences in externalizing behaviour and attention problems throughout adolescence and young adulthood. We used data from a Dutch cohort (TRAILS Study; n = 2229), including five measurements of educational level, externalizing behaviour, and attention problems from around age 14-26 years. First, we evaluated the directionality in longitudinal associations between education, externalizing behaviour, and attention problems with and without adjusting for individual differences using fixed effects. Second, we assessed the role of IQ and parental SES in relation to attention problems, externalizing behaviour, and educational level. Attention problems predicted decreases in education throughout all of adolescence and young adulthood. Differences in parental SES contributed to increases in externalizing behaviour amongst the lower educational tracks in mid-adolescence. Childhood IQ and parental SES strongly predicted education around age 14. Parental SES, but not IQ, also predicted early adolescent attention problems and externalizing behaviour. Our results provide support for the health-related selection hypothesis in relation to attention problems and educational attainment. Further, our results highlight the role of social causation from parental SES in determining adolescent educational level, attention problems, and externalizing behaviour.
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Affiliation(s)
- Heiko Schmengler
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands.
| | - Margot Peeters
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
| | - Gonneke W J M Stevens
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
| | - Anton E Kunst
- Department of Public and Occupational Health, Center for Health Inequality Studies, Amsterdam UMC, University of Amsterdam, Amsterdam, The Netherlands
| | - Catharina A Hartman
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation, University Medical Center of Groningen, University of Groningen, Groningen, The Netherlands
| | - Albertine J Oldehinkel
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation, University Medical Center of Groningen, University of Groningen, Groningen, The Netherlands
| | - Wilma A M Vollebergh
- Department of Interdisciplinary Social Science, Utrecht Centre for Child and Adolescent Studies, Utrecht University, Padualaan 14, 3584 CH, Utrecht, The Netherlands
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Landstedt E, Bortes C, Strandh M. Is there a social gradient in how youth with mental disorder perform academically? Findings from a Swedish longitudinal register-based study. BMC Psychiatry 2021; 21:441. [PMID: 34488712 PMCID: PMC8422624 DOI: 10.1186/s12888-021-03448-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 08/27/2021] [Indexed: 11/10/2022] Open
Abstract
Abstract
Background
It is well established that academic achievement and other school-related outcomes are associated with mental health status in children and youths. However, few studies have examined the influence of socioeconomic background on the relationship between poor childhood/adolescent mental health and school performance. From an equity perspective, it is important to explore how school-related outcomes are affected for young people with mental disorder and if these outcomes differ depending on gender and socioeconomic background. This study aimed to investigate social gradients in the prospective association between childhood/adolescent mental disorder and academic achievement.
Methods
This register based study used data from the Umeå SIMSAM Lab of linked Swedish registers on all children born between 1990 and 1994 and their parents (N = 642 558). The outcome was school grades achieved upon compulsory school graduation (age 15/16). Mental disorder was indicated by number of hospitalisations due to ICD classified mental disorders and prescription of psychoanaleptic drugs. Indicators of socioeconomic position were parental level of education and family income in four categories respectively. Parental history of mental disorder was controlled for. Linear regressions, including interaction analyses, were performed.
Results
Mental disorder in childhood/adolescence was related to lower grades, particularly in boys. The drop in academic achievement among youth with mental disorder was more pronounced among girls in mid SEP categories than among their less and more advantaged peers. A less clear interaction pattern was identified in boys.
Conclusions
Based on theory and existing research we expected a typical social gradient in the strength of the association between mental disorder and academic achievement. However, we identified a U-shaped social gradient among girls. Analyses of the links between mental health and academic outcomes need to take both gender and social position into account. More research is needed to investigate these patterns further.
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Affiliation(s)
- Evelina Landstedt
- Department of Social and Psychological Studies, Karlstad University, Universitetsgatan 2, SE-651 88, Karlstad, Sweden. .,Department of Social Work, Umeå University, SE-907 87, Umeå, Sweden. .,Centre for Research on Child and Adolescent Mental Health, Karlstad University, SE-651 88, Karlstad, Sweden.
