JCPP advances最新文献_第2页

The role of sleep deficiency in the relationship between adverse childhood experiences and early adolescent pain outcomes 睡眠不足在不良童年经历和青少年早期疼痛结局之间的关系中的作用

IF 3.1

JCPP advances

Pub Date : 2025-03-23 DOI: 10.1002/jcv2.70011

Thea Senger-Carpenter, Anao Zhang, Monica Ordway, Sarah A. Stoddard, Terri Voepel-Lewis

Background

Sleep deficiency is common among youth exposed to adverse childhood experiences (ACEs) and may contribute towards persistent/recurrent pain (PRP). This study tested the hypotheses that sleep deficiency mediates the effect of ACEs on PRP and moderates the effect of ACEs on PRP exerted through anxiety and depression symptoms.

Methods

We used 4 years of Adolescent Brain Cognitive Development Study® data to test our hypotheses. Annual assessments of sleep duration and quality (from the Sleep Disturbances Scale for Children), pain, anxiety, and depression (from the Child Behavior Checklist) were used to derive our measures. Structural equation modeling and sleep subgroup comparisons estimated effects of early childhood ACEs (measured with parent/youth surveys) on PRP (defined as pain reported for 3 or 4 years) via sleep duration and quality, accounting for effects of anxiety/depression symptoms. Results are presented as standardized adjusted odds ratios with 95% confidence intervals (adj. OR [95% CI]).

Results

Data from 7912 youth were included, nearly one third of whom (n = 2527) were classified with PRP by age 12–13. The effect of early childhood ACEs on adolescent PRP was mediated, in part, through insufficient sleep duration (adj. OR 1.01 [95% CI 1.01, 1.02]) and higher sleep quality (adj. OR 0.99 [ 95% CI 0.97, 0.99]). The direct effect of ACEs on PRP was significant only for the subgroup of youth with both insufficient duration and low quality sleep (adj. OR 1.43 [95% CI 1.05, 1.95]). Mediation effects of depression and anxiety were supported across all sleep subgroups with one exception, and sleep did not moderate these associations.

Conclusion

Sleep deficiency may underlie the effect of early ACEs on PRP, though anxiety and depression are likely important to these pathways regardless of sleep. Further investigation into the potentially mechanistic role of sleep deficiency in ACEs/pain associations is warranted.

睡眠不足在童年不良经历（ace）的青少年中很常见，并可能导致持续/复发性疼痛（PRP）。本研究检验了睡眠不足介导ace对PRP影响的假设，以及通过焦虑和抑郁症状调节ace对PRP影响的假设。方法我们使用4年的青少年大脑认知发展研究®数据来检验我们的假设。每年对睡眠时间和质量（来自儿童睡眠障碍量表）、疼痛、焦虑和抑郁（来自儿童行为检查表）的评估被用来得出我们的测量方法。结构方程模型和睡眠亚组比较通过睡眠时间和质量估计了儿童早期ace（通过父母/青少年调查测量）对PRP（定义为3或4年报告的疼痛）的影响，并考虑了焦虑/抑郁症状的影响。结果以95%置信区间的标准化调整优势比（OR [95% CI]）表示。结果纳入7912名青少年的数据，其中近三分之一（n = 2527）在12-13岁时被归类为PRP。儿童早期ace对青少年PRP的影响部分是通过睡眠时间不足（比值比1.01 [95% CI 1.01, 1.02]）和较高的睡眠质量（比值比0.99 [95% CI 0.97, 0.99]）介导的。ace对PRP的直接影响仅在睡眠时间不足和睡眠质量低的青少年亚组中有统计学意义（比值比为1.43 [95% CI 1.05, 1.95]）。除了一个例外，抑郁和焦虑的中介效应在所有睡眠亚组中都得到了支持，睡眠并没有缓和这些关联。结论：睡眠不足可能是早期ace对PRP影响的基础，尽管焦虑和抑郁可能对这些途径很重要，而与睡眠无关。进一步调查睡眠不足在ace /疼痛关联中的潜在机制作用是有必要的。

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引用次数: 0

Prenatal exposure to adverse life events and autism and autistic-like traits in children in the Norwegian Mother, Father and Child Cohort Study (MoBa) 挪威母亲，父亲和儿童队列研究（MoBa）中儿童的产前不良生活事件暴露与自闭症和自闭症样特征

IF 3.1

JCPP advances

Pub Date : 2025-03-22 DOI: 10.1002/jcv2.70002

Aleksandra Kanina, Arvid Sjölander, Miriam I. Martini, Agnieszka Butwicka, Henrik Larsson, Amanda M. Hughes, Márta K. Radó, Mark J. Taylor, Alexandra Havdahl, Helga Ask, Mina A. Rosenqvist

Background

Mothers' experience of adverse life events (ALEs, e.g., divorce, bereavement, injury) during pregnancy has been linked with neurodevelopmental conditions like autism, and related traits like social communication difficulties and repetitive behavior in children. However, both the cumulative association and the underlying mechanism are unclear, and these associations might be confounded by unmeasured genetic or other early environmental factors shared within families.

