A developmental social neuroscience model for understanding loneliness in adolescence

Identifying characteristics of adolescents with persistent loneliness during COVID-19: A multi-country eight-wave longitudinal study

Background

Elevated loneliness experiences characterise young people. While loneliness at this developmental juncture may emerge from age-typical upheaval in social relationships, there is little data on the extent to which young people experience high and persistent levels of loneliness, and importantly, who is most vulnerable to these experiences. Using the widespread social restrictions associated with the COVID-19 pandemic, which precipitated loneliness in many, we aimed to examine adolescents' loneliness profiles across time and the demographic predictors (age, sex, and country) of more severe trajectories.

Methods

Participants aged 12-18 years, recruited into a multi-wave study (N = 1039) across three sites (UK, Israel, and India) completed a 3-item loneliness measure fortnightly across 8 timepoints during the pandemic.

Results

Latent class growth analysis suggested 5 distinct trajectories: (1) low stable (33%), (2) low increasing (19%), (3) moderate decreasing (17%), (4) moderate stable (23%), and (5) high increasing (8%). Females and older adolescents were more likely to experience persistently high loneliness.

Conclusions

These findings indicate a need for interventions to reduce loneliness in adolescents as we emerge from the pandemic, particularly for those groups identified as being at highest risk.

Hyperscanning Studies on Interbrain Synchrony and Child Development: A Narrative Review

Social interactions between parents and children are closely linked with children's development, and interbrain synchrony has been shown to be a neural marker of social interaction. However, to truly capture the essence of social interactions through interbrain synchrony, it is necessary to simultaneously discuss the parental and child brains and adequately record neurological signals during parent-child interactions in interactive tasks. In the current review, we have reviewed three main contents. First, we discuss the correlation between parent-child interbrain synchrony and the development of cognitive (e.g., emotion regulation, attention, and learning) and behavioral abilities (e.g., cooperation, problem-solving) in children. Second, we examine the different neural mechanisms of interbrain synchrony in mother-child and father-child interactions, aiming to highlight the separate roles of mother and father in child development. Last, we have integrated four methods to enhance interbrain synchrony, including communication patterns, nonverbal behavior, music, and multichannel stimulation. A significant correlation exists between parent-child interbrain synchrony and the development of children's cognitive and behavioral abilities. This summary may be useful for expanding researchers' and practitioners' understanding of the ways in which parenting and the parent-child relationship shape children' cognitive and behavioral abilities.

A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial

Objectives

In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students.

Method

In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention (n = 81) or participated in the active wait list control group (n = 65). Students were asked to nominate prosocial peers and to report on supportive peer relationships in their classrooms before (pretest) and after (posttest) the 9 weeks of the Breathing Break Intervention, and in a follow-up 5 months later.

Results

Mixed multilevel models indicated a group × sex × posttest interaction (t(211) = 2.64, p < 0.01) suggesting that girls in the intervention group were rated to be more prosocial by their peers at posttest than at pretest and than girls in the active control group when children's age and parents' education were accounted for. Supportive peer relationships in the active control group deteriorated between pretest and posttest, which occurred immediately before the second school lockdown due to the COVID-19 pandemic, whereas they remained the same in the intervention group (t(223) = 2.56, p < 0.05). Both effects were not maintained at follow-up, probably due to children's irregular school attendance during the lockdown.

Conclusions

Introducing a short daily breathing practice in primary school classrooms seems to be effective in maintaining supportive peer relationships and in stimulating girls' prosocial behavior.

Preregistration

The study was preregistered at aspredicted.org (#44925).

Supplementary Information

The online version contains supplementary material available at 10.1007/s12671-023-02158-9.

The associations between social environment and adolescents’ psychosomatic health: An ecological perspective

Objectives

It has been known that social environments are associated with adolescents’ health. However, the complex relationship between diverse types of social environments and adolescents’ psychosomatic heath remained unclear. Thus, using an ecological perspective, the current study aimed to examine the associations between social environment and adolescents’ psychosomatic health.

Methods

We used the data from the Health Behavior in School-aged Children (HBSC) project conducted in the Czech Republic in 2018. A total of 13377 observations were included.