| | - Cristian Bortes
- grid.12650.300000 0001 1034 3451Department of Social Work, Umeå University, SE-907 87 Umeå, Sweden
| | - Mattias Strandh
- grid.12650.300000 0001 1034 3451Department of Social Work, Umeå University, SE-907 87 Umeå, Sweden
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Psychotropic medication use and academic performance in adolescence: A cross-lagged path analysis. J Adolesc 2021; 91:25-34. [PMID: 34298339 DOI: 10.1016/j.adolescence.2021.07.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 07/12/2021] [Accepted: 07/14/2021] [Indexed: 11/23/2022]
Abstract
INTRODUCTION The study investigated the directionality of associations between mental health problems and school grades across two timepoints (T1 and T2) during mid to late adolescence; in school year 9 (ages 15-16) and school year 12 (ages 17-18). The study also investigated variation in the associations as a function of gender and across socioeconomic groups. METHODS Longitudinal data from several Swedish administrative registers were utilised. Information on prescribed psychotropic drugs was used as a proxy for mental health problems, and teacher-assigned school grades were used to measure academic performance. The study sample comprised 85 186 individuals (50.7% girls) born in 1991 who were alive and resident in Sweden in 2010. Directions of associations were analysed by estimating a series of cross-lagged path models. RESULTS The model with the best fit to data showed that higher school grades at T1 were associated with relatively lower rates of mental health problems by T2, for both boys and girls, mainly in socioeconomic groups with the highest educated parents. This association was equal in size across all of the socioeconomic groups that were explored. CONCLUSIONS Performing well in school is equally important for boys' and girls' subsequent mental health, but only among adolescents in socioeconomic groups with the highest educated parents. The results underscore the importance of promoting opportunities for youth to do as well as they can in school.
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The codevelopment of internalizing symptoms, externalizing symptoms, and cognitive ability across childhood and adolescence. Dev Psychopathol 2021; 32:1375-1389. [PMID: 31588887 DOI: 10.1017/s0954579419001330] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Cognitive ability, externalizing symptoms, and internalizing symptoms are correlated in children. However, it is not known why they combine in the general child population over time. To address this, we used data on 17,318 children participating in the UK Millennium Cohort Study and followed-up five times between ages 3 and 14 years. We fitted three parallel-process latent growth curve models to identify the parallel unfolding of children's trajectories of internalizing symptoms, externalizing symptoms, and cognitive ability across this period. We also examined the effects of time-invariant (ethnicity, birth weight, maternal education and age at birth, and breastfeeding status) and time-varying covariates (maternal psychological distress and socioeconomic disadvantage) on the growth parameters of the trajectories. The results showed that the intercepts of the trajectories of cognitive ability and, particularly, externalizing symptoms were inversely correlated. Their linear slopes were also inversely correlated, suggesting parallel development. Internalizing symptoms were correlated positively with externalizing symptoms and inversely (and more modestly) with cognitive ability at baseline, but the slope of internalizing symptoms correlated (positively) only with the slope of externalizing symptoms. The covariates predicted 9% to 41% of the variance in the intercepts and slopes of all domains, suggesting they are important common risk factors. Overall, it appears that externalizing symptoms develop in parallel with both cognitive ability and internalizing symptoms from early childhood through to middle adolescence. Children on an increasing trajectory of externalizing symptoms are likely both increasing in internalizing symptoms and decreasing in cognitive skills as well, and are thus an important group to target for intervention.
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Cruz SH, Piccinini CA, Matijasevich A, Santos IS. Behavior Problems in Four-Year-Old Children from a Brazilian Birth Cohort. PSICOLOGIA: TEORIA E PESQUISA 2021. [DOI: 10.1590/0102.3772e37301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study aimed to investigate the occurrence of behavior problems in 3750 four years old children from a birth cohort. Children were followed from birth to four years old through home visits, and questionnaires on child health and development and the Child Behavior Checklist 4-18/CBCL were applied. Prevalence rates were high (total problems 35.6%), particularly externalizing problems, which occurred in 44.4 % of children (48.3% girls; 40.6% boys; p < 0.001). Internalizing problems were less prevalent, occurring in 15.5 % of children (19.1% boys; 11.6% girls; p < 0.001). Regardless of sex, there was a higher prevalence of behavioral problems in children with younger siblings, whose mothers had less education and had no partner.
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Kulkarni T, Sullivan AL, Kim J. Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist? EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09582-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Johnson D, McLennan JD, Heron J, Colman I. The relationship between profiles and transitions of internalizing and externalizing symptoms in children and suicidal thoughts in early adolescence. Psychol Med 2020; 50:2566-2574. [PMID: 31576782 DOI: 10.1017/s0033291719002733] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
BACKGROUND Adolescence is a high-risk period for the onset of suicidal thoughts and behaviors. Identification of preceding patterns of internalizing and externalizing symptoms that are associated with subsequent suicidal thoughts may offer a better understanding of how to prevent adolescent suicide. METHODS Data from the National Longitudinal Survey of Children and Youth, a prospective population-based Canadian cohort, contained Child Behavior Checklist items which were used to examine profiles and transitions of internalizing and externalizing symptoms in children, aged 6-11 years (n = 8266). The association between these profiles/transitions and suicidal thoughts in adolescents was examined using multivariate logistic regression modeling. RESULTS Latent profile analyses identified four measurement invariant profiles of internalizing and externalizing symptoms at ages 6/7 and 10/11: (1) low on all symptoms, (2) moderate on all symptoms, (3) high on all symptoms, and (4) high on hyperactivity/inattention and internalizing. Recurrent (homotypic or heterotypic) and increasing symptoms from 6/7 to 10/11 were associated with suicidal thoughts in adolescence, compared to those with stable low symptoms. Those with decreasing symptoms from 6/7 to 10/11 were not at increased risk of suicidal thought in adolescence. CONCLUSIONS While patterns of recurrent symptoms were associated with suicidal thoughts, a similar association was observed between profiles at age 10/11 years and suicidal thoughts. This suggests that the recent assessments of mental health symptoms in children may be as sufficient a predictor of adolescent suicidal thought as transition profiles.