Method

This longitudinal population-based cohort study included 114,247 children, born in Norway between 1999 and 2009, who participated in the Norwegian Mother, Father and Child Cohort Study. During week 30 of pregnancy, mothers of 51,940 children (of whom 12,597 were siblings) reported whether they had experienced ALEs. We estimated associations between mothers’ cumulative exposure to and perception of ALE and their children’s clinical diagnosis of autism, and maternal reports on their children's autistic traits at ages 3 and 8 years through the Social Communication Questionnaire (SCQ). Sibling comparisons were conducted to account for unmeasured familial confounding.

Results

Each additional prenatal ALE was associated with increased adjusted hazard ratios [HR: 1.23, 95% CI: 1.16–1.30] of autism diagnosis, compared to unexposed children. Adjusting for unmeasured familial confounding in sibling comparisons, the association attenuated: HR = 0.53, 95% CI [0.31–0.90]. ALEs perceived as more painful were associated with a 12% elevated likelihood of autism diagnosis [95% CI: 7%–16%], but this association attenuated after sibling comparisons. SCQ scores in children exposed to cumulative prenatal ALE compared to unexposed children were higher at age 3 (β-coefficient: 0.24 (95%CI [0.21–0.27])), but only slightly at age 8 (β-coefficient: 0.07 [95% CI: 0.04–0.10]) with differences nullified in the sibling comparison analysis.

Conclusion

The association between maternal prenatal exposure to cumulative ALEs and diagnosis of autism and autism-associated traits is likely due to unmeasured familial confounding rather than a direct causal relationship.

母亲在怀孕期间经历的不良生活事件（如离婚、丧亲、受伤）与自闭症等神经发育状况以及儿童社交沟通困难和重复行为等相关特征有关。然而，累积的关联和潜在的机制都不清楚，这些关联可能被未测量的遗传或其他家庭内共享的早期环境因素所混淆。方法本纵向人群队列研究包括114,247名儿童，他们于1999年至2009年在挪威出生，参与了挪威母亲、父亲和儿童队列研究。在怀孕第30周，51,940名儿童（其中12,597名是兄弟姐妹）的母亲报告了她们是否经历过ALEs。我们通过社会沟通问卷（SCQ）评估了母亲对ALE的累积暴露和感知与孩子自闭症临床诊断之间的关系，以及母亲对孩子在3岁和8岁时自闭症特征的报告。兄弟姐妹比较是为了解释未测量的家族混淆。结果与未暴露的儿童相比，每增加一次产前ALE与自闭症诊断的校正危险比[HR: 1.23, 95% CI: 1.16-1.30]相关。在兄弟姐妹比较中调整未测量的家族混杂因素后，相关性减弱：HR = 0.53, 95% CI[0.31-0.90]。被认为更痛苦的ALEs与自闭症诊断的可能性增加12%相关[95% CI: 7%-16%]，但在兄弟姐妹比较后，这种关联减弱。暴露于累积产前ALE的儿童的SCQ评分在3岁时高于未暴露的儿童（β-系数：0.24 (95%CI: 0.21-0.27)），但在8岁时仅略高（β-系数：0.07 [95% CI: 0.04-0.10]），在兄弟姐妹比较分析中差异被抵消。结论母亲产前累积ALEs暴露与自闭症诊断及自闭症相关特征之间的关系可能是由于未测量的家族混杂而非直接因果关系。

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引用次数: 0

Is parental monitoring just a way to acquire knowledge? Re-evaluating a Re-conceptualization 父母的监督只是获取知识的一种方式吗？重新评估，重新概念化

IF 3.1

JCPP advances

Pub Date : 2025-03-18 DOI: 10.1002/jcv2.70008

Isabel R. Aks, John C. Schwarz-Torres, Isabella S. Davis, Sarah J. Racz, Herry Patel, Oscar Gonzalez, William E. Pelham III

From the 1950s–1990s, parental monitoring was conceptualized and studied as a “socializing mechanism,” driving changes in youth adjustment via several channels. In the past 2 decades, parental monitoring has become re-conceptualized in many papers as simply one of several ways to obtain parental knowledge, with knowledge replacing monitoring as the construct of central interest. This paper reviews literature showing that this re-conceptualization is not supported by the extant empirical evidence and is strongly contradicted by theory, because parental monitoring may impact youth adjustment in several plausible ways that do not involve acquiring knowledge. As a result, we recommend the field change how it conceptualizes parental monitoring vis-a-vis parental knowledge. Just as we realized parental knowledge doesn't come only from parental monitoring, now we should realize that parental monitoring is not only a way to get parental knowledge. More evidence is needed to determine exactly how much of the effect of monitoring flows through increased knowledge and what other channels are in play.

