1
|
Bolton B, Rooney RM, Hughes A, Hopkins A, Mancini VO. Systematic review and meta-analysis of the prevention of internalizing disorders in early childhood. Front Psychol 2023; 14:1061825. [PMID: 38155699 PMCID: PMC10752964 DOI: 10.3389/fpsyg.2023.1061825] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2022] [Accepted: 05/03/2023] [Indexed: 12/30/2023] Open
Abstract
Introduction Internalizing problems comprise a significant amount of the mental health difficulties experienced during childhood. Implementing prevention programs during early childhood may prevent internalizing problems. The present systematic review and meta-analysis aimed to evaluate the effect of both targeted and universal prevention programs in preventing internalizing problems for children aged 3- to 5-years and their parents. Methods PsycINFO, Embase, and MEDLINE were systematically searched, and 17 randomized control trials, consisting of 3,381 children, met eligibility criteria. There were seven universal prevention programs, and 10 targeted prevention programs. Four prevention programs were delivered to children, 10 prevention programs were delivered to parents/caregivers, and three prevention programs were delivered to both parents and children. Results Prevention programs led to significantly fewer internalizing problems at 6- and 7-month post-intervention (n = 7, p = 0.02, CI -0.69, 0.06) with a small-to-moderate effect size (g = -0.38), however, not at post-intervention or at 12-month follow up. Discussion Overall, findings suggest that there may be value in ongoing development and evaluation of prevention programs for internalizing problems, as they improve social and emotional wellbeing in students and reduce internalizing difficulties within the 6- to 7-month timeframe following prevention programs. Systematic review registration PROSPERO: CRD42021261323.
Collapse
Affiliation(s)
- Brigid Bolton
- Psychology Department, Curtin School of Population Health, Faculty of Health Sciences, Bentley, WA, Australia
| | - Rosanna Mary Rooney
- Psychology Department, Curtin School of Population Health, Faculty of Health Sciences, Bentley, WA, Australia
| | - Anya Hughes
- Psychology Department, Curtin School of Population Health, Faculty of Health Sciences, Bentley, WA, Australia
| | - Amber Hopkins
- Discipline of Psychology, School of Population Health, Curtin University, Bentley, WA, Australia
| | - Vincent Oreste Mancini
- Psychology Department, Curtin School of Population Health, Faculty of Health Sciences, Bentley, WA, Australia
- Human Development and Community Wellbeing, Telethon Kids Institute, Nedlands, WA, Australia
- Division of Paediatrics, UWA Medical School, University of Western Australia, Perth, WA, Australia
- The Fathering Project, Sydney, NSW, Australia
| |
Collapse
|
2
|
Hosch A, Harris JL, Swanson B, Petersen IT. The P3 ERP in Relation to General Versus Specific Psychopathology in Early Childhood. Res Child Adolesc Psychopathol 2023; 51:1439-1451. [PMID: 37273066 PMCID: PMC10543161 DOI: 10.1007/s10802-023-01061-0] [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: 03/20/2023] [Indexed: 06/06/2023]
Abstract
There is considerable covariation between externalizing and internalizing problems across the lifespan. Partitioning general and specific psychopathology is crucial to identify (a) processes that confer specific risk for externalizing versus internalizing problems and (b) transdiagnostic processes that confer risk for the covariation between externalizing and internalizing problems. The oddball P3 event-related potential (ERP) component, thought to reflect attentional orienting, has been widely examined in relation to psychopathology. However, prior studies have not examined the P3-or other aspects of neural functioning-in relation to general versus specific psychopathology in children. The present study examined whether children's (N = 124, ages 3-7 years) P3 amplitudes were associated with general versus specific psychopathology. Children's electroencephalography data were recorded during an oddball task. Parents rated their children's externalizing and internalizing problems. Using bifactor models to partition variance in parents' ratings of children's psychopathology symptoms, we examined children's P3 amplitudes in relation to three latent factors: (1) the general factor of psychopathology-the covariation of externalizing and internalizing psychopathology, (2) unique externalizing problems-the variance in externalizing problems after controlling for the general factor, and (3) unique internalizing problems. Results indicated that smaller P3 amplitudes were associated with unique externalizing problems at ages 3-5, and with general psychopathology at ages 6-7. Findings suggest that smaller P3 amplitudes may be associated with externalizing problems from a very young age. Moreover, there may be a developmental shift in the functional significance of the P3 in relation to general and specific psychopathology in childhood.