Results

The region, as a macrosystem, could not explain the variance in adolescents’ psychological and somatic health. The quality of neighborhood environment (exosystem) was significantly related to adolescents’ psychological and somatic health. At the microsystem level, teacher support had stronger, family support had weaker, and peer support had no association with psychological and somatic health. At the mesosystem level, the interactions between family, teacher, and friend support were negligible for adolescents’ psychological and somatic health.

Conclusions

The results underscore the importance of teachers’ support and neighborhood environment for adolescents’ psychosomatic health. Therefore, the findings suggest the need to improve teacher-adolescent relationships and the neighborhood community quality.

[Loneliness in Adolescents Against the Background of the COVID-19 Pandemic: A Risk Factor]

Loneliness in Adolescents Against the Background of the COVID-19 Pandemic: A Risk Factor Abstract. On the one hand, loneliness is the subjective experience of inadequate social integration and support. It is a normal phenomenon that can be dealt with in an emotional and action-oriented way within the framework of individual development. On the other hand, chronic loneliness goes hand in hand with considerable suffering, reduced quality of life, and an increased risk of psychological and somatic diseases. In the context of current social developments associated with the fragmentation of social networks and programmatic individualism, we discuss an increase in the problem of loneliness, especially among young people. Interventions to reduce the experience of loneliness are effective if, in addition to making social offers, they focus on the dynamics common in chronic loneliness (low self-esteem, evaluation of neutral communication as devaluing, etc.). There is no evidence that the use of virtual social networks persistently reduces feelings of loneliness in young people. In addition, the question arises on what basis of shared values and goals social integration of young people who experience loneliness will be possible in the future. According to the results of the first systematic surveys on the psychosocial consequences of the COVID-19 pandemic, we must assume that the loneliness problem of young people will continue to gain relevance because of the associated massive restrictions on real social life.

Predictors of chronic loneliness during adolescence: a population-based cohort study

BACKGROUND

Adolescent loneliness is a growing public health issue owing to its adverse health impact. Although adolescent loneliness is common, its trajectories can show distinct patterns over time. However, there is limited knowledge regarding their determinants, particularly for chronic loneliness. We aimed to determine the predictors of loneliness trajectories across early-to-mid adolescence and examine their association with later suicidality.

METHODS

Data were collected from 3165 participants from the population-based Tokyo Teen Cohort. Participants reported their loneliness at 10, 12, 14, and 16 years. Loneliness trajectories were identified using latent class growth analysis. We examined the predictive role of bullying victimization and parental psychological distress at age 10 via a multinomial logistic regression. Sociodemographic and child-related factors (i.e., chronic health conditions and cognitive delay) were included as covariates. The association between the trajectories, self-harm, and suicidal ideation by age 16 was investigated using Poisson regression.

RESULTS

Four trajectories were identified: "consistently low" (2448, 77.3%), "moderate-decreasing" (185, 5.8%), "moderate-increasing" (508, 16.1%), and "consistently high" (24, 0.8%). Taking "consistently low" as a reference, experiences of bullying victimization predicted all the remaining trajectories [adjusted relative risk ratio 1.64, 95% confidence interval (CI) 1.18-2.28 for "moderate-decreasing," 1.88, 1.52-2.33 for "moderate-increasing," and 4.57, 1.97-10.59 for "consistently high"]. Parental psychological distress predicted the "moderate-increasing" (1.84, 1.25-2.71) and "consistently high" (5.07, 1.78-14.42) trajectories. The "consistently high" trajectory showed the greatest risk for self-harm and suicidal ideation (adjusted relative risk ratio 6.01, 95% CI 4.40-8.22; 2.48, 1.82-3.37, respectively); however, the "moderate-increasing" and "moderate-decreasing" trajectories were also at increased risk (moderate-increasing: 2.71, 2.23-3.30 for self-harm, 1.93, 1.69-2.19 for suicidal ideation; moderate-decreasing: 2.49, 1.91-3.26 for self-harm, 1.59, 1.33-1.91 for suicidal ideation).

CONCLUSIONS

Bullying victimization and parental psychological distress at age 10 were independent determinants of increased and chronic loneliness trajectories across early-to-mid adolescence. Compared with "consistently low," all other loneliness trajectories were associated with an increased risk of adolescent suicidality. Interventions targeting adolescent loneliness should include approaches to mitigate bullying and parental psychological distress. These strategies may help prevent adolescent suicidality.