从20世纪50年代到90年代，父母监控作为一种“社会化机制”被概念化和研究，通过几个渠道推动青少年适应的变化。在过去的20年里，许多论文重新定义了父母监护作为获取父母知识的几种方式之一，知识取代了监护作为核心利益的构建。本文回顾了文献，表明这种重新概念化没有得到现有经验证据的支持，并且与理论强烈矛盾，因为父母的监控可能以几种看似合理的方式影响青少年的适应，而不涉及获取知识。因此，我们建议该领域改变如何概念化父母监控相对于父母的知识。正如我们意识到父母的知识不仅仅来自父母的监督，现在我们应该意识到父母的监督不仅仅是获得父母知识的一种方式。需要更多的证据来确定监测的效果究竟有多少是通过增加知识产生的，以及还有哪些其他渠道在起作用。

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引用次数: 0

Family history of ADHD associates with stronger problem-solving skills amongst 2- to 3-year-olds 2- 3岁儿童的ADHD家族史与较强的问题解决能力有关

IF 3.1

JCPP advances

Pub Date : 2025-03-12 DOI: 10.1002/jcv2.70009

Alexandra Hendry, Emily J. H. Jones, Linn Andersson-Konke, Mary Agyapong, Tessel Bazelmans, Jannath Begum-Ali, Mutluhan Ersoy, Amy Goodwin, Greg Pasco, Terje Falck-Ytter, Mark H. Johnson, Tony Charman, and the EASE and STAARS Teams

Background

Attention-Deficit/Hyperactivity Disorder (ADHD) is linked to strengths in creative problem-solving amongst school-aged children and adults. In contrast, autism (which frequently co-occurs with ADHD) is associated with lower generativity, and perseverative responses during problem-solving. Little is known about how ADHD and autism traits—or broader heritable autism and ADHD phenotypes—associate with problem-solving skills in early childhood.

Methods

129 UK 2- and 3-year-olds (exploratory dataset) and 74 Swedish 3-year-olds (confirmatory dataset) with and without a family history (FH) of ADHD and autism, completed a problem-solving task. Parents reported on their 3-year-olds’ ADHD and autism traits using the Child Behaviour Checklist and Social Responsiveness Scale-2. FH group differences in problem-solving performance were tested using ANOVA (exploratory dataset, FH-autism and FH-ADHD as fixed factors) and t-test (confirmatory and combined datasets split by FH-ADHD). Linear regressions of problem-solving success on autism/ADHD traits were run in both samples.

Results

Compared with peers with no FH-ADHD, children with FH-ADHD showed higher problem-solving success at 2 (partial ω² = 0.106) and 3 years (partial ω² = 0.045) in the exploratory dataset. In the confirmatory dataset, a FH-ADHD-and-autism group trended towards higher success scores compared with a no-FH-ADHD group (comprising FH-autism-only and no-FH ADHD-or-autism sub-groups) but scores were only significantly higher for children with FH-ADHD-and-autism when compared with children with no FH-ADHD-or-autism (g_s = 0.977). ADHD (but not autism) traits were positively associated with problem-solving performance in the exploratory (β = 0.212, p = 0.031) and combined samples (β = 0.173, p = 0.024). Effects were a consistent direction and magnitude, but not significant, in the confirmatory sample alone (β = 0.201, p = 0.103).

Conclusions

Considering a child's family history alongside their neurodivergent traits may help to identify their likely strengths, and how to access them: Children with ADHD traits and/or a family history of ADHD are likely to have an aptitude for generative problem-solving when presented with highly motivating, ecologically valid challenges.

在学龄儿童和成人中，注意力缺陷/多动障碍（ADHD）与创造性解决问题的能力有关。相反，自闭症（经常与多动症同时发生）在解决问题时具有较低的生成能力和持久的反应。关于多动症和自闭症的特征——或者更广泛的遗传性自闭症和多动症的表型——是如何与儿童早期解决问题的能力联系在一起的，我们知之甚少。方法129名英国2岁和3岁儿童（探索性数据集）和74名瑞典3岁儿童（验证性数据集），有或没有ADHD和自闭症家族史（FH），完成问题解决任务。父母使用儿童行为检查表和社会反应量表-2报告他们3岁孩子的多动症和自闭症特征。使用方差分析（探索性数据集，FH-自闭症和FH- adhd作为固定因素）和t检验（由FH- adhd分割的验证性数据集和组合数据集）检验FH组在问题解决能力方面的差异。在两个样本中对自闭症/ADHD特征的问题解决成功进行线性回归。结果在探索性数据集中，FH-ADHD患儿在2岁（偏ω2 = 0.106）和3岁（偏ω2 = 0.045）时的问题解决成功率高于非FH-ADHD患儿。在验证性数据集中，fh - adhd和自闭症组比无fh - adhd组（包括仅fh -自闭症和无fh - adhd或自闭症亚组）有更高的成功得分趋势，但与无fh - adhd或自闭症儿童相比，fh - adhd和自闭症儿童的得分显著更高（gs = 0.977）。在探索性样本（β = 0.212, p = 0.031）和联合样本（β = 0.173, p = 0.024）中，ADHD（但不包括自闭症）特征与解决问题的表现呈正相关。在单独的验证样本中，影响方向和幅度一致，但不显著（β = 0.201, p = 0.103）。考虑孩子的家族史和他们的神经发散性特征可能有助于确定他们可能的优势，以及如何利用它们：有多动症特征和/或有多动症家族史的孩子在面对高度激励的、生态有效的挑战时，可能具有生成解决问题的能力。