Collapse
Affiliation(s)
- Alexis Hosch
- Department of Psychological and Brain Sciences, University of Iowa, 340 Iowa Avenue, Iowa City, IA, 52242, USA.
| | - Jordan L Harris
- Department of Psychological and Brain Sciences, University of Iowa, 340 Iowa Avenue, Iowa City, IA, 52242, USA
| | - Benjamin Swanson
- Department of Psychological and Brain Sciences, University of Iowa, 340 Iowa Avenue, Iowa City, IA, 52242, USA
| | - Isaac T Petersen
- Department of Psychological and Brain Sciences, University of Iowa, 340 Iowa Avenue, Iowa City, IA, 52242, USA
| |
Collapse
|
3
|
Hong JS, Kim J, Lee JM, Saxon S, Thornberg R. Pathways from Polyvictimization to Offline and Online Sexual Harassment Victimization Among South Korean Adolescents. ARCHIVES OF SEXUAL BEHAVIOR 2023; 52:2779-2788. [PMID: 36917310 DOI: 10.1007/s10508-023-02569-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 02/14/2023] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
This study aimed to investigate the association between polyvictimization and offline and online sexual harassment and whether the association might be mediated by internalizing problems, low school satisfaction, and dropping out of school. The analytic sample was derived from the Children and Youth Rights Survey in South Korea. It consisted of 6353 adolescents' responses to the sexual harassment question and a set of other questions in the middle and high school questionnaires. The findings showed a direct association between polyvictimization and offline and online sexual harassment. Adolescents who were polyvictimized were more likely to be victims of both forms of sexual harassment. Furthermore, polyvictimization was positively related to dropping out of school, which was positively associated with offline sexual harassment. The findings from the study have significant implications for future research and practice.
Collapse
Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI, 48202, USA.
- Department of Social Welfare, Ewha Womans University, Seoul, South Korea.
| | - Jinwon Kim
- Department of Social Welfare, Hyupsung University, Hwaseong, South Korea
| | - Jeoung Min Lee
- School of Social Work, Wichita State University, Wichita, KS, USA
| | - Shani Saxon
- School of Social Work, Wayne State University, 5447 Woodward Avenue, Detroit, MI, 48202, USA
| | - Robert Thornberg
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| |
Collapse
|
4
|
Ingeborgrud CB, Oerbeck B, Friis S, Zeiner P, Pripp AH, Aase H, Biele G, Dalsgaard S, Overgaard KR. Anxiety and depression from age 3 to 8 years in children with and without ADHD symptoms. Sci Rep 2023; 13:15376. [PMID: 37717097 PMCID: PMC10505233 DOI: 10.1038/s41598-023-42412-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 09/10/2023] [Indexed: 09/18/2023] Open
Abstract
Childhood anxiety and depressive symptoms may be influenced by symptoms of attention deficit/hyperactivity disorder (ADHD). We investigated whether parent- and teacher-reported anxiety, depressive and ADHD symptoms at age 3 years predicted anxiety disorders and/or depression in children with and without ADHD at age 8 years. This study is part of the longitudinal, population-based Norwegian Mother, Father and Child Cohort Study. Parents of 3-year-olds were interviewed, and preschool teachers rated symptoms of anxiety disorders, depression and ADHD. At age 8 years (n = 783), Child Symptom Inventory-4 was used to identify children who fulfilled the diagnostic criteria for anxiety disorders and/or depression (hereinafter: Anx/Dep), and ADHD. Univariable and multivariable logistic regression analyses were used. In the univariable analyses, parent-reported anxiety, depressive and ADHD symptoms, and teacher-reported anxiety symptoms at age 3 years all significantly predicted subsequent Anx/Dep. In the multivariable analyses, including co-occurring symptoms at age 3 years and ADHD at 8 years, parent-reported anxiety and depressive symptoms remained significant predictors of subsequent Anx/Dep. At age 3 years, regardless of ADHD symptoms being present, asking parents about anxiety and depressive symptoms, and teachers about anxiety symptoms, may be important to identify children at risk for school-age anxiety disorders and/or depression.
