Divyangana Rakesh, Paris Anne Lee, Amruta Gaikwad, Katie A. McLaughlin
Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long‐term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES‐related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school‐ and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher–student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES‐related cognitive and educational disparities.
{"title":"Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors","authors":"Divyangana Rakesh, Paris Anne Lee, Amruta Gaikwad, Katie A. McLaughlin","doi":"10.1111/jcpp.14082","DOIUrl":"https://doi.org/10.1111/jcpp.14082","url":null,"abstract":"Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long‐term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES‐related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school‐ and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher–student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES‐related cognitive and educational disparities.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"34 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142763298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.
{"title":"Oral language intervention in the late primary school years is effective: evidence from a randomised control trial","authors":"Rosanne Esposito, Arne Lervag, Charles Hulme","doi":"10.1111/jcpp.14084","DOIUrl":"https://doi.org/10.1111/jcpp.14084","url":null,"abstract":"BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (<jats:italic>n</jats:italic> = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (<jats:italic>n</jats:italic> = 296) were randomly allocated to the intervention (<jats:italic>n</jats:italic> = 148) or control group (<jats:italic>n</jats:italic> = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (<jats:italic>d</jats:italic> = 0.38) and on a measure of their written expression (<jats:italic>d</jats:italic> = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"3 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Malte M. Tetens, Emma E. Graham, Nanna S. Andersen, Jette Bangsborg, Jacob Bodilsen, Ram B. Dessau, Svend Ellermann‐Eriksen, Charlotte Sværke Jørgensen, Jens Kjølseth Møller, Alex Christian Yde Nielsen, Michael Pedersen, Kirstine K. Søgaard, Dorrit Obel, Ulrikka Nygaard, Niels Obel, Anne‐Mette Lebech, Lars Haukali Omland
BackgroundIt has been suggested that neuroborreliosis in children can manifest as psychiatric neurodevelopmental disorders or cause long‐term neurodevelopmental sequelae. However, previous studies were limited by size and design.MethodsWe performed a nationwide, population‐based, matched cohort study in Denmark between 1995 and 2021. We included all Danish residents <16 years old with a positive Borrelia burgdorferi sensu lato intrathecal antibody index test (children with neuroborreliosis). To form a comparison cohort, we randomly extracted individuals from the general population matched on date of birth and sex 10:1 to children with neuroborreliosis. We calculated hazard ratios (HRs) with 95% CIs of contact to departments of psychiatry, diagnosis of attention deficit disorder, diagnosis of learning or intellectual developmental disorders, or receipt of psychostimulants for attention deficit disorder among children with neuroborreliosis compared with comparison cohort members. We did a sensitivity analysis in the form of a case‐control study, where we examined whether these outcomes were more frequent among children with neuroborreliosis than in the comparison cohort before study inclusion to account for differential delay in diagnosis.ResultsWe included 1,132 children with neuroborreliosis and 11,320 comparison cohort members with an observation time of 168,858 person‐years. We found no associations between neuroborreliosis and contact with departments of psychiatry (HR: 1.0, 95% CI 0.9–1.2), diagnosis of attention deficit disorder (HR: 0.9, 95% CI 0.6–1.3), diagnosis of learning or intellectual developmental disorders (HR 0.8, 95% CI 0.5–1.4), or receipt of psychostimulants for attention deficit disorder (HR: 0.8, 95% CI 0.6–1.1). Also, in the sensitivity analyses, these outcomes were not more present among children with neuroborreliosis than in the comparison cohort before study inclusion.ConclusionsOur results do not support that neuroborreliosis in children manifests as psychiatric neurodevelopmental disorders or causes long‐term neurodevelopmental sequelae.