{"title":"Family history of ADHD associates with stronger problem-solving skills amongst 2- to 3-year-olds","authors":"Alexandra Hendry, Emily J. H. Jones, Linn Andersson-Konke, Mary Agyapong, Tessel Bazelmans, Jannath Begum-Ali, Mutluhan Ersoy, Amy Goodwin, Greg Pasco, Terje Falck-Ytter, Mark H. Johnson, Tony Charman, and the EASE and STAARS Teams","doi":"10.1002/jcv2.70009","DOIUrl":"https://doi.org/10.1002/jcv2.70009","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Attention-Deficit/Hyperactivity Disorder (ADHD) is linked to strengths in creative problem-solving amongst school-aged children and adults. In contrast, autism (which frequently co-occurs with ADHD) is associated with lower generativity, and perseverative responses during problem-solving. Little is known about how ADHD and autism traits—or broader heritable autism and ADHD phenotypes—associate with problem-solving skills in early childhood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>129 UK 2- and 3-year-olds (exploratory dataset) and 74 Swedish 3-year-olds (confirmatory dataset) with and without a family history (FH) of ADHD and autism, completed a problem-solving task. Parents reported on their 3-year-olds’ ADHD and autism traits using the Child Behaviour Checklist and Social Responsiveness Scale-2. FH group differences in problem-solving performance were tested using ANOVA (exploratory dataset, FH-autism and FH-ADHD as fixed factors) and <i>t</i>-test (confirmatory and combined datasets split by FH-ADHD). Linear regressions of problem-solving success on autism/ADHD traits were run in both samples.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Compared with peers with no FH-ADHD, children with FH-ADHD showed higher problem-solving success at 2 (partial <i>ω</i><sup>2</sup> = 0.106) and 3 years (partial <i>ω</i><sup>2</sup> = 0.045) in the exploratory dataset. In the confirmatory dataset, a FH-ADHD-and-autism group trended towards higher success scores compared with a no-FH-ADHD group (comprising FH-autism-only and no-FH ADHD-or-autism sub-groups) but scores were only significantly higher for children with FH-ADHD-and-autism when compared with children with no FH-ADHD-<i>or-autism</i> (<i>g</i><sub><i>s</i></sub> = 0.977). ADHD (but not autism) traits were positively associated with problem-solving performance in the exploratory (<i>β</i> = 0.212, <i>p</i> = 0.031) and combined samples (<i>β</i> = 0.173, <i>p</i> = 0.024). Effects were a consistent direction and magnitude, but not significant, in the confirmatory sample alone (<i>β</i> = 0.201, <i>p</i> = 0.103).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Considering a child's family history alongside their neurodivergent traits may help to identify their likely strengths, and how to access them: Children with ADHD traits and/or a family history of ADHD are likely to have an aptitude for generative problem-solving when presented with highly motivating, ecologically valid challenges.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145719734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Attention Deficit Hyperactivity Disorder and other neurodevelopmental traits are associated with impact on functioning among children in the general population 注意缺陷多动障碍和其他神经发育特征与一般人群中儿童的功能影响有关

IF 3.1

JCPP advances

Pub Date : 2025-03-07 DOI: 10.1002/jcv2.70004

Louise Horstmann, Charlotte A. Dennison, Evie Stergiakouli, Kate Langley, Joanna Martin

Background

Attention Deficit Hyperactivity Disorder (ADHD) is commonly defined as a categorical diagnosis requiring clinically severe symptoms and impact on functioning. However, ADHD and other neurodevelopmental traits are also distributed continuously in the general population, where their impact on functioning is less clear. This study aimed to examine the association between ADHD impact and (a) ADHD traits, (b) co-occurring neurodevelopmental traits (autistic traits, reading ability, IQ, and pragmatic communication), and (c) genetic risk for ADHD. We also examined sex differences in these associations.

Methods

We identified 12,439 children with parent or teacher reports of ADHD at ages 8 and 11 in a UK birth cohort. We examined ADHD impact (i.e., in school, home, friendships, leisure activities, and distress) as an outcome of ADHD traits and other neurodevelopmental traits at each timepoint for each informant. Polygenic scores for ADHD were derived for each child and used to predict ADHD impact. Analyses controlled for child's age at completion of ADHD measures. We also stratified analyses by sex and tested for interactions with sex.

Results

ADHD traits were associated with ADHD impact across informants, ages, and sex (β = 0.46–0.64). There were stronger associations among males according to parents, but no sex differences according to teachers. In multivariable analyses, ADHD traits had the strongest association with impact, autistic traits and reading ability predicted parent-rated impact and pragmatic communication predicted teacher-rated impact. There was no evidence of an association between genetic risk for ADHD and ADHD impact when controlling for ADHD traits.

Conclusions

ADHD and other neurodevelopmental traits were associated with ADHD impact in children from the general population. This reinforces the importance of inclusive environments for neurodivergent people. Clinicians and educators should consider the presence of impact and multiple neurodevelopmental difficulties when making decisions about support for all children.