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Affiliation(s)
- Dylan Johnson
- University of Ottawa, School of Epidemiology and Public Health
| | - John D McLennan
- University of Calgary, Department of Pediatrics
- Children's Hospital of Eastern Ontario-Research Institute
| | - Jon Heron
- University of Bristol, Bristol Medical School, Population Health Sciences, Centre for Academic Mental Health
| | - Ian Colman
- University of Ottawa, School of Epidemiology and Public Health
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Murray AL, Eisner M, Ribeaud D. Within-person analysis of developmental cascades between externalising and internalising problems. J Child Psychol Psychiatry 2020; 61:681-688. [PMID: 31674664 DOI: 10.1111/jcpp.13150] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/02/2019] [Indexed: 12/15/2022]
Abstract
BACKGROUND In a large body of previous research, cross-lagged panel models (CLPMs) have been used to provide empirical support for developmental models that posit a cascade from externalising-to-internalising problems. These developmental models, however, arguably refer to within-person processes whereas CLPMs provide a difficult-to-interpret blend of within- and between- person effects. METHODS We used autoregressive latent trajectory models with structured residuals (ALT-SR) to evaluate whether there is evidence for externalising-to-internalising cascades at the within-person level when disaggregating between- and within- person effects. We used eight waves of data (age 7-15) from the Zurich Project on Social Development from Childhood to Adulthood (z-proso). RESULTS ALT-SR fit better than the corresponding CLPMs. Using an ALT-SR, we found evidence for externalising-to-internalising cascades, consistent with previous CLPM studies. However, we also found some evidence for effects in the ALT-SR that were not apparent in the CLPM, including a negative effect of externalising on internalising problems in adolescence. In addition, a negative effect of internalising on externalising problems in adolescence was found in both the CLPM and ALT-SR. CONCLUSIONS Within-person results were largely consistent with previous evidence from CLPMs; however, at the within-person level, externalising and internalising may negatively influence one another in adolescence.
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Affiliation(s)
| | - Manuel Eisner
- Institute of Criminology, University of Cambridge, Cambridge, UK.,Jacob's Center for Productive Youth Development, University of Zurich, Zürich, Switzerland
| | - Denis Ribeaud
- Jacob's Center for Productive Youth Development, University of Zurich, Zürich, Switzerland
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A person-centered approach to studying associations between psychosocial vulnerability factors and adolescent depressive symptoms and suicidal ideation in a Canadian longitudinal sample. Dev Psychopathol 2020; 33:351-362. [PMID: 32381149 DOI: 10.1017/s0954579420000012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study used a person-centered approach to identify subgroups of adolescents who are at risk for depression and suicidal ideation. Latent class analysis was first applied to 1,290 adolescents from a Canadian cohort study in order to identify latent vulnerability subtypes based on 18 psychosocial vulnerability factors. Logistic regression analyses were conducted to study the associations between class membership and depressive symptoms and suicidal ideation 2 years later. The moderating role of sex in the associations between latent classes and depressive symptoms was explored. Five latent classes were identified: Low Vulnerability (42%), Substance Use Only (13%), Moderate Vulnerability (28%), Conduct Problems (8%) and High Vulnerability (9%). Compared with the Low Vulnerability class, the probabilities of presenting depressive symptoms were higher for the Substance Use Only class, OR = 1.93, 95% CI [1.21, 3.06], the Moderate Vulnerability class, OR = 2.96, 95% CI [2.09, 4.20], the Conduct Problems class, OR = 3.03, 95% CI [1.84, 4.98], and the High Vulnerability class, OR = 5.4, 95% CI [3.42, 8.53]. Furthermore, interaction effects with sex were identified in relation to depressive symptoms only. The probability of presenting suicidal ideation was higher only for the High Vulnerability class, OR = 4.51, 95% CI [2.41, 8.43]. This study highlights the importance of a person-centered perspective that considers both vulnerability subtypes and sex because these associations are complex rather than linear or additive.