Collapse
Affiliation(s)
- Christine Baalsrud Ingeborgrud
- Institute of Clinical Medicine, Division of Mental Health and Addiction, Child and Adolescent Psychiatry Unit, University of Oslo, Pb 1039 Blindern, 0315, Oslo, Norway.
| | - Beate Oerbeck
- Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Svein Friis
- Institute of Clinical Medicine, Division of Mental Health and Addiction, Child and Adolescent Psychiatry Unit, University of Oslo, Pb 1039 Blindern, 0315, Oslo, Norway
- Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Pål Zeiner
- Institute of Clinical Medicine, Division of Mental Health and Addiction, Child and Adolescent Psychiatry Unit, University of Oslo, Pb 1039 Blindern, 0315, Oslo, Norway
- Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Are Hugo Pripp
- Oslo Centre of Biostatistics and Epidemiology, Oslo University Hospital, Oslo, Norway
| | - Heidi Aase
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Guido Biele
- Department of Child Health and Development, Norwegian Institute of Public Health, Oslo, Norway
| | - Søren Dalsgaard
- Institute of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
- Department of Child and Adolescent Psychiatry, Mental Health Services of the Capital Region, Glostrup, Denmark
| | - Kristin Romvig Overgaard
- Institute of Clinical Medicine, Division of Mental Health and Addiction, Child and Adolescent Psychiatry Unit, University of Oslo, Pb 1039 Blindern, 0315, Oslo, Norway
- Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| |
Collapse
|
5
|
Kim J, Bair-Merritt MH, Rosenberg J, Feinberg E, Morris A, Durham MP, Estela MG, Sheldrick RC. Changes Over Time in Outcomes of School-Age Children and Parents Receiving Integrated Mental Health Care in Federally Qualified Health Centers. J Dev Behav Pediatr 2023; 44:e493-e500. [PMID: 37566878 PMCID: PMC10497205 DOI: 10.1097/dbp.0000000000001203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 06/05/2023] [Indexed: 08/13/2023]
Abstract
OBJECTIVE The purpose of this study is to understand change in parent-reported outcomes of mental health symptoms, health-related quality of life (QoL), and school-related functioning among children receiving mental health care at 3 federally qualified health centers engaging in a comprehensive pediatric mental health integration model. METHODS Trained personnel enrolled English- or Spanish-speaking families of 6- to 12-year-old children who had recently started receiving integrated mental health care and surveyed their parent/caregiver at 3 time points: entry into the cohort, 6-month follow-up, and 12-month follow-up (unique N = 51). Primary outcomes included validated measures of child symptoms, child health-related QoL, and child school-related functioning. Secondary outcomes focused on parental functioning and included validated measures of parental stress and depressive and internalizing symptoms. A multilevel mixed-effects generalized linear model was used to estimate the change in parent-reported outcomes over time, with inverse probability weights used to address attrition. Additional analyses were conducted to determine the degree to which changes in symptoms over time were associated with improvements in school-related functioning. RESULTS Over 12 months, children's mental health symptoms, health-related QoL, and school-related functional outcomes significantly improved. No changes in parental functioning were observed. In addition, improvements in mental health symptoms and health-related QoL were associated with improvements in school-related functional outcomes over time. CONCLUSION Findings demonstrate that outcomes of children who received integrated mental health care improved over time, both in regard to mental health and school functioning.