背景注意缺陷多动障碍（ADHD）通常被定义为一种需要临床严重症状和对功能影响的分类诊断。然而，多动症和其他神经发育特征也在普通人群中持续分布，其对功能的影响尚不清楚。本研究旨在研究ADHD影响与以下因素之间的关系：(a) ADHD特征，(b)共同发生的神经发育特征（自闭症特征、阅读能力、智商和务实沟通），以及(c) ADHD遗传风险。我们还研究了这些关联的性别差异。方法：我们在英国的一个出生队列中确定了12439名8岁和11岁时父母或老师报告患有多动症的儿童。我们检查了ADHD在每个时间点的影响（即在学校、家庭、友谊、休闲活动和痛苦中），作为ADHD特征和其他神经发育特征的结果。ADHD的多基因评分是针对每个孩子得出的，并用于预测ADHD的影响。分析控制了儿童完成ADHD测量时的年龄。我们还按性别进行了分层分析，并测试了与性别的相互作用。结果ADHD特征与ADHD影响在被调查者、年龄和性别中存在相关性（β = 0.46-0.64）。根据家长的说法，男性之间的联系更强，但根据教师的说法，性别差异不大。在多变量分析中，ADHD特征与影响的相关性最强，自闭症特征和阅读能力预测父母评价的影响，语用交际预测教师评价的影响。在控制ADHD特征时，没有证据表明ADHD的遗传风险与ADHD影响之间存在关联。结论ADHD和其他神经发育特征与ADHD对普通儿童的影响有关。这加强了包容环境对神经发散型人群的重要性。临床医生和教育工作者在决定是否支持所有儿童时，应考虑影响和多重神经发育困难的存在。

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引用次数: 0

Change over time in perceived schoolwork pressure and associations with emotional problems among 11–16-year-olds: A repeat cross-sectional study in Wales, UK 随着时间的推移，11 - 16岁学生对学业压力的感知变化及其与情绪问题的关联：英国威尔士的一项重复横断面研究

IF 3.1

JCPP advances

Pub Date : 2025-03-03 DOI: 10.1002/jcv2.70005

Jessica M. Armitage, Gemma Lewis, Nicholas Page, Foteini Tseliou, Rebecca Anthony, Simon Murphy, Graham Moore, Stephan Collishaw

Background

Emotional problems among adolescents have increased substantially in recent years, and there is evidence that schoolwork pressures have also increased globally. We examine trends in perceived schoolwork pressure and emotional problems in Wales between 2002 and 2021, and associations between the two over this period.

Methods

Repeat cross-sectional data were used from surveys conducted in secondary schools in Wales. Participants were 11–16-year-olds (n = 318,554). Measures included self-reported perceived schoolwork pressure and emotional problems (HBSC-SCL).

Results

The percentage of students reporting a lot of perceived schoolwork pressure increased from 21% in 2002, to 24% in 2004. Rates then declined until 2009, dropping to 13%, before increasing to nearly 26% by 2021. Students reporting the most pressure were females in older school years, with up to 57% of females in Year 11 reporting a lot of perceived pressure in 2021. Emotional problems followed a similar trend, decreasing between 2002 and 2009, and then increasing between 2009 and 2021. Between 2009 and 2019, estimates of the cohort difference in emotional problems reduced from 2.23 (95% CI = 2.12, 2.34) to 1.64 (95% CI = 1.54, 1.75) when adjusting for changes in schoolwork pressure. This is consistent with the hypothesis that schoolwork pressure may be driving some of the increase in emotional problems over time.

Conclusions

Our findings showed a decline in perceived school pressure until 2009, followed by a rise until 2021. Increases were particularly apparent among female adolescents, mirroring trends in emotional problems. Although a range of competing causal explanations cannot be ruled out, overall increases in schoolwork pressure from the late 2000s may have contributed to the rise in adolescent emotional problems over this period.

近年来，青少年的情绪问题大幅增加，有证据表明，全球范围内的学业压力也在增加。我们研究了2002年至2021年期间威尔士感知到的学业压力和情绪问题的趋势，以及这一时期两者之间的联系。方法采用在威尔士中学进行的重复横断面调查数据。参与者为11 - 16岁的青少年（n = 318,554）。测量包括自我报告的学业压力和情绪问题（HBSC-SCL）。结果认为自己有很大学业压力的学生比例从2002年的21%上升到2004年的24%。此后，这一比例一直下降，直到2009年降至13%，到2021年上升至近26%。报告压力最大的学生是高年级的女生，在2021年，高达57%的11年级女生表示感受到很大的压力。情绪问题也有类似的趋势，在2002年至2009年期间减少，然后在2009年至2021年期间增加。在2009年至2019年期间，在调整学业压力变化后，情绪问题的队列差异估计值从2.23 （95% CI = 2.12, 2.34）降至1.64 （95% CI = 1.54, 1.75）。这与一种假设是一致的，即随着时间的推移，学业压力可能会导致情绪问题的增加。我们的研究结果显示，在2009年之前，人们对学校压力的感知有所下降，随后在2021年之前有所上升。这一增长在女性青少年中尤为明显，反映了情感问题的趋势。虽然不能排除一系列相互竞争的因果解释，但从2000年代末开始，学业压力的总体增加可能导致了这一时期青少年情绪问题的增加。