已有研究表明，儿童神经疏螺旋体病可表现为精神神经发育障碍或引起长期神经发育后遗症。然而，先前的研究受到规模和设计的限制。方法：我们于1995年至2021年在丹麦进行了一项全国性的、基于人群的匹配队列研究。我们纳入了所有16岁的丹麦居民，他们在鞘内抗体指数测试中呈阳性（患有神经型伯氏疏螺旋体病的儿童）。为了形成一个比较队列，我们从出生日期和性别10:1匹配的一般人群中随机抽取患有神经螺旋体病的儿童。与对照队列成员相比，我们计算了神经疏螺旋体病儿童与精神科接触、诊断为注意力缺陷障碍、诊断为学习或智力发育障碍、或接受精神兴奋剂治疗注意力缺陷障碍的95% ci的风险比（hr）。我们以病例对照研究的形式进行了敏感性分析，在该研究中，我们检查了这些结果在神经螺旋体病患儿中是否比在研究纳入前的比较队列中更常见，以解释诊断的差异延迟。结果我们纳入了1132名神经螺旋体病患儿和11320名对照队列成员，观察时间为168858人年。我们发现神经疏络杆菌病与与精神科接触（HR: 1.0, 95% CI 0.9 - 1.2）、诊断为注意力缺陷障碍（HR: 0.9, 95% CI 0.6-1.3）、诊断为学习或智力发育障碍（HR 0.8, 95% CI 0.5-1.4）或接受精神兴奋剂治疗注意力缺陷障碍（HR: 0.8, 95% CI 0.6-1.1）之间没有关联。此外，在敏感性分析中，这些结果在患有神经螺旋体病的儿童中并不比在研究纳入前的比较队列中更多。结论本研究结果不支持儿童神经螺旋体病表现为精神神经发育障碍或引起长期神经发育后遗症。
{"title":"No associations between neuroborreliosis in children and psychiatric neurodevelopmental disorders: a nationwide, population‐based, matched cohort study","authors":"Malte M. Tetens, Emma E. Graham, Nanna S. Andersen, Jette Bangsborg, Jacob Bodilsen, Ram B. Dessau, Svend Ellermann‐Eriksen, Charlotte Sværke Jørgensen, Jens Kjølseth Møller, Alex Christian Yde Nielsen, Michael Pedersen, Kirstine K. Søgaard, Dorrit Obel, Ulrikka Nygaard, Niels Obel, Anne‐Mette Lebech, Lars Haukali Omland","doi":"10.1111/jcpp.14079","DOIUrl":"https://doi.org/10.1111/jcpp.14079","url":null,"abstract":"BackgroundIt has been suggested that neuroborreliosis in children can manifest as psychiatric neurodevelopmental disorders or cause long‐term neurodevelopmental sequelae. However, previous studies were limited by size and design.MethodsWe performed a nationwide, population‐based, matched cohort study in Denmark between 1995 and 2021. We included all Danish residents <16 years old with a positive <jats:italic>Borrelia burgdorferi</jats:italic> sensu lato intrathecal antibody index test (children with neuroborreliosis). To form a comparison cohort, we randomly extracted individuals from the general population matched on date of birth and sex 10:1 to children with neuroborreliosis. We calculated hazard ratios (HRs) with 95% CIs of contact to departments of psychiatry, diagnosis of attention deficit disorder, diagnosis of learning or intellectual developmental disorders, or receipt of psychostimulants for attention deficit disorder among children with neuroborreliosis compared with comparison cohort members. We did a sensitivity analysis in the form of a case‐control study, where we examined whether these outcomes were more frequent among children with neuroborreliosis than in the comparison cohort before study inclusion to account for differential delay in diagnosis.ResultsWe included 1,132 children with neuroborreliosis and 11,320 comparison cohort members with an observation time of 168,858 person‐years. We found no associations between neuroborreliosis and contact with departments of psychiatry (HR: 1.0, 95% CI 0.9–1.2), diagnosis of attention deficit disorder (HR: 0.9, 95% CI 0.6–1.3), diagnosis of learning or intellectual developmental disorders (HR 0.8, 95% CI 0.5–1.4), or receipt of psychostimulants for attention deficit disorder (HR: 0.8, 95% CI 0.6–1.1). Also, in the sensitivity analyses, these outcomes were not more present among children with neuroborreliosis than in the comparison cohort before study inclusion.ConclusionsOur results do not support that neuroborreliosis in children manifests as psychiatric neurodevelopmental disorders or causes long‐term neurodevelopmental sequelae.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"26 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lin Shen, Jessica Nicolazzo, Tracey L. Sletten, Clare Anderson, Yang Yap, Joshua F. Wiley, Bei Bei