Collapse
Affiliation(s)
- Jihye Kim
- Department of Epidemiology and Biostatistics, School of Public Health, University of Nevada, Las Vegas, Las Vegas, NV
| | - Megan H. Bair-Merritt
- Department of Pediatrics, Boston Medical Center, Boston, MA
- Division of Pediatrics, Boston University Chobanian & Avedisian School of Medicine, Boston, MA
| | | | - Emily Feinberg
- Hassenfeld Child Health Innovation Institute, Brown University School of Public Health, Providence, RI
| | - Anita Morris
- Department of Pediatrics, Boston Medical Center, Boston, MA
| | - Michelle P. Durham
- Department of Psychiatry, Boston University Chobanian & Avedisian School of Medicine, Boston, MA
| | | | - R. Christopher Sheldrick
- Department of Psychiatry, The University of Massachusetts Chan Medical School, Worcester, MA
- Department of Health Law, Policy, and Management, Boston University School of Public Health, Boston, MA
| |
Collapse
|
6
|
Pruneti C, Guidotti S. Need for Multidimensional and Multidisciplinary Management of Depressed Preadolescents and Adolescents: A Review of Randomized Controlled Trials on Oral Supplementations (Omega-3, Fish Oil, Vitamin D 3). Nutrients 2023; 15:nu15102306. [PMID: 37242190 DOI: 10.3390/nu15102306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 05/12/2023] [Indexed: 05/28/2023] Open
Abstract
(1) Background: Depression is a serious health problem with a high cost for public administration. Epidemiological studies report that one in five children have a mental disorder and about 50% of mental health problems exacerbate in childhood and adolescence. Moreover, the antidepressant efficacy in children and adolescents is poorly demonstrated and can cause severe behavioral adverse events such as suicidal ideation. (2) Methods: This systematic literature review examined oral supplementations (Omega-3, fish oil, Vitamin D3) to treat depressed children, preadolescents, and adolescents. MEDLINE, Scopus, Embase, and PsycInfo were searched for articles published in the last five years. Six studies met the eligibility criteria. The inclusion criteria encompassed children, preadolescents, and adolescents, a diagnosis of depression, and an intervention of oral supplementations such as Omega-3, fish oil, and Vitamin D3. (3) Results: Most of the studies demonstrated that dietary intervention provides positive outcomes in terms of depression symptoms. (4) Conclusions: Overall, the results demonstrate a positive effect for oral supplementation suggesting an increase intake of Omega-3, fish oil, and Vitamin D3. However, only a few studies assess the effectiveness of diet recommendations, as a monotherapy or combined treatment, for the management of depression at developmental ages. Thus, there is still a need to further investigate these aspects and to look more specifically at adolescents and preadolescents.
Collapse
Affiliation(s)
- Carlo Pruneti
- Clinical Psychology, Clinical Psychophysiology, and Clinical Neuropsychology Laboratory, Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy
| | - Sara Guidotti
- Clinical Psychology, Clinical Psychophysiology, and Clinical Neuropsychology Laboratory, Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy
| |
Collapse
|
7
|
Choi MJ, Hong JS, Travis R, Kim J. Effects of school environment on depression among Black and White adolescents. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:1181-1200. [PMID: 36493332 DOI: 10.1002/jcop.22969] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 10/31/2022] [Accepted: 11/02/2022] [Indexed: 06/17/2023]
Abstract
While the school environment is critical for adolescents' psychological development, how the school environment influences depression among different racial groups has not been fully explored. This study aims to identify the effects of the school environment (school connectedness, school climates, trouble with peers and teachers) on depressive symptoms among Black and White adolescents. It also compares how the effects of school environments differ between Black and White adolescents. This study analyzed wave 6 of the Fragile Families and Child Well-being Study, a longitudinal birth cohort study in 20 major cities across the United States. Almost three-fourth (73.39%) of the adolescents were Black, and 26.61% were White. About half (50.46%) of the adolescents were females, and the mean age of adolescents was 15.39. Multiple regression analysis showed that higher school connectedness and less frequent troubles with teachers were associated with lower depression among Black adolescents. In contrast, only school connectedness was associated with depression among White adolescents. Higher school connectedness was associated with lower depressive symptoms for both Black and White adolescents. However, the magnitude of the effects of school connectedness was found to be statistically weaker among Black adolescents. These findings suggest a need for creating a racially equitable school environment that makes every student feel more connected to their schools, especially Black students.