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引用次数: 0

Editorial: A granular approach to internalizing disorders in adolescents: Examining developmental pathways and environmental influences to identify high-risk youth 社论：青少年内化障碍的细粒度方法：检查发育途径和环境影响以确定高危青少年

IF 3.1

JCPP advances

Pub Date : 2025-03-02 DOI: 10.1002/jcv2.70000

Pablo Vidal-Ribas

Adolescence is a critical developmental period during which internalizing disorders, such as depression and anxiety, frequently emerge. This editorial highlights six studies from this issue that investigate the complex interplay of genetic, physiological, cognitive, social, and environmental factors contributing to these disorders. By employing robust methods, these studies inform on mechanisms and trajectories, enhancing the identification of high-risk individuals for targeted interventions. Together, these studies emphasize the importance of nuanced, multi-factorial approaches in advancing research and practice in adolescent internalizing psychopathology. Nevertheless, future research must prioritize diverse samples, dynamic longitudinal designs, and multi-informant approaches to increase generalizability and impact.

青春期是一个关键的发育时期，在此期间，经常出现抑郁和焦虑等内化障碍。这篇社论重点介绍了本期的六项研究，这些研究调查了导致这些疾病的遗传、生理、认知、社会和环境因素之间复杂的相互作用。通过采用稳健的方法，这些研究揭示了机制和轨迹，加强了对高危个体的识别，以便进行有针对性的干预。总之，这些研究强调了微妙的、多因素的方法在推进青少年内化精神病理学研究和实践中的重要性。然而，未来的研究必须优先考虑多样化的样本、动态纵向设计和多信息方法，以增加普遍性和影响。

引用次数: 0

The association between attention-deficit/hyperactivity disorder and narrative language: What is the role of executive function? 注意缺陷/多动障碍与叙事语言的关系：执行功能的作用是什么？

IF 3.1

JCPP advances

Pub Date : 2025-02-25 DOI: 10.1002/jcv2.70007

Ida Bonnerup Jepsen, Cecilia Brynskov, Per Hove Thomsen, Charlotte Ulrikka Rask, Rikke Lambek

Background

Research suggests that Attention-Deficit/Hyperactivity Disorder (ADHD) may be associated with narrative language (or storytelling) difficulties, and executive functioning is hypothesized to underlie this association. However, the contribution of executive function to the narrative language production of children with ADHD is unclear and understudied. Accordingly, this study examined the association between ADHD and narrative language and whether it was mediated by executive function.

Methods

Children with a clinical diagnosis of ADHD (n = 46) and a comparison group of neurotypical children (n = 40) aged 7–11 years completed a narrative language task, as well as laboratory measures of executive function (i.e., working memory updating and response inhibition) and core language.

Results

Children with ADHD produced narratives with more ambiguous references (β = 0.72, p < 0.001), less overall coherency (β = −0.59, p = 0.001), and more morpho-syntactic errors (β = 0.47, p < 0.05). There was a significant indirect effect of core language on the association between ADHD and morpho-syntactic errors (β = 0.25, p < 0.05). No other indirect effects were statistically significant.

Conclusions

While ADHD was associated with several central aspects of narrative language production, executive function did not mediate this association. Clinicians working with children with ADHD should be aware of the potential presence of co-occurring narrative language difficulties and that narrative language support may need to target language (e.g., grammar).

研究表明，注意力缺陷/多动障碍（ADHD）可能与叙事语言（或讲故事）困难有关，而执行功能被假设为这种联系的基础。然而，执行功能对ADHD儿童叙事语言产生的贡献尚不清楚，研究不足。因此，本研究考察了ADHD与叙事语言之间的关系，以及它是否由执行功能介导。方法临床诊断为ADHD的儿童（n = 46）和对照组（n = 40） 7-11岁的神经正常儿童（n = 40）完成叙述语言任务，以及执行功能（即工作记忆更新和反应抑制）和核心语言的实验室测量。结果ADHD患儿的叙述内容歧义性较高（β = 0.72, p < 0.001），整体连贯性较差（β = - 0.59, p = 0.001），形态句法错误较多（β = 0.47, p < 0.05）。核心语言在ADHD与形态句法错误之间存在显著的间接影响（β = 0.25, p < 0.05）。其他间接影响无统计学意义。结论：虽然ADHD与叙事语言产生的几个核心方面有关，但执行功能并没有调解这种联系。与ADHD儿童一起工作的临床医生应该意识到可能同时出现的叙述性语言困难，并且叙述性语言支持可能需要针对语言（例如语法）。