BackgroundCurrent understanding of the associations between adolescents' daily sleep and daytime alertness and fatigue under naturalistically occurring restricted (school) and unrestricted (vacation) sleep opportunities is limited.MethodsA convenience sample of adolescents (n = 205; 54.1% females, Mage ± SD = 16.9 ± 0.87 years) completed daily measures of sleep, alertness, and fatigue over 28 days (2 weeks during school, and the subsequent 2‐week vacation). Actigraphy and sleep diary total sleep time (TST) and sleep efficiency (SE) were measured. Participants self‐reported sleepiness and fatigue every morning and afternoon, and completed a tablet‐based, 3.2‐min psychomotor vigilance task (PVT) every afternoon. Cross‐lagged multilevel models tested daily TST and SE as predictors of next‐day subjective sleepiness/fatigue and PVT performance. Between‐ (i.e., differences between individuals) and within‐person associations (i.e., whether nights with higher‐than‐individual's‐average TST/SE, predict next‐day outcomes) were tested simultaneously. Covariates included previous‐day outcome, day of the week, study day (1–28), school/vacation, chronotype, and sociodemographic variables.ResultsWithin‐persons, higher‐than‐average TST and SE (both actigraphy and diary) predicted better next‐day PVT performance (all p ≤ .006), and lower subjective sleepiness and fatigue the following morning and afternoon (all p ≤ .032). Between‐persons, adolescents with higher overall diary SE had lower morning subjective sleepiness (p < .001) and fewer PVT false starts in the afternoon (p = 0.02).ConclusionsNights with longer‐ and higher‐than‐average sleep efficiency (both actigraphy and diary) predicted better daytime alertness and fatigue, both when examined objectively via sustained attention and via self‐report. These findings are relevant for understanding the significance of sleep for adolescents' day‐to‐day alertness levels and fatigue, particularly in the context of classroom learning and road safety.
{"title":"Daily fluctuations in adolescents' sleep predict next‐day attention, sleepiness, and fatigue: an ecological momentary assessment study over 28 days","authors":"Lin Shen, Jessica Nicolazzo, Tracey L. Sletten, Clare Anderson, Yang Yap, Joshua F. Wiley, Bei Bei","doi":"10.1111/jcpp.14076","DOIUrl":"https://doi.org/10.1111/jcpp.14076","url":null,"abstract":"BackgroundCurrent understanding of the associations between adolescents' daily sleep and daytime alertness and fatigue under naturalistically occurring restricted (school) and unrestricted (vacation) sleep opportunities is limited.MethodsA convenience sample of adolescents (<jats:italic>n</jats:italic> = 205; 54.1% females, <jats:italic>M</jats:italic><jats:sub>age</jats:sub> ± <jats:italic>SD</jats:italic> = 16.9 ± 0.87 years) completed daily measures of sleep, alertness, and fatigue over 28 days (2 weeks during school, and the subsequent 2‐week vacation). Actigraphy and sleep diary total sleep time (TST) and sleep efficiency (SE) were measured. Participants self‐reported sleepiness and fatigue every morning and afternoon, and completed a tablet‐based, 3.2‐min psychomotor vigilance task (PVT) every afternoon. Cross‐lagged multilevel models tested daily TST and SE as predictors of next‐day subjective sleepiness/fatigue and PVT performance. Between‐ (i.e., differences between individuals) and within‐person associations (i.e., whether nights with higher‐than‐individual's‐average TST/SE, predict next‐day outcomes) were tested simultaneously. Covariates included previous‐day outcome, day of the week, study day (1–28), school/vacation, chronotype, and sociodemographic variables.ResultsWithin‐persons, higher‐than‐average TST and SE (both actigraphy and diary) predicted better next‐day PVT performance (all <jats:italic>p</jats:italic> ≤ .006), and lower subjective sleepiness and fatigue the following morning and afternoon (all <jats:italic>p</jats:italic> ≤ .032). Between‐persons, adolescents with higher overall diary SE had lower morning subjective sleepiness (<jats:italic>p</jats:italic> < .001) and fewer PVT false starts in the afternoon (<jats:italic>p</jats:italic> = 0.02).ConclusionsNights with longer‐ and higher‐than‐average sleep efficiency (both actigraphy and diary) predicted better daytime alertness and fatigue, both when examined objectively via sustained attention and via self‐report. These findings are relevant for understanding the significance of sleep for adolescents' day‐to‐day alertness levels and fatigue, particularly in the context of classroom learning and road safety.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"18 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virginia Peisch, Erica Ferrara, Gaelle Gourdet, Matthew Zimon, Carissa Mastrangelo, Anne Arnett