Loneliness and the Social Brain: How Perceived Social Isolation Impairs Human Interactions

Loneliness is a painful condition associated with increased risk for premature mortality. The formation of new, positive social relationships can alleviate feelings of loneliness, but requires rapid trustworthiness decisions during initial encounters and it is still unclear how loneliness hinders interpersonal trust. Here, a multimodal approach including behavioral, psychophysiological, hormonal, and neuroimaging measurements is used to probe a trust-based mechanism underlying impaired social interactions in loneliness. Pre-stratified healthy individuals with high loneliness scores (n = 42 out of a screened sample of 3678 adults) show reduced oxytocinergic and affective responsiveness to a positive conversation, report less interpersonal trust, and prefer larger social distances compared to controls (n = 40). Moreover, lonely individuals are rated as less trustworthy compared to controls and identified by the blinded confederate better than chance. During initial trust decisions, lonely individuals exhibit attenuated limbic and striatal activation and blunted functional connectivity between the anterior insula and occipitoparietal regions, which correlates with the diminished affective responsiveness to the positive social interaction. This neural response pattern is not mediated by loneliness-associated psychological symptoms. Thus, the results indicate compromised integration of trust-related information as a shared neurobiological component in loneliness, yielding a reciprocally reinforced trust bias in social dyads.

Advancing Human-Animal Interaction to Counter Social Isolation and Loneliness in the Time of COVID-19: A Model for an Interdisciplinary Public Health Consortium

The mental and physical human costs of social isolation and loneliness-and their possible amelioration through human-animal interaction (HAI)-have both received intense attention since the onset of the COVID-19 pandemic, and its lockdowns, quarantines, and related mitigation measures. Concern about society's "loneliness epidemic", however, predates the pandemic, as does serious inquiry into HAI as a positive intervention. Recognizing the potential of companion animals to make a difference on an important public health issue, the Consortium on Social Isolation and Companion Animals-a novel partnership of the Human Animal Bond Research Institute (HABRI) and Mars Petcare-launched a joint initiative in 2019 to advance HAI research, address barriers to HAI, and support best practices in bringing together animals and people to ease loneliness. Beginning with a first-ever summit of multidisciplinary thought leaders, this collaboration has already yielded actionable insights and research projects. As a novel partnership initiative in the HAI field, it offers a promising model for future cross-disciplinary forward thinking to elevate HAI for the mutual benefit of companion animals and their welfare, as well as vulnerable human populations.

Trajectories of Loneliness and Psychosocial Functioning

The present study examined the relationship between developmental patterns of loneliness and psychosocial functioning among adolescents (9-21 years; N = 110, 52% male). Four-wave longitudinal data were obtained from the Nijmegen Longitudinal Study (NLS) on Infant and Child Development. Loneliness was measured at 9, 13, 16, and 21 years of age and anxiety, depression and self-esteem at 9 and 21 years of age. Using k-means cluster analysis, three trajectories of loneliness were identified as "stable low" (56% of the subjects), "high decreasing" (22% of the subjects), and "low increasing" (22% of the subjects). Importantly, trajectories of loneliness across adolescence significantly predicted psychosocial functioning in young adulthood. Both the "high-decreasing" and "low-increasing" loneliness clusters were associated with higher risk of depression and lower self-esteem compared to the "stable low" loneliness cluster. The "low-increasing" loneliness cluster was associated with higher risk of anxiety compared to the "stable low" loneliness cluster. These results indicate that loneliness in adolescence is a vulnerability that manifests itself in higher levels of anxiety and depression and lower self-esteem in young adulthood.

Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social-emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

Negative Affect Shared with Siblings is Associated with Structural Brain Network Efficiency and Loneliness in Adolescents

Loneliness has a strong neurobiological basis reflected by its specific relationships with structural brain connectivity. Critically, affect traits are highly related to loneliness, which shows close association with the onset and severity of major depressive disorder. This diffusion imaging study was conducted on a sample of adolescent siblings to examine whether positive and negative affect traits were related to loneliness, with brain network efficiency playing a mediating role. The findings of this study confirmed that both global and average local efficiency negatively mediated the association between low positive affect and high negative affect and loneliness, and the mediation was more sensitive to sibling-shared affect traits. The findings have important implications for interventions targeted at reducing the detrimental impact of familiar negative emotional experiences and loneliness.