{"title":"The association between attention-deficit/hyperactivity disorder and narrative language: What is the role of executive function?","authors":"Ida Bonnerup Jepsen, Cecilia Brynskov, Per Hove Thomsen, Charlotte Ulrikka Rask, Rikke Lambek","doi":"10.1002/jcv2.70007","DOIUrl":"https://doi.org/10.1002/jcv2.70007","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research suggests that Attention-Deficit/Hyperactivity Disorder (ADHD) may be associated with narrative language (or storytelling) difficulties, and executive functioning is hypothesized to underlie this association. However, the contribution of executive function to the narrative language production of children with ADHD is unclear and understudied. Accordingly, this study examined the association between ADHD and narrative language and whether it was mediated by executive function.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Children with a clinical diagnosis of ADHD (<i>n</i> = 46) and a comparison group of neurotypical children (<i>n</i> = 40) aged 7–11 years completed a narrative language task, as well as laboratory measures of executive function (i.e., working memory updating and response inhibition) and core language.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Children with ADHD produced narratives with more ambiguous references (<i>β</i> = 0.72, <i>p <</i> 0.001), less overall coherency (<i>β</i> = −0.59<i>, p</i> = 0.001), and more morpho-syntactic errors (<i>β</i> = 0.47, <i>p</i> < 0.05). There was a significant indirect effect of core language on the association between ADHD and morpho-syntactic errors (<i>β =</i> 0.25, <i>p</i> < 0.05). No other indirect effects were statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>While ADHD was associated with several central aspects of narrative language production, executive function did not mediate this association. Clinicians working with children with ADHD should be aware of the potential presence of co-occurring narrative language difficulties and that narrative language support may need to target language (e.g., grammar).</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Associations between socioeconomic status and mental health trajectories during early adolescence: Findings from the Adolescent Brain Cognitive Development study 青少年早期社会经济地位与心理健康轨迹之间的关系：来自青少年大脑认知发展研究的发现

IF 3.1

JCPP advances

Pub Date : 2025-02-25 DOI: 10.1002/jcv2.70001

Divyangana Rakesh, John C. Flournoy, Katie A. McLaughlin

<div> <section> <h3> Background</h3> <p>Low socioeconomic status (SES) during childhood is associated with higher levels of youth psychopathology. However, limited longitudinal work has examined the role of both household and neighborhood SES in shaping mental health trajectories over time using population-based data. The goal of the present study was to characterize associations between SES and changes in mental health problems during early adolescence.</p> </section> <section> <h3> Methods</h3> <p>We investigated independent and joint associations of household income-to-needs ratio, parent educational attainment, material hardship, and neighborhood disadvantage with internalizing, externalizing, and attention symptom trajectories using longitudinal data from the Adolescent Brain Cognitive Development (ABCD) Study. Given sex-based differences in mental health trajectories in the ABCD study, analyses were conducted separately in males and females. SES was assessed at baseline and youth-reported mental health was assessed across six time-points from age 10–13 years (<i>M</i> = 10.4, SD = 0.63 years; first assessed at the 6-month follow-up; <i>N</i> = 9488).</p> </section> <section> <h3> Results</h3> <p>Main effects indicated that, in general, high SES was associated with lower mental health symptoms. However, longitudinally, lower SES was associated with lower increases in mental health problems over time relative to higher SES. In females, while internalizing symptoms increased at all levels of income-to-needs, the association was most positive at higher levels of income-to-needs (<i>B</i> = 0.036, SE = 0.008, <i>p</i> < 0.001). In males, income-to-needs positively predicted externalizing (<i>B</i> = 0.022, SE = 0.007, <i>p</i> = 0.002) and attention (<i>B</i> = 0.023, SE = 0.007, <i>p</i> = 0.001) symptom trajectories, with lower income-to-needs linked to lower increases in externalizing and attention symptoms relative to higher income-to-needs. Two-way interactions between SES indicators predicting changes in symptoms were non-significant.</p> </section> <section> <h3> Conclusion</h3> <p>Our finding that youth from lower-SES backgrounds exhibited lower increases in mental health problems during early adolescence contrasts with findings from prior cross-sectional studies. However, mental health problems are on the rise and the landscape of risk for psychopathology is changing. More research is needed to understand how childhood SES contributes to risk and resilience for psychopathology during the transition to adolescence.</p> </

背景童年时期低社会经济地位（SES）与青少年较高的精神病理水平相关。然而，有限的纵向工作已经使用基于人口的数据研究了家庭和社区SES在长期塑造心理健康轨迹中的作用。本研究的目的是表征社会经济地位与青少年早期心理健康问题变化之间的关系。方法利用青少年大脑认知发展（ABCD）研究的纵向数据，研究家庭收入与需求比、父母受教育程度、物质困难和邻里劣势与内化、外化和注意症状轨迹的独立和联合关系。鉴于ABCD研究中基于性别的心理健康轨迹差异，对男性和女性分别进行了分析。在基线时对SES进行评估，在10-13岁的6个时间点对青少年报告的心理健康进行评估（M = 10.4, SD = 0.63岁；第一次评估是在6个月的随访中；N = 9488）。结果主效应表明，总体而言，高社会经济地位与较低的心理健康症状相关。然而，从纵向上看，相对于较高的社会地位，较低的社会地位与较低的心理健康问题的增长有关。在女性中，虽然内化症状在所有收入到需求的水平上都有所增加，但在收入到需求的较高水平上，这种关联最为正（B = 0.036, SE = 0.008, p < 0.001）。在男性中，收入到需求正向预测外化（B = 0.022, SE = 0.007, p = 0.002）和注意力（B = 0.023, SE = 0.007, p = 0.001）症状轨迹，相对于收入到需求较高，收入到需求较低与外化和注意力症状的增加程度较低相关。预测症状变化的SES指标之间的双向相互作用不显著。结论：我们的研究发现，来自低社会经济地位背景的青少年在青春期早期表现出较低的心理健康问题的增加，这与之前的横断面研究结果形成了对比。然而，精神健康问题正在上升，精神病理学的风险正在发生变化。需要更多的研究来了解童年时期的社会经济地位如何促进青春期过渡期间精神病理的风险和恢复能力。