BackgroundThis study investigated associations among temperament, executive functioning (EF), and attention‐deficit/hyperactivity disorder (ADHD) symptom severity at two developmental stages.MethodsParticipants were 61 4‐year‐old children and 165 8–11‐year‐old children (126 ADHD, 39 typically developing [TD]). Caregivers reported on temperament (effortful control [EC], negative affect, and surgency), and ADHD symptoms. Three aspects of EF (working memory, inhibitory control, and processing speed) were measured with neuropsychological tests.ResultsAmong 4‐year‐olds, variance in ADHD symptom severity was only explained by the temperament variables. EC was not significantly correlated with any of the EFs in this cohort. Among school‐aged children, low EC, high surgency, high negative affect, and reduced working memory were associated with greater ADHD symptom severity. EC was significantly and positively correlated with processing speed in the school‐aged children.ConclusionsResults are consistent with a neurodevelopmental model of ADHD, wherein dysregulated temperament is associated with ADHD in young children, while both dysregulated temperament and cognitive skills are associated with ADHD in middle childhood. Results could inform the selection of clinical tools for diagnostic evaluation of pediatric ADHD symptoms and clinical follow‐up.
背景本研究调查了两个发育阶段的儿童在气质、执行功能（EF）和注意缺陷/多动障碍（ADHD）症状严重程度之间的关系。方法参加研究的有61名4岁儿童和165名8-11岁儿童（126名ADHD儿童，39名典型发育[TD]儿童）。照顾者报告了他们的性情（努力控制 [EC]、消极情绪和急躁）和多动症症状。结果在 4 岁儿童中，ADHD 症状严重程度的差异只能通过气质变量来解释。在这个群体中，EC 与任何 EF 都没有明显的相关性。在学龄儿童中，低EC、高急躁情绪、高负面情绪和工作记忆减弱与ADHD症状严重程度相关。在学龄儿童中，EC 与处理速度呈明显的正相关。结论结果与多动症的神经发育模型一致，即气质失调与幼儿多动症相关，而气质失调和认知技能失调与中年多动症相关。研究结果可为选择诊断评估小儿多动症症状的临床工具和临床随访提供参考。
{"title":"Temperament and executive functioning correlates of ADHD symptom severity during early versus middle childhood","authors":"Virginia Peisch, Erica Ferrara, Gaelle Gourdet, Matthew Zimon, Carissa Mastrangelo, Anne Arnett","doi":"10.1111/jcpp.14083","DOIUrl":"https://doi.org/10.1111/jcpp.14083","url":null,"abstract":"BackgroundThis study investigated associations among temperament, executive functioning (EF), and attention‐deficit/hyperactivity disorder (ADHD) symptom severity at two developmental stages.MethodsParticipants were 61 4‐year‐old children and 165 8–11‐year‐old children (126 ADHD, 39 typically developing [TD]). Caregivers reported on temperament (effortful control [EC], negative affect, and surgency), and ADHD symptoms. Three aspects of EF (working memory, inhibitory control, and processing speed) were measured with neuropsychological tests.ResultsAmong 4‐year‐olds, variance in ADHD symptom severity was only explained by the temperament variables. EC was not significantly correlated with any of the EFs in this cohort. Among school‐aged children, low EC, high surgency, high negative affect, and reduced working memory were associated with greater ADHD symptom severity. EC was significantly and positively correlated with processing speed in the school‐aged children.ConclusionsResults are consistent with a neurodevelopmental model of ADHD, wherein dysregulated temperament is associated with ADHD in young children, while both dysregulated temperament and cognitive skills are associated with ADHD in middle childhood. Results could inform the selection of clinical tools for diagnostic evaluation of pediatric ADHD symptoms and clinical follow‐up.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"64 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This editorial explores how adopting a social determinants and systemic perspective can enhance preventative measures to boost the mental health of young people. It argues that to effectively elevate the mental health of young people, it is essential to tackle both the overarching influences and their specific local impacts. We maintain that a strategy combining systems thinking with evidence tailored to the local environment and participatory design is essential.