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Can helping others strengthen teens? Character strengths as mediators between prosocial behavior and adolescents' internalizing symptoms. J Adolesc 2020; 79:70-80. [PMID: 31926448 DOI: 10.1016/j.adolescence.2020.01.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 11/27/2019] [Accepted: 01/01/2020] [Indexed: 12/30/2022]
Abstract
INTRODUCTION Identifying protective factors against internalizing behaviors during adolescence is a public health priority, as rates of depression and anxiety are rising. As such, the purpose of this study was to examine whether prosocial engagement toward strangers and family members is protective against depressive and anxiety symptoms, and whether this link is mediated by character strengths (i.e., hope, persistence, gratitude, and self-esteem). METHOD The sample consisted of 500 US adolescents (52% female; 66% European American; 33% from single-parent families). Data across three consecutive yearly waves were utilized in the current study (Mage Time 1 = 13.32). RESULTS Results of a longitudinal structural equation model revealed prosocial behavior toward strangers and family members were differentially related to character strengths, and that prosocial behavior toward strangers was indirectly associated with depressive symptoms via self-esteem. CONCLUSION Taken together, findings extend the Developmental Cascades model and suggest that prosocial behavior and character strengths protect against depressive symptoms during the adolescent period. Findings are discussed in the context of relevant research and theory, and implications for future research and intervention programs are presented.
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Wang Y, Yan N. Trajectories of internalizing and externalizing problems in preschoolers of depressed mothers: Examining gender differences. J Affect Disord 2019; 257:551-561. [PMID: 31325897 DOI: 10.1016/j.jad.2019.07.047] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/29/2018] [Revised: 06/05/2019] [Accepted: 07/04/2019] [Indexed: 11/16/2022]
Abstract
BACKGROUND This study sought to examine the development of global and co-occurring internalizing and externalizing problems in preschoolers whose mothers have high depressive symptoms, a topic that is less often studied. METHOD This longitudinal study consisted of 201 families with mothers who reported clinically-relevant depressive symptoms. Mothers rated their depressive symptoms across children's first two years. Children's internalizing and externalizing problems were reported by caregivers or teachers at three waves in early childhood. RESULTS Using growth curve analyses, findings revealed gender-variant patterns in the development of internalizing and externalizing problems. Across early childhood, boys of mothers with depressive symptoms exhibited stable internalizing and increasing externalizing problems whereas girls exhibited declining trajectories of both problems. Further examination of within-gender variation indicated the heterogeneity in trajectories of internalizing and externalizing problems only among girls. Moreover, the co-occurrence of internalizing and externalizing problems was evident in both genders. LIMITATIONS This study was based on a community sample and thus caution should be exerted to generalize findings to clinical samples. CONCLUSIONS Findings suggest that boys may be at heightened risk for behavioral problems in the face of high maternal depressive symptoms and that internalizing and externalizing problems tend to co-occur in this group of at-risk preschoolers.
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Affiliation(s)
- Yiji Wang
- School of Psychology and Cognitive Science, East China Normal University, 402 Junxiu Building, 3663 North Zhongshan Road, Shanghai 200062, China.
| | - Ni Yan
- Faculty of Psychology, Southwest University, China
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Papachristou E, Flouri E, Midouhas E, Lewis G, Joshi H. The Role of Primary School Composition in the Trajectories of Internalising and Externalising Problems across Childhood and Adolescence. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2019; 48:197-211. [PMID: 31541374 PMCID: PMC6969860 DOI: 10.1007/s10802-019-00584-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
There is little research on the role of school and its composition in explaining individual children’s psychological outcomes. This study examined for the first time the role of several primary-school compositional characteristics, and their interactions with individual level characteristics, in the development of two such outcomes, internalising and externalising problems, at ages 7, 11 and 14 years in 4794 children in England participating in the Millennium Cohort Study. Using hierarchical (multilevel) linear models, we found that, even after adjusting for individual and family characteristics, children in schools with higher proportions of pupils eligible for free school meals had more externalising problems. In general, children with special educational needs, lower academic performance, more distressed mothers, and those in non-intact families had more internalising and externalising problems. Our results underline the importance of targeting schools with less affluent overall intakes, but also highlight the key role of individual and family characteristics in the development of their pupils’ psychological functioning.
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Affiliation(s)
- Efstathios Papachristou
- Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK.
| | - Eirini Flouri
- Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK
| | - Emily Midouhas
- Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK
| | - Glyn Lewis
- Division of Psychiatry, University College London, London, UK
| | - Heather Joshi
- Department of Psychology and Human Development, UCL Institute of Education, University College London, 25 Woburn Square, WC1H 0AA, London, UK
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Durbeej N, Sörman K, Norén Selinus E, Lundström S, Lichtenstein P, Hellner C, Halldner L. Trends in childhood and adolescent internalizing symptoms: results from Swedish population based twin cohorts. BMC Psychol 2019; 7:50. [PMID: 31375136 PMCID: PMC6679471 DOI: 10.1186/s40359-019-0326-8] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Accepted: 07/18/2019] [Indexed: 02/07/2023] Open
Abstract
Background Previous research has noted trends of increasing internalizing problems (e.g., symptoms of depression and anxiety), particularly amongst adolescent girls. Cross-cohort comparisons using identical assessments of both anxiety and depression in youth are lacking, however. Methods In this large twin study, we examined trends in internalizing symptoms in samples of 9 year old children and 15 year old adolescents, gathered from successive birth cohorts from 1998 to 2008 (age 9) and 1994–2001 (age 15). Assessments at age 9 were parent-rated, and at age 15 self- and parent-rated. We examined (i) the relation between birth cohorts and internalizing symptoms using linear regressions, and (ii) whether percentages of participants exceeding scale cut-off scores changed over time, using Cochrane Armitage Trend Tests. Results Among 9 year old children, a significantly increasing percentage of participants (both boys and girls) had scores above cut-off on anxiety symptoms, but not on depressive symptoms. At age 15, a significantly increasing percentage of participants (both boys and girls) had scores above cut-off particularly on self-reported internalizing symptoms. On parent-reported internalizing symptoms, only girls demonstrated a corresponding trend. Conclusion In line with previous studies, we found small changes over sequential birth cohorts in frequencies of depression and anxiety symptoms in children. Further, these changes were not exclusive to girls.