Collapse
Affiliation(s)
- Mi Jin Choi
- School of Social Work, Texas State University, San Marcos, Texas, USA
| | - Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, Michigan, USA
- Department of Social Welfare, Ewha Womans University, Seoul, South Korea
| | - Raphael Travis
- School of Social Work, Texas State University, San Marcos, Texas, USA
| | - Jangmin Kim
- School of Social Work, University at Buffalo, Buffalo, New York, USA
| |
Collapse
|
8
|
Chau K, Brard E, Riff M. Re-engagement of Early Adolescents with Severe School Issues in School/Professional Project Reduces School-Behavior-Health Problems. THE JOURNAL OF SCHOOL HEALTH 2023; 93:313-323. [PMID: 36443953 DOI: 10.1111/josh.13265] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 09/28/2022] [Accepted: 11/02/2022] [Indexed: 05/12/2023]
Abstract
BACKGROUND In France, 3.2 million middle-school students have serious/persistent school difficulties and are re-engaged in adapted-general/vocational-education class (AGVEC), created to early re-engage them in school/professional projects. We assessed the AGVEC's benefits for school-behavior-health-related difficulties (SBHDs). METHODS This population-based study compared 83 AGVEC students (mean age = 14.4 ± 1.1) with 1559 regular-class students (mean age = 13.5 ± 1.3) from north-eastern France. They completed a questionnaire collecting socioeconomic features and SBHDs. The data were analyzed using logistic regression models and Kaplan-Meier estimates. RESULTS The AGVEC students had similar academic performance but fewer school absences due to health problems, less sleep difficulty, fewer depressive symptoms, and more social support as compared with regular-class students: sex-age-class-level-adjusted odds ratio (saclOR) 0.31-0.56 (p < 0.05/0.001). The AGVEC students had fewer skipping school, better health status, less sleep difficulty, fewer depressive symptoms, fewer suicide ideation/attempt, and more social support as compared with regular-class students with low academic performance: saclOR 0.22-0.52 (most with p < 0.01). Socioeconomic features played modest roles. The benefits for depressive symptoms and suicide attempt increased with age since age 10. CONCLUSIONS Re-engagement in the AGVEC is particularly effective in reducing SBHDs.
Collapse
Affiliation(s)
- Kénora Chau
- Department of General Medicine, University of Lorraine; National Institute for Health and Medical Research (INSERM), Centre d'Investigations Cliniques Plurithématique 1433, UMR 1116 F-54500, Vandoeuvre-lès-Nancy, France
| | - Emmanuelle Brard
- Department of General Medicine, University of Lorraine, Vandoeuvre-lès-Nancy, France
| | - Maria Riff
- Department of General Medicine, University of Lorraine, Vandoeuvre-lès-Nancy, France
| |
Collapse
|
9
|
Español-Martín G, Pagerols M, Prat R, Rivas C, Ramos-Quiroga JA, Casas M, Bosch R. The impact of attention-deficit/hyperactivity disorder and specific learning disorders on academic performance in Spanish children from a low-middle- and a high-income population. Front Psychiatry 2023; 14:1136994. [PMID: 37124266 PMCID: PMC10130398 DOI: 10.3389/fpsyt.2023.1136994] [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: 01/03/2023] [Accepted: 03/20/2023] [Indexed: 05/02/2023] Open
Abstract
Introduction Past research has demonstrated that attention-deficit/hyperactivity disorder (ADHD), specific learning disorders (SLD), and socioeconomic status (SES) affect a host of educational outcomes. However, there are no studies examining whether SES moderates the association between these neurodevelopmental disorders (ND) and the academic achievement of children and adolescents. The present investigation examined the impact of ADHD and SLD on academic performance in 1,287 Spanish students aged 5-17 from a low-middle (LM)- and a high-income population, when adjusted for comorbidity and demographic factors that may influence educational functioning. Methods Parents completed a questionnaire regarding demographic data along with the Strengths and Difficulties Questionnaire. Additionally, teachers provided information on learning difficulties trough the Protocol for Detection and Management of Dyslexia. Teacher's Version. Academic performance across multiple domains (i.e., first language, foreign language, mathematics) was obtained from school records. ND were determined using standardized diagnostic methods based on the Diagnostic and Statistical Manual of Mental Disorders criteria. To examine the effects of ADHD and SLD on academic achievement and the potential moderating role of SES, a series of ordinal logistic regressions were conducted. Results Emotional/behavioral problems, learning difficulties, and ND were more frequent among individuals from the LM-income population. After controlling for gender, age, parental divorce/separation, grade retention, frequency of screen use, and daily meals, both ADHD and SLD were associated with worse educational outcomes. Lower SES also increased the risk for academic impairment, although the interactions with ADHD or SLD were not significant. Conclusion These findings indicate that ADHD and SLD exert a pervasive impact on academic performance across different socioeconomic backgrounds. Therefore, early detection and effective intervention strategies aimed at students with these ND are crucial to improve their educational functioning and mitigate the negative consequences related to academic problems.