{"title":"Editorial Perspective: A systems approach to addressing young people's mental health","authors":"Tim Hobbs, Vashti Berry, Peter Fonagy","doi":"10.1111/jcpp.14077","DOIUrl":"10.1111/jcpp.14077","url":null,"abstract":"<p>This editorial explores how adopting a social determinants and systemic perspective can enhance preventative measures to boost the mental health of young people. It argues that to effectively elevate the mental health of young people, it is essential to tackle both the overarching influences and their specific local impacts. We maintain that a strategy combining systems thinking with evidence tailored to the local environment and participatory design is essential.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"66 2","pages":"271-274"},"PeriodicalIF":6.5,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.14077","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bradley S. Peterson, Sahar Delavari, Jonathan Sadik, Lars Ersland, Irene B. Elgen, Siddhant Sawardekar, Ravi Bansal, Stein Magnus Aukland
BackgroundFifteen million infants annually are born prematurely, placing them at high risk for life‐long adverse neurodevelopmental outcomes. Whether brain tissue abnormalities that accompany preterm birth persist into young adulthood and are associated with long‐term cognitive or psychiatric outcomes is not known.MethodsFrom infancy into young adulthood, we followed a population‐based sample of consecutively identified preterm infants and their matched term controls. The preterm group was born at an average gestational age of 31.5 ± 2.6 weeks. We obtained Diffusion Tensor Imaging scans and assessed cognitive and psychiatric outcomes in young adulthood, at a mean age of 19 (range 17.6–20.8) years. Usable data were acquired from 180 participants (89 preterm, 91 term).ResultsPreterm birth was associated with lower fractional anisotropy (FA) and higher average diffusion coefficient (ADC) values in deep white matter tracts of the internal capsule, cerebral peduncles, inferior frontal‐occipital fasciculus, sagittal stratum and splenium of the corpus callosum, as well as in grey matter of the caudate, putamen and thalamus. A younger gestational age at birth accentuated these tissue abnormalities. Perinatal characteristics, including lower 5‐min APGAR score, history of bronchopulmonary dysplasia, more days of oxygen supplementation and multiple births all increased ADC values in deep white matter tracts and grey matter throughout the brain. Preterm individuals had significantly lower full‐scale IQ and more frequent lifetime psychiatric disorders. Those with psychiatric illnesses had significantly higher ADC and lower FA values throughout the deep posterior white matter.ConclusionsAbnormalities in brain tissue microstructure associated with preterm birth persist into young adulthood and likely represent disordered myelination and accompanying axonal pathology. These disturbances are associated with a higher likelihood of developing a psychiatric disorder by young adulthood. Brain tissue disturbances were accentuated in those born at younger gestational ages and in those with a history of perinatal complications associated with infection and inflammation.