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Affiliation(s)
- Natalie Durbeej
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.,Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Karolina Sörman
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Eva Norén Selinus
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.,Centre for Clinical Research, County of Västmanland, Uppsala University, Uppsala, Sweden
| | - Sebastian Lundström
- Institute of Neuroscience and Physiology, Gillberg Neuropsychiatry Centre, Centre of Ethics Law and Mental Health, Gothenburg University, Gothenburg, Sweden
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Clara Hellner
- Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Linda Halldner
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden. .,Child and Adolescent Psychiatry Research center, BUP Klinisk forskningsenhet, Stockholm, Sweden. .,Department of Clinical Science, Child and Adolescent Psychiatry, Umeå University, SE-901 87 Umeå, Sweden.
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Academic performance, externalizing disorders and depression: 26,000 adolescents followed into adulthood. Soc Psychiatry Psychiatr Epidemiol 2019; 54:977-986. [PMID: 30783692 DOI: 10.1007/s00127-019-01668-z] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/08/2018] [Accepted: 02/04/2019] [Indexed: 12/11/2022]
Abstract
BACKGROUND The incidence of major depression among adults has been shown to be socially differentiated, and there are reasons to seek explanations for this before adulthood. In this cohort study, we examined whether academic performance in adolescence predicts depression in adulthood, and the extent to which externalizing disorders explain this association. METHODS We followed 26,766 Swedish women and men born 1967-1982 from the last year of compulsory school, at age about 16, up to 48 years of age. We investigated the association between grade point average (GPA, standardized by gender) and first diagnosis of depression in national registers of in- or out-patient psychiatric care. We used Cox proportional hazards models, adjusting for lifetime externalizing diagnoses and potential confounders including childhood socioeconomic position and IQ. RESULTS During follow-up, 7.0% of the women and 4.4% of the men were diagnosed with depression. A GPA in the lowest quartile, compared with the highest, was associated with an increased risk in both women (hazard ratio 95% confidence interval 1.7, 1.3-2.1) and men (2.9, 2.2-3.9) in models controlling for potential confounders. Additional control for externalizing disorders attenuated the associations, particularly in women. CONCLUSIONS The findings suggest that poor academic performance is associated with depression in young adulthood and that the association is partly explained by externalizing disorders. Our results indicate the importance of early detection and management of externalizing disorders among children and adolescents.
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Soehner AM, Bertocci MA, Levenson JC, Goldstein TR, Rooks B, Merranko J, Hafeman D, Diler R, Axelson D, Goldstein BI, Hickey MB, Monk K, Phillips ML, Birmaher B. Longitudinal Associations Between Sleep Patterns and Psychiatric Symptom Severity in High-Risk and Community Comparison Youth. J Am Acad Child Adolesc Psychiatry 2019; 58:608-617. [PMID: 30851396 PMCID: PMC6733405 DOI: 10.1016/j.jaac.2018.09.448] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Revised: 08/31/2018] [Accepted: 09/13/2018] [Indexed: 12/18/2022]
Abstract
OBJECTIVE Sleep disturbance may be involved in symptom progression across multiple domains of psychopathology and could represent a target for treatment development in youth. Our objective was to identify sleep patterns that longitudinally change in conjunction with psychiatric symptom severity in at-risk youth. METHOD The study included 484 Pittsburgh Bipolar Offspring Study (BIOS) youth with at least 2 sleep assessments occurring between 10 and 18 years of age: 267 offspring of parents with bipolar I or II disorder and 217 community comparison offspring. Assessments occurred approximately every 2 years (mean number of assessments, 2.8 ± 0.8; mean follow-up duration, 3.8 ± 1.6 years). Offspring had a range of psychiatric diagnoses at baseline. Multivariate lasso regression was implemented to select offspring-reported sleep patterns associated with changes in five psychiatric symptom measures from baseline through last follow-up (mania, depression, mood lability, anxiety, inattention/externalizing). Analyses accounted for parent psychiatric diagnoses and offspring demographics, psychiatric diagnoses, and medications. RESULTS Follow-up duration, baseline socioeconomic status, parental history of bipolar disorder, offspring attention-deficit/hyperactivity disorder, and disruptive behavior disorder, and five sleep patterns were identified as predictors of change in all five psychiatric symptom measures. Decreasing sleep duration, later sleep timing preference, longer sleep latency, increasing nighttime awakenings, and greater sleepiness over follow-up were associated with increasing severity the five psychiatric symptom outcomes over follow-up. These 10 predictors explained 16% of the variance in longitudinal psychiatric symptom change, 33% of which was accounted for by sleep predictors. CONCLUSION A constellation of sleep features were associated with psychiatric symptom changes in youth, and may represent viable targets for future interventions.