Collapse
Affiliation(s)
- Gemma Español-Martín
- Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, Spain
- Grup de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Vall d’Hebron Hospital Universitari, Barcelona, Spain
- Departament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain
| | - Mireia Pagerols
- Programa MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Unitat de Farmacologia, Departament de Fonaments Clínics, Facultat de Medicina i Ciències de la Salut, Universitat de Barcelona (UB), Barcelona, Spain
- *Correspondence: Mireia Pagerols,
| | - Raquel Prat
- Programa MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
- Centre for Health and Social Care Research (CEES), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Cristina Rivas
- Programa MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Josep Antoni Ramos-Quiroga
- Servei de Psiquiatria, Vall d’Hebron Hospital Universitari, Barcelona, Spain
- Grup de Psiquiatria, Salut Mental i Addiccions, Vall d’Hebron Institut de Recerca (VHIR), Vall d’Hebron Hospital Universitari, Barcelona, Spain
- Departament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain
| | - Miquel Casas
- Departament de Psiquiatria i Medicina Legal, Universitat Autònoma de Barcelona, Bellaterra, Spain
- Programa MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| | - Rosa Bosch
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto de Salud Carlos III, Madrid, Spain
- Programa MIND Escoles, Hospital Sant Joan de Déu, Institut de Recerca Sant Joan de Déu, Esplugues de Llobregat, Spain
| |
Collapse
|
10
|
Mason L, Manzione L, Ronconi A, Pazzaglia F. Lessons in a Green School Environment and in the Classroom: Effects on Students' Cognitive Functioning and Affect. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16823. [PMID: 36554705 PMCID: PMC9779532 DOI: 10.3390/ijerph192416823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 12/11/2022] [Accepted: 12/12/2022] [Indexed: 06/17/2023]
Abstract
The positive impact of short-term exposure to nature during a green recess in a school day is documented in the literature. In this study we investigated cognitive, academic, and affective effects of a single contact with nature during a regular school lesson in the greenness, compared to an usual classroom lesson, on young students in second and third grades (N = 65). In a within-subjects design, for the cognitive effects we examined children's (a) selective and sustained attention and (b) math calculation performance in common school tasks. For affective effects we considered (c) their positive and negative mood and (d) the perception of environmental restorativeness. Findings revealed that after a single lesson taught in the green school garden, children had greater selective attention and math calculation performance in two tasks than after a similar lesson in the classroom environment. Moreover, children with higher self-reported emotional difficulties showed greater selective attention and reported a statistically significant increase in positive affect and a tendency to a significant decrease in negative affect after the lesson in the greenness than in the classroom. Students also perceived the green space as more restorative than the classroom environment. Results are discussed against theories on the benefits of exposure to natural environments, highlighting the theoretical and practical significance of the study.