{"title":"Brain tissue microstructure in a prospective, longitudinal, population‐based cohort of preterm and term‐born young adults","authors":"Bradley S. Peterson, Sahar Delavari, Jonathan Sadik, Lars Ersland, Irene B. Elgen, Siddhant Sawardekar, Ravi Bansal, Stein Magnus Aukland","doi":"10.1111/jcpp.14069","DOIUrl":"https://doi.org/10.1111/jcpp.14069","url":null,"abstract":"BackgroundFifteen million infants annually are born prematurely, placing them at high risk for life‐long adverse neurodevelopmental outcomes. Whether brain tissue abnormalities that accompany preterm birth persist into young adulthood and are associated with long‐term cognitive or psychiatric outcomes is not known.MethodsFrom infancy into young adulthood, we followed a population‐based sample of consecutively identified preterm infants and their matched term controls. The preterm group was born at an average gestational age of 31.5 ± 2.6 weeks. We obtained Diffusion Tensor Imaging scans and assessed cognitive and psychiatric outcomes in young adulthood, at a mean age of 19 (range 17.6–20.8) years. Usable data were acquired from 180 participants (89 preterm, 91 term).ResultsPreterm birth was associated with lower fractional anisotropy (FA) and higher average diffusion coefficient (ADC) values in deep white matter tracts of the internal capsule, cerebral peduncles, inferior frontal‐occipital fasciculus, sagittal stratum and splenium of the corpus callosum, as well as in grey matter of the caudate, putamen and thalamus. A younger gestational age at birth accentuated these tissue abnormalities. Perinatal characteristics, including lower 5‐min APGAR score, history of bronchopulmonary dysplasia, more days of oxygen supplementation and multiple births all increased ADC values in deep white matter tracts and grey matter throughout the brain. Preterm individuals had significantly lower full‐scale IQ and more frequent lifetime psychiatric disorders. Those with psychiatric illnesses had significantly higher ADC and lower FA values throughout the deep posterior white matter.ConclusionsAbnormalities in brain tissue microstructure associated with preterm birth persist into young adulthood and likely represent disordered myelination and accompanying axonal pathology. These disturbances are associated with a higher likelihood of developing a psychiatric disorder by young adulthood. Brain tissue disturbances were accentuated in those born at younger gestational ages and in those with a history of perinatal complications associated with infection and inflammation.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"195 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is substantial evidence that adolescent mental health has deteriorated considerably since the early 2010s across many countries, and much more strongly among girls than boys. This is probably due to a combination of societal changes that strongly influenced the lives of adolescents. The societal changes include the rise of social media and of academic pressure, the COVID-19 pandemic and increasing worries about the future. Moreover, the decreasing trend in adolescent mental health might have resulted into more mental health awareness and a tendency to overinterpret negative psychological experiences as signs of mental health problems. Several suggestions for future research are provided to increase our understanding of the origins of the recent trends in adolescent mental health.
{"title":"Editorial: Adolescent mental health in a rapidly changing world","authors":"Gonneke W. J. M. Stevens","doi":"10.1111/jcpp.14065","DOIUrl":"10.1111/jcpp.14065","url":null,"abstract":"<p>There is substantial evidence that adolescent mental health has deteriorated considerably since the early 2010s across many countries, and much more strongly among girls than boys. This is probably due to a combination of societal changes that strongly influenced the lives of adolescents. The societal changes include the rise of social media and of academic pressure, the COVID-19 pandemic and increasing worries about the future. Moreover, the decreasing trend in adolescent mental health might have resulted into more mental health awareness and a tendency to overinterpret negative psychological experiences as signs of mental health problems. Several suggestions for future research are provided to increase our understanding of the origins of the recent trends in adolescent mental health.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"65 12","pages":"1551-1553"},"PeriodicalIF":6.5,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.14065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142613071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lucy A. Tully, Adrienne I. Turnell, Bronte G. Morgan, David J. Hawes, Jenny Anderson, Anna Kean, Mark R. Dadds
BackgroundParenting interventions are effective for improving child conduct problems (CPs), but online self‐directed interventions are required to improve reach and impact. Mothers are the main users of such programmes; fathers show low participation rates despite evidence of increased efficacy when they participate.MethodsThis randomised controlled trial examined the efficacy of Family Man, a brief, self‐directed online parenting intervention for fathers and mothers of children with CPs. The intervention involves several innovative design features to maximise the engagement of fathers. Families (N = 103; 102 mothers, 78 fathers) seeking help with managing their 2‐ to 8‐year‐old child's CPs were randomly assigned to either the Family Man intervention condition (n = 53) or a 4‐week waitlist control group (n = 50). Primary outcomes were frequency and severity of child CPs and secondary outcomes included dysfunctional parenting, parenting efficacy, parenting stress, parental psychological distress, household disorganisation and interparental conflict.ResultsRepeated measures ANOVAs/MANOVAs found that at 4‐week post‐assessment, parents in the intervention group reported significantly lower levels of child CPs than waitlist. Significant effects for the intervention group relative to waitlist were also found across all secondary outcomes examined. Intervention effects were maintained at 2‐month follow‐up for the intervention group. Outcomes did not significantly differ for mothers and fathers.ConclusionsResults support the efficacy of this brief, self‐directed online parenting intervention in improving child CPs and a range of parent and family outcomes, both for fathers and mothers. Implications for improving the reach and impact of parenting interventions and increasing father engagement, are discussed.
