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Barendse ME, Flannery J, Cavanagh C, Aristizabal M, Becker SP, Berger E, Breaux R, Campione‐Barr N, Church JA, Crone EA, Dahl RE, Dennis‐Tiwary TA, Dvorsky MR, Dziura SL, van de Groep S, Ho TC, Killoren SE, Langberg JM, Larguinho TL, Magis‐Weinberg L, Michalska KJ, Mullins JL, Nadel H, Porter BM, Prinstein MJ, Redcay E, Rose AJ, Rote WM, Roy AK, Sweijen SW, Telzer EH, Teresi GI, Thomas AG, Pfeifer JH. Longitudinal Change in Adolescent Depression and Anxiety Symptoms from before to during the COVID-19 Pandemic. J Res Adolesc 2023; 33:74-91. [PMID: 35799311 PMCID: PMC9349954 DOI: 10.1111/jora.12781] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
This study aimed to examine changes in depression and anxiety symptoms from before to during the first 6 months of the COVID-19 pandemic in a sample of 1,339 adolescents (9-18 years old, 59% female) from three countries. We also examined if age, race/ethnicity, disease burden, or strictness of government restrictions moderated change in symptoms. Data from 12 longitudinal studies (10 U.S., 1 Netherlands, 1 Peru) were combined. Linear mixed effect models showed that depression, but not anxiety, symptoms increased significantly (median increase = 28%). The most negative mental health impacts were reported by multiracial adolescents and those under 'lockdown' restrictions. Policy makers need to consider these impacts by investing in ways to support adolescents' mental health during the pandemic.
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Barendse ME, Vijayakumar N, Byrne ML, Flannery JE, Cheng TW, Flournoy JC, Nelson BW, Cosme D, Mobasser A, Chavez SJ, Hval L, Brady B, Nadel H, Helzer A, Shirtcliff EA, Allen NB, Pfeifer JH. Study Protocol: Transitions in Adolescent Girls (TAG). Front Psychiatry 2020; 10:1018. [PMID: 32116825 PMCID: PMC7010724 DOI: 10.3389/fpsyt.2019.01018] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2019] [Accepted: 12/23/2019] [Indexed: 01/07/2023] Open
Abstract
BACKGROUND Despite recent studies linking pubertal processes to brain development, as well as research demonstrating the importance of both pubertal and neurodevelopmental processes for adolescent mental health, there is limited knowledge of the full pathways and mechanisms behind the emergence of mental illnesses such as depression and anxiety disorders in adolescence. The Transitions in Adolescent Girls (TAG) study aims to understand the complex relationships between pubertal development, brain structure and connectivity, the behavioral and neural correlates of social and self-perception processes, and adolescent mental health in female adolescents. METHODS The TAG study includes 174 female adolescents aged 10.0 to 13.0 years, recruited from the local community in Lane County, Oregon, USA. The participants, along with a parent/guardian, will complete three waves of assessment over the course of 3 years; the third wave is currently underway. Each wave includes collection of four saliva samples (one per week) and one hair sample for the assessment of hormone levels and immune factors; an MRI session including structural, diffusion, resting-state functional and task-based functional scans; the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS), a diagnostic interview on current and lifetime mental health; production of a short self-narrative video; and measurement of height, weight, and waist circumference. The functional MRI tasks include a self-evaluation paradigm and a self-disclosure paradigm. In addition, adolescents and their parents/guardians complete a number of surveys to report on the adolescent's pubertal development, mental health, social environment and life events; adolescents also report on various indices of self-perception and social-emotional functioning. DISCUSSION The knowledge gained from this study will include developmental trajectories of pubertal, neurological, and social processes and their roles as mechanisms in predicting emergence of mental illness in female adolescents. This knowledge will help identify modifiable, developmentally specific risk factors as targets for early intervention and prevention efforts.
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Affiliation(s)
| | - Nandita Vijayakumar
- Department of Psychology, University of Oregon, Eugene, OR, United States
- School of Psychology, Deakin University, Burwood, VIC, Australia
| | - Michelle L. Byrne
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | | | - Theresa W. Cheng
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - John C. Flournoy
- Department of Psychology, University of Oregon, Eugene, OR, United States
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Benjamin W. Nelson
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Danielle Cosme
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Arian Mobasser
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Samantha J. Chavez
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Lauren Hval
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Bernadette Brady
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Hanna Nadel
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Alison Helzer
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Elizabeth A. Shirtcliff
- Department of Human Development and Family Studies, Iowa State University, Ames, IA, United States
| | - Nicholas B. Allen
- Department of Psychology, University of Oregon, Eugene, OR, United States
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, VIC, Australia
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