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Affiliation(s)
| | | | | | | | | | | | | | | | - David Axelson
- Nationwide Children’s Hospital and Ohio State University, Columbus, OH
| | - Benjamin I. Goldstein
- Sunnybrook Health Sciences Centre, Toronto, Ontario, CA; University of Toronto, Ontario, CA
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Stülb K, Messerli-Bürgy N, Kakebeeke TH, Arhab A, Zysset AE, Leeger-Aschmann CS, Schmutz EA, Meyer AH, Kriemler S, Jenni OG, Puder JJ, Munsch S. Prevalence and Predictors of Behavioral Problems in Healthy Swiss Preschool Children Over a One Year Period. Child Psychiatry Hum Dev 2019; 50:439-448. [PMID: 30368619 DOI: 10.1007/s10578-018-0849-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Behavioral problems impair children's health but prevalence rates are scarce and persistence rates vary due to divergence in age ranges, assessment methods and varying environmental factors. The aim of this study was to assess prevalence rates of behavioral problems, their persistence over a 1-year period, and the impact of child- and parent-related factors on behavioral problems. 555 2-6-year-old healthy preschool children were assessed at baseline and 382 of the initial sample at 1-year follow-up. Assessment included questionnaires concerning behavioral problems and their potential predictors (e.g. socio-economic status or parenting style). Altogether, nearly 7% of these children showed clinically relevant behavioral problems, and 3% showed persistent symptoms. Low SES, inconsistent parenting and corporal punishment were positively associated with behavioral problems. The prevalence rates of behavioral problems in Swiss preschoolers are similar to other European countries, but persistence is still rather low within preschool age. These findings need further confirmation in longitudinal studies.
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Affiliation(s)
- Kerstin Stülb
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Rue P.A. de Faucigny 2, 1700, Fribourg, Switzerland
| | - Nadine Messerli-Bürgy
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Rue P.A. de Faucigny 2, 1700, Fribourg, Switzerland.,Department of Psychology-Clinical Child Psychology and Biological Psychology, University of Fribourg, Rue P.A. de Faucigny 2, 1700, Fribourg, Switzerland.,Obstetric Service, Lausanne University Hospital, Ave de Sallaz 82, 1011, Lausanne, Switzerland
| | - Tanja H Kakebeeke
- Child Development Center, University Children's Hospital Zurich, Steinwiesstrasse 75, 8032, Zurich, Switzerland.,Children's Research Center, University Children's Hospital Zurich, Steinwiesstrasse 75, 8032, Zurich, Switzerland
| | - Amar Arhab
- Obstetric Service, Lausanne University Hospital, Ave de Sallaz 82, 1011, Lausanne, Switzerland
| | - Annina E Zysset
- Child Development Center, University Children's Hospital Zurich, Steinwiesstrasse 75, 8032, Zurich, Switzerland
| | - Claudia S Leeger-Aschmann
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001, Zurich, Switzerland
| | - Einat A Schmutz
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001, Zurich, Switzerland
| | - Andrea H Meyer
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Rue P.A. de Faucigny 2, 1700, Fribourg, Switzerland.,Department for Psychology, University of Basel, Missionsstrasse 62A, 4055, Basel, Switzerland
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001, Zurich, Switzerland
| | - Oskar G Jenni
- Child Development Center, University Children's Hospital Zurich, Steinwiesstrasse 75, 8032, Zurich, Switzerland.,Children's Research Center, University Children's Hospital Zurich, Steinwiesstrasse 75, 8032, Zurich, Switzerland
| | - Jardena J Puder
- Obstetric Service, Lausanne University Hospital, Ave de Sallaz 82, 1011, Lausanne, Switzerland
| | - Simone Munsch
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Rue P.A. de Faucigny 2, 1700, Fribourg, Switzerland.