背景育儿干预措施对改善儿童行为问题（CPs）很有效，但需要在线自我指导干预措施来提高覆盖率和影响力。母亲是此类项目的主要使用者；父亲的参与率较低，尽管有证据表明他们参与后效果会更好。方法这项随机对照试验研究了 "Family Man "的效果，"Family Man "是一项针对有行为问题儿童的父亲和母亲的简短、自主在线育儿干预项目。该干预措施采用了多项创新设计，以最大限度地提高父亲的参与度。寻求帮助的家庭（103 个；102 个母亲，78 个父亲）被随机分配到 Family Man 干预条件组（53 个）或为期 4 周的候补对照组（50 个）。结果重复测量方差分析/方差分析发现，在4周后的评估中，干预组家长报告的儿童抑郁症水平明显低于候补对照组。在所有次要结果中，干预组的效果也明显优于等待组。干预组的干预效果在 2 个月的随访中得以保持。结论研究结果表明，这种简短的、自我指导的在线育儿干预措施在改善儿童CPs以及一系列父母和家庭结果方面对父亲和母亲都很有效。本文还讨论了提高育儿干预的覆盖面和影响力以及增加父亲参与的意义。
{"title":"An online, father‐inclusive parenting intervention for reducing child conduct problems: a randomised controlled trial of family man","authors":"Lucy A. Tully, Adrienne I. Turnell, Bronte G. Morgan, David J. Hawes, Jenny Anderson, Anna Kean, Mark R. Dadds","doi":"10.1111/jcpp.14068","DOIUrl":"https://doi.org/10.1111/jcpp.14068","url":null,"abstract":"BackgroundParenting interventions are effective for improving child conduct problems (CPs), but online self‐directed interventions are required to improve reach and impact. Mothers are the main users of such programmes; fathers show low participation rates despite evidence of increased efficacy when they participate.MethodsThis randomised controlled trial examined the efficacy of Family Man, a brief, self‐directed online parenting intervention for fathers and mothers of children with CPs. The intervention involves several innovative design features to maximise the engagement of fathers. Families (<jats:italic>N</jats:italic> = 103; 102 mothers, 78 fathers) seeking help with managing their 2‐ to 8‐year‐old child's CPs were randomly assigned to either the Family Man intervention condition (<jats:italic>n</jats:italic> = 53) or a 4‐week waitlist control group (<jats:italic>n</jats:italic> = 50). Primary outcomes were frequency and severity of child CPs and secondary outcomes included dysfunctional parenting, parenting efficacy, parenting stress, parental psychological distress, household disorganisation and interparental conflict.ResultsRepeated measures ANOVAs/MANOVAs found that at 4‐week post‐assessment, parents in the intervention group reported significantly lower levels of child CPs than waitlist. Significant effects for the intervention group relative to waitlist were also found across all secondary outcomes examined. Intervention effects were maintained at 2‐month follow‐up for the intervention group. Outcomes did not significantly differ for mothers and fathers.ConclusionsResults support the efficacy of this brief, self‐directed online parenting intervention in improving child CPs and a range of parent and family outcomes, both for fathers and mothers. Implications for improving the reach and impact of parenting interventions and increasing father engagement, are discussed.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"3 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142610133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah E. Stock, Rebecca E. Lacey, Louise Arseneault, Avshalom Caspi, Eloise Crush, Andrea Danese, Rachel M. Latham, Terrie E. Moffitt, Joanne B. Newbury, Jonathan D. Schaefer, Helen L. Fisher, Jessie R. Baldwin
BackgroundAdverse childhood experiences (ACEs) are associated with mental health problems, but many children who experience ACEs do not develop such difficulties. A warm and supportive adult presence in childhood is associated with a lower likelihood of developing mental health problems after exposure to ACEs. However, it is unclear whether this association is causal, as previous research has not accounted for genetic and environmental confounding.MethodsWe used the twin‐difference design to strengthen causal inference about whether a warm and supportive adult presence protects children exposed to ACEs from mental health problems. Participants were from the Environmental Risk (E‐Risk) Longitudinal Twin Study, a UK population‐representative birth cohort of 2,232 same‐sex twins. ACEs were measured prospectively from ages 5 to 12. Maternal warmth was