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引用次数: 0

Do the early social environment and persistent peripartum depressive symptoms shape toddlers' expressive language? 早期的社会环境和持续的围产期抑郁症状是否会影响幼儿的表达性语言？

IF 3.1

JCPP advances

Pub Date : 2025-02-11 DOI: 10.1002/jcv2.12299

Hsing-Fen Tu, Linda Forssman, Emma Fransson, Alkistis Skalkidou

Background

Extensive research suggests that peripartum depression is a risk factor for children's early language development. Yet, previous research on this association shows mixed results, often lacking information on the persistence of depression and the social context. This population-based cohort study addresses this gap by investigating the longitudinal influence of peripartum depressive symptoms on toddlers' expressive language. Specifically, we systematically examined the influences of timing, severity, and persistence of depressive symptoms during pregnancy and the first 6 months postpartum on child expressive language development, while accounting for important social and environmental factors.

Methods

This study is part of a prospective, population-based investigation conducted within the follow-up Uppsala Birth Cohort study in Uppsala, Sweden. The final analysis included 2176 mother-infant dyads (1122 boys, mean age = 18.3 months, SD = 0.7). Perinatal depressive symptoms were assessed at gestational weeks 17 and 32 and at postpartum six weeks and six months, using the Edinburgh Postnatal Depression Scale (cut-off >12). At 6 months postpartum, mothers were also invited to fill out the Postnatal Bonding Difficulty Questionnaire. At 18 months postpartum, mothers completed the Language Development Survey, which assessed expressive vocabulary and word combinations. Multivariable linear regression models were applied to examine the associations between peripartum depressive symptoms and child language development. Adjusted models incorporated background and social context variables to account for potential confounding factors.

Results

Depressive symptoms during prenatal and postnatal periods were not significantly associated with language outcomes. Our final model identified negative associations with second-born status, family history of late talkers, countryside residence, and maternal age at childbirth. Positive correlations were found for sex (girl) and pregnancy length. The final model explained 8.4% of the variance (F(22, 1566) = 6.525, p < 0.001). Furthermore, we found that persistent depressive symptoms were not significantly related to language outcomes (Kruskal-Wallis test: H = 2.227, df = 2, p = 0.21).

Conclusions

Our findings found no negative link between peripartum depressive symptoms and expressive language in toddlers, even after considering timing, seve

背景大量研究表明围产期抑郁是影响儿童早期语言发育的危险因素。然而，之前对这种关联的研究显示出好坏参半的结果，往往缺乏关于抑郁症持久性和社会背景的信息。这项以人群为基础的队列研究通过调查围产期抑郁症状对幼儿表达性语言的纵向影响来解决这一空白。具体而言，我们系统地研究了怀孕期间和产后前6个月抑郁症状的时间、严重程度和持续时间对儿童表达性语言发展的影响，同时考虑了重要的社会和环境因素。方法：本研究是在瑞典乌普萨拉进行的一项前瞻性、基于人群的随访乌普萨拉出生队列研究的一部分。最终的分析包括2176对母子，其中1122对是男孩，平均年龄18.3个月，SD = 0.7。使用爱丁堡产后抑郁量表（cut- cut >12）在妊娠第17周和32周以及产后6周和6个月时评估围产期抑郁症状。在产后6个月，母亲们也被邀请填写产后联系困难问卷。在产后18个月，妈妈们完成了语言发展调查，评估表达词汇和单词组合。采用多变量线性回归模型检验围生期抑郁症状与儿童语言发展之间的关系。调整后的模型纳入了背景和社会背景变量，以解释潜在的混杂因素。结果产前和产后抑郁症状与语言预后无显著相关。我们的最终模型确定了与第二胎身份、晚说话家族史、农村居住和母亲分娩年龄的负相关。性别（女孩）与怀孕时间呈正相关。最终模型解释了8.4%的方差（F(22,1566) = 6.525, p < 0.001）。此外，我们发现持续抑郁症状与语言结果无显著相关（Kruskal-Wallis检验：H = 2.227, df = 2, p = 0.21）。结论：我们的研究发现围产期抑郁症状与幼儿的表达性语言之间没有负相关，即使考虑了时间、严重程度和持续时间。虽然没有观察到围产期抑郁症状的直接负面影响，但在生命后期的长期累积效应仍不清楚。

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引用次数: 0

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