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Indicated Prevention for Depression at the Transition to High School: Outcomes for Depression and Anxiety. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2019; 20:499-509. [DOI: 10.1007/s11121-019-01005-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Liu S, Zhou N, Dong S, Wang Z, Hao Y. Maternal childhood emotional abuse predicts Chinese infant behavior problems: Examining mediating and moderating processes. CHILD ABUSE & NEGLECT 2019; 88:307-316. [PMID: 30553068 DOI: 10.1016/j.chiabu.2018.12.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2018] [Revised: 09/29/2018] [Accepted: 12/07/2018] [Indexed: 06/09/2023]
Abstract
The current study examined the mediating effect of maternal negative expressiveness as well as the moderating effects of infant inhibitory control (IC) in the association between maternal childhood emotional abuse (CEA) and infant behavior problems. Drawing from 207 families from mainland China, 2-wave data were reported in this study when the infants were 6 months (T1) and 14 (T2) months. Mothers (Mean age = 32.85 years, SD = 4.04) reported their CEA on the Childhood Trauma Questionnaire-Short Form (CTQ-SF) at T1, and their negative expressiveness on the Self-Expressiveness in the Family Questionnaire (SEFQ) at T2. The Infant-Toddler Social and Emotional Assessment (ITSEA) and a reverse categorization task were used to measure infant behavior problems and IC at T2, respectively. The results showed that T1 maternal CEA, rather than physical and sexual abuse, uniquely predicted T2 negative expressiveness. Maternal negative expressiveness significantly mediated the positive relations of maternal CEA and infant externalizing, internalizing and dysregulation problems. In addition, the moderated mediation model showed that the association between maternal negative expressiveness and infant dysregulation problems was moderated by infant IC. Specifically, the mediating pathway from maternal CEA to dysregulation problems through maternal negative expressiveness was significant, only for infants with poor IC. The results were robust even after controlling for family socio-economic status (SES), maternal childhood physical and sexual abuse. The importance of mediating and moderating processes in understanding the effect of maternal emotional abuse during childhood on infant behavior problems is discussed.
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Affiliation(s)
- Siman Liu
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China
| | - Nan Zhou
- Department of Early Childhood Education, Capital Normal University, China
| | - Shuyang Dong
- Utrecht Center for Child and Adolescent Studies, Utrecht University, The Netherlands
| | - Zhengyan Wang
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China.
| | - Yefang Hao
- Beijing Key Laboratory of Learning and Cognition, Research Center for Child Development, School of Psychology, Capital Normal University, China
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Flouri E, Papachristou E, Midouhas E, Ploubidis GB, Lewis G, Joshi H. Developmental cascades of internalising symptoms, externalising problems and cognitive ability from early childhood to middle adolescence. Eur Psychiatry 2019; 57:61-69. [PMID: 30677550 DOI: 10.1016/j.eurpsy.2018.12.005] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/13/2018] [Revised: 12/07/2018] [Accepted: 12/10/2018] [Indexed: 01/17/2023] Open
Abstract
BACKGROUND Cognitive ability and problem behaviour (externalising and internalising problems) are variable and inter-related in children. However, it is not known if they mutually influence one another, if difficulties in one cause difficulties in the other, or if they are related only because they share causes. METHODS Random-intercept cross-lagged models adjusted for confounding were fitted to explore this in 17,318 (51% male) children of the UK's Millennium Cohort Study at ages 3, 5, 7, 11 and 14 years. Externalising and internalising problems were assessed using the parent-reported Strengths and Difficulties Questionnaire. Cognitive ability was measured using standardised scores of age-appropriate validated cognitive ability assessments. Where multiple cognitive assessments were available a single score was derived using principal components analysis. RESULTS There was much evidence for cross-domain longitudinal effects in childhood, especially for cognitive ability (on both internalising and externalising problems and in both males and females) and externalising problems (on internalising problems in both genders and cognitive ability in males). Bidirectional effects were childhood-limited, gender-specific and less consistent. The consistent bidirectional associations were, in males, between externalising problems and cognitive ability, and, in females, between externalising and internalising problems (although the effects of internalising problems were weak). In adolescence, only externalising problems had cross-domain effects such that, in both genders, they were associated with lower cognitive ability in subsequent measurements and increased levels of internalising problems. CONCLUSIONS In either childhood or adolescence, reducing behavioural problems could have both emotional and cognitive benefits. In childhood, improving cognitive skills could reduce both emotional and behavioural problems.
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Affiliation(s)
- Eirini Flouri
- Department of Psychology and Human Development, UCL Institute of Education, 25 Woburn Square, WC1H 0AA, London, UK.