assessed at ages 5 and 10 through maternal speech samples. Adult support was assessed through child reports at age 12. Mental health problems were assessed through interviews at age 12 with parents and teachers and participants at age 18.ResultsAmong children exposed to ACEs, those who experienced greater maternal warmth and adult support had lower levels of mental health problems at ages 12 and 18. In monozygotic twin‐difference analyses, the protective effects of maternal warmth and adult support on mental health were attenuated by 70% for maternal warmth and 81% for adult support, compared to phenotypic analyses. Twins who experienced greater maternal warmth and adult support had minimal or no difference in mental health compared to their co‐twins, concordant for ACE exposure.ConclusionsThe apparent protective effect of a warm, supportive adult against mental health problems following ACEs is largely explained by genetic and environmental confounding. This suggests that interventions which boost maternal warmth and adult support should be supplemented by components addressing wider family environments and heritable vulnerabilities in children exposed to adversity, to improve mental health.
{"title":"Can a warm and supportive adult protect against mental health problems amongst children with experience of adversity? A twin‐differences study","authors":"Sarah E. Stock, Rebecca E. Lacey, Louise Arseneault, Avshalom Caspi, Eloise Crush, Andrea Danese, Rachel M. Latham, Terrie E. Moffitt, Joanne B. Newbury, Jonathan D. Schaefer, Helen L. Fisher, Jessie R. Baldwin","doi":"10.1111/jcpp.14070","DOIUrl":"https://doi.org/10.1111/jcpp.14070","url":null,"abstract":"BackgroundAdverse childhood experiences (ACEs) are associated with mental health problems, but many children who experience ACEs do not develop such difficulties. A warm and supportive adult presence in childhood is associated with a lower likelihood of developing mental health problems after exposure to ACEs. However, it is unclear whether this association is causal, as previous research has not accounted for genetic and environmental confounding.MethodsWe used the twin‐difference design to strengthen causal inference about whether a warm and supportive adult presence protects children exposed to ACEs from mental health problems. Participants were from the Environmental Risk (E‐Risk) Longitudinal Twin Study, a UK population‐representative birth cohort of 2,232 same‐sex twins. ACEs were measured prospectively from ages 5 to 12. Maternal warmth was assessed at ages 5 and 10 through maternal speech samples. Adult support was assessed through child reports at age 12. Mental health problems were assessed through interviews at age 12 with parents and teachers and participants at age 18.ResultsAmong children exposed to ACEs, those who experienced greater maternal warmth and adult support had lower levels of mental health problems at ages 12 and 18. In monozygotic twin‐difference analyses, the protective effects of maternal warmth and adult support on mental health were attenuated by 70% for maternal warmth and 81% for adult support, compared to phenotypic analyses. Twins who experienced greater maternal warmth and adult support had minimal or no difference in mental health compared to their co‐twins, concordant for ACE exposure.ConclusionsThe apparent protective effect of a warm, supportive adult against mental health problems following ACEs is largely explained by genetic and environmental confounding. This suggests that interventions which boost maternal warmth and adult support should be supplemented by components addressing wider family environments and heritable vulnerabilities in children exposed to adversity, to improve mental health.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"127 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142601292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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