Collapse
Affiliation(s)
- Lucia Mason
- Department of Developmental Psychology and Socialization, University of Padova, 35122 Padova, Italy
| | - Lucia Manzione
- Department of Developmental Psychology and Socialization, University of Padova, 35122 Padova, Italy
| | - Angelica Ronconi
- Department of Developmental Psychology and Socialization, University of Padova, 35122 Padova, Italy
| | | |
Collapse
|
11
|
Negative Emotionality and Internalizing Behaviors in Preschool Children: Moderating Role of Inhibitory Control. Child Psychiatry Hum Dev 2022; 53:1110-1118. [PMID: 34041647 DOI: 10.1007/s10578-021-01189-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 05/06/2021] [Indexed: 10/21/2022]
Abstract
Negative emotionality in childhood is typically positively associated with internalizing behaviors, whereas inhibitory control is negatively associated with internalizing behaviors. Recent work, however, has also found that inhibitory control paradoxically increases risk for internalizing behaviors in the context of some reactive temperamental styles. The purpose of the present study was to examine whether inhibitory control moderated the association between negative emotionality and prospective internalizing behaviors in typically developing preschoolers (N = 104, 51 girls, Mage = 3.46 years, SDage = 0.19). We found that negative emotionality at T1 was only positively associated with internalizing behaviors at T2 in preschoolers with relatively higher inhibitory control. Our results suggest that relatively high levels of inhibitory control may be less adaptive for children who also have relatively high levels of negative emotionality. Findings are discussed in the context of cognitive overcontrol in understanding risk for internalizing behaviors before formal school entry.
Collapse
|
12
|
Prevention of Depression in Children, Adolescents, and Young Adults: The Role of Teachers and Parents. PSYCHIATRY INTERNATIONAL 2021. [DOI: 10.3390/psychiatryint2030027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Abstract
Major depressive disorder (MDD) and other affective disorders may surreptitiously arise in children and adolescents during their school period and impair their social and educational functioning. Besides the social and personal burden, which are increased during the SARS-CoV-2 pandemic, the onset of depression may compromise the future of the growing person with chronicity and recurrence. In this context, educators’ training is essential to detect early the onset of a depressive disorder, to spare later consequences through the timely establishment of adequate treatment. The educational staff should receive adequate training to be able to work closely with healthcare providers and parents, thus directing the young person with an affective disorder to the right psychological and pharmacological treatment provider, i.e., a specialized psychologist or psychiatrist. The first approach should be to establish a trustful relationship with the adolescent and his/her classmates, to reduce social and self-stigma and inform about mental illness. If symptoms do not subside and the suffering child or adolescent fails to reintegrate within his/her school environment, cognitive–behavioral interventions are recommended that are individual, group, or computer-based. When needed, these should be implemented with individualized pharmacotherapy.
Collapse
|
13
|
Association of Adverse Family Experiences with School Engagement and Performance in US Adolescents: Do Behavioral Health Conditions Mediate the Relationship? Psychiatr Q 2021; 92:1201-1215. [PMID: 33660149 DOI: 10.1007/s11126-021-09900-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/14/2021] [Indexed: 01/21/2023]
Abstract
To examine the prevalence of adverse family experiences (AFEs), their association with poor school engagement and performance, and whether behavioral health conditions mediate the association among US adolescents. We conducted a cross-sectional analysis of data from adolescents aged 12-17 years from the 2016-2018 National Survey of Children's Health (n = 41,648 unweighted). We first estimated the prevalence of AFEs, investigated the association of AFEs with school engagement and performance, and whether behavioral health conditions mediate such relationships, using multivariable-adjusted Poisson regression models. A mediation analysis was used and covariates included socio-demographic characteristics and co-morbid medical conditions. A total of 52.9% of US adolescents (nationally representative of 12.9 million adolescents nationwide) reported experiencing at least one form of AFE, the most common of which included parental divorce/separation (33.1%), economic hardship (22.0%) and living with a person with substance misuse problems (11.5%). Adolescents with ≥4 AFEs had poorer outcomes in school engagement and performance (p < 0.001 each) when compared to those with no AFEs. Behavioral health conditions (e.g., anxiety, depression, and conduct problems) partially mediated these relationships (p < 0.01 each). The indirect effect of behavioral health conditions accounted for 20.4% of the total effect in the association between AFEs and school performance (p < 0.001). AFEs are common among US adolescents, and cumulative AFEs are associated with behavioral health conditions, which may in turn reduce school engagement and performance. While reducing AFEs is important in children and adolescents, addressing potentially resultant behavioral health conditions is equally important in improving school engagement and performance.
Collapse
|