| | - Efstathios Papachristou
- Department of Psychology and Human Development, UCL Institute of Education, 25 Woburn Square, WC1H 0AA, London, UK
| | - Emily Midouhas
- Department of Psychology and Human Development, UCL Institute of Education, 25 Woburn Square, WC1H 0AA, London, UK
| | - George B Ploubidis
- Centre for Longitudinal Studies, UCL Institute of Education, 55-59 Gordon Square, WC1H 0NU, London, UK
| | - Glyn Lewis
- Division of Psychiatry, University College London, Maple House, 149 Tottenham Court Road, W1T 7BN, London, UK
| | - Heather Joshi
- Centre for Longitudinal Studies, UCL Institute of Education, 55-59 Gordon Square, WC1H 0NU, London, UK
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Healy KL, Sanders MR. Mechanisms Through Which Supportive Relationships with Parents and Peers Mitigate Victimization, Depression and Internalizing Problems in Children Bullied by Peers. Child Psychiatry Hum Dev 2018; 49:800-813. [PMID: 29473091 DOI: 10.1007/s10578-018-0793-9] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This study investigated how supportive relationships with peers and parents protect children against ongoing victimization, internalizing problems and depression. The longitudinal data set tracked progress of 111 children recruited for the trial of Resilience Triple P, and previously bullied by peers. Informants included children, parents and teachers. Higher levels of facilitative parenting (warm parenting that supports peer relationships) and peer acceptance predicted lower later levels of both depression and victimization over time. Higher levels of child friendedness predicted lower levels of child reports of internalizing problems. Children's friendships, acceptance by same sex peers and facilitative parenting all played moderating roles in protecting against ongoing victimization and internalizing problems. Peer acceptance mediated the relationships between facilitative parenting and victimization. Facilitative parenting mediated the relationship between peer acceptance and depression. It was concluded that supportive relationships with parents and peers play important and complementary roles in protecting children against ongoing victimization and depression.
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Affiliation(s)
- K L Healy
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia.
| | - M R Sanders
- Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, 4072, Australia
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Parkes A, Sweeting H. Direct, indirect, and buffering effects of support for mothers on children's socioemotional adjustment. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2018; 32:894-903. [PMID: 30091624 PMCID: PMC6205417 DOI: 10.1037/fam0000438] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2017] [Revised: 03/13/2018] [Accepted: 03/30/2018] [Indexed: 05/22/2023]
Abstract
Support for mothers may improve children's socioemotional adjustment, yet few studies have considered the benefits of formal support (from health and social work professionals) in addition to social support (from family and friends) or explored the mechanisms. These issues were addressed using a birth cohort (n = 2,649) to explore how mothers' perceptions of social and formal support when children were ages 10-22 months predicted trajectories of children's externalizing and internalizing problems from 58 to 122 months. We tested mediating pathways from support to child adjustment via 3 family stressors measured at 46-58 months (maternal distress, economic strain, and dysfunctional parenting) and examined whether support buffered effects of stressors on child adjustment. Social and formal support were simultaneously associated with lower child externalizing and internalizing problem trajectory intercepts at 90 months but did not predict trajectory slopes. Social support effects were mediated mainly via lower maternal distress, which then reduced children's problems via lower dysfunctional parenting, or more directly. Additional indirect effects involved lower economic strain. Formal support effects were mediated to a lesser extent by reduced dysfunctional parenting. Two buffering effects were found: social support reduced effects of economic strain on internalizing problems, and formal support reduced effects of dysfunctional parenting on internalizing problems. Findings suggest measures promoting families' social integration should benefit children's socioemotional adjustment via improved parental psychological and economic resources and by buffering impacts of economic strain. Enhancing access to health and welfare services through greater awareness and trust should benefit children's adjustment, via improved parenting and by buffering impacts of dysfunctional parenting. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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Mental health difficulties and academic attainment: Evidence for gender-specific developmental cascades in middle childhood. Dev Psychopathol 2017; 30:523-538. [PMID: 28712379 DOI: 10.1017/s095457941700102x] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
We present a developmental cascade model of the longitudinal relationships between internalizing symptoms, externalizing problems, and academic performance in middle childhood, utilizing a large sample (N = 1,771) from the United Kingdom in a 3-year, cross-lag design. Three hypotheses were tested: adjustment erosion, academic incompetence, and (cumulative) shared risk. In addition, we sought to examine whether developmental cascade pathways varied across gender, while also statistically exploring indirect, mediation pathways. Structural equation models that accounted for within-time covariance, data nesting, and temporal stability provided evidence of gender-specific effects as follows: externalizing-attainment adjustment erosion pathways were found only in boys, while attainment-internalizing/externalizing academic incompetence pathways were found only in girls. Analysis of mediation pathways provided further support for these gender-specific longitudinal profiles. Protective longitudinal internalizing-externalizing and externalizing-internalizing pathways were found for both boys and girls. Finally, while it improved model fit for both genders, the influence of cumulative shared risk on the aforementioned pathways was relatively meager, substantively affecting only one (externalizing-attainment adjustment erosion pathway in boys). The implications of these findings are discussed, and study limitations noted.
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Ventriglio A, Torales J, Bhugra D. Developmental psychiatry needed in training and clinical practice. Int J Soc Psychiatry 2016; 62:683-684. [PMID: 27411988 DOI: 10.1177/0020764016658315] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Antonio Ventriglio
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | - Julio Torales
- Neuroscience Department, National University of Asuncion, San Lorenzo, Paraguay
| | - Dinesh Bhugra
- Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
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