Suicidality in the elderly: Role of adult attachment

Attachment styles reflect interpersonal relationship patterns in many ways. Although there is increasing evidence regarding the relationship between attachment styles and suicidality in adults, few studies have been conducted among the elderly population. Present study aims to investigate the link between attachment style and risk of suicidality in elderly people. A secondary analysis of cross-sectional data among geriatric outpatients at psychiatric clinics in Thailand with respect to whether patients had depressive disorders according to DSM-IV by using Mini-Neuropsychiatric Interviews (MINI). MINI-Module C was used to assess suicidality. Other measures included the experience of close relationship questionnaire and a brief cognitive assessment, Mental Status Examination T10. One-hundred and ninety-one elderly people were included, 50.8% females and 119 (62.3%) had depressive disorder. Anxiety attachment predicted suicidality, determined with questions related to the following areas; "want to hurt myself", "suicidal ideation", "suicidal planning", and "suicidal attempted in lifetime". Anxiety attachment style was significantly increased the level of suicide risk. We concluded that high anxious attachment, such as preoccupied attachment style, was associated with suicidality in elderly people. Further investigation focusing on variables associated with attachment and suicidality, particularly depression or anxiety, is warranted.

The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children

Identifying factors that predict the maintenance of depression and loneliness in children is important for intervention design. Whilst emotional intelligence (EI) has been identified as a predictor of mental health, research examining how both trait and ability EI contribute to long-term patterns of symptomatology in children is markedly absent. We examined the impact of both TEI and AEI on the maintenance of loneliness and depressive symptoms over 1 year in children aged 9-11 years. Two hundred and thirteen children (54% male) completed the TEIQue-CF and the MSCEIT-YV at the first time point of the study, and the Child Depression Inventory and the Loneliness and Aloneness Scale for Children and Adolescents at Time 1 and, again, 1 year later. Findings indicate that emotional skills (AEI) are important for predicting the maintenance of depressive symptoms and loneliness in children over 1 year; emotional self-competency (TEI) is less influential, only contributing to long-term loneliness in girls. Moreover, whilst deficiencies in the ability to perceive and understand emotions were predictive of prolonged symptomatology, so, too, were proficiencies in using emotion to facilitate thinking and emotion management. Those findings carry important implications for EI theory and future research. They also indicate that EI interventions tailored to groups of "at risk" school children may be useful for reducing specific profiles of internalizing symptoms. Programs targeting AEI skills may be universally helpful for reducing the likelihood that depressive symptoms and loneliness will be maintained over time in middle childhood; girls at risk for prolonged loneliness would additionally benefit from opportunities to bolster TEI.

Loneliness at Universities: Determinants of Emotional and Social Loneliness among Students

The transition from school to university is associated with social, structural, and behavioral changes. These changes may be related to feelings of loneliness, which are in turn related to morbidity. The authors’ aim was to quantify loneliness among students and to identify its determinants and its relation to transition-related variables (e.g., changes in weight, diet, or physical activity since the transition from high school to university). Coming from across Germany, 689 students participated in the Nutrition and Physical Activity in Adolescence (NuPhA) survey (16–29 years; 69.5% female). Associations of loneliness with the above-mentioned aspects were analyzed using descriptive statistics and linear regressions. Altogether, 32.4% felt moderately lonely and 3.2%, severely lonely. Emotional loneliness was more common than social loneliness (severe loneliness: 7.7% vs. 3.2%). Both were positively associated with feelings of depression and anxiety. Being married or in a committed relationship seemed to be protective factors for emotional loneliness. Physical inactivity, an immigrant background, and studying social sciences were related to higher social loneliness. Transition-related variables produced mixed results. In conclusion, this study’s findings indicated that loneliness seemed to be prevalent in university students. The authors identified important starting points for interventions to prevent loneliness. Such interventions may help reduce the disease burden in the students’ future professional life.