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Détail de l'auteur
Auteur Meghan A. COSTELLO |
Documents disponibles écrits par cet auteur (3)
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Adolescent peer struggles predict accelerated epigenetic aging in midlife / Joseph P. ALLEN in Development and Psychopathology, 35-2 (May 2023)
[article]
Titre : Adolescent peer struggles predict accelerated epigenetic aging in midlife Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur Article en page(s) : p.912-925 Langues : Anglais (eng) Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925[article] Adolescent peer struggles predict accelerated epigenetic aging in midlife [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Joshua S. DANOFF, Auteur ; Meghan A. COSTELLO, Auteur ; Emily L. LOEB, Auteur ; Alida A. DAVIS, Auteur ; Gabrielle L. HUNT, Auteur ; Simon G. GREGORY, Auteur ; Stephanie N. GIAMBERARDINO, Auteur ; Jessica J. CONNELLY, Auteur . - p.912-925.
Langues : Anglais (eng)
in Development and Psychopathology > 35-2 (May 2023) . - p.912-925
Mots-clés : adolescent autonomy epigenetic aging friendships longitudinal peer social relationships Index. décimale : PER Périodiques Résumé : This study examined struggles to establish autonomy and relatedness with peers in adolescence and early adulthood as predictors of advanced epigenetic aging assessed at age 30. Participants (N = 154; 67 male and 87 female) were observed repeatedly, along with close friends and romantic partners, from ages 13 through 29. Observed difficulty establishing close friendships characterized by mutual autonomy and relatedness from ages 13 to 18, an interview-assessed attachment state of mind lacking autonomy and valuing of attachment at 24, and self-reported difficulties in social integration across adolescence and adulthood were all linked to greater epigenetic age at 30, after accounting for chronological age, gender, race, and income. Analyses assessing the unique and combined effects of these factors, along with lifetime history of cigarette smoking, indicated that each of these factors, except for adult social integration, contributed uniquely to explaining epigenetic age acceleration. Results are interpreted as evidence that the adolescent preoccupation with peer relationships may be highly functional given the relevance of such relationships to long-term physical outcomes. En ligne : http://dx.doi.org/10.1017/S0954579422000153 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 A social-development model of the evolution of depressive symptoms from age 13 to 30 / Joseph P. ALLEN in Development and Psychopathology, 36-1 (February 2024)
[article]
Titre : A social-development model of the evolution of depressive symptoms from age 13 to 30 Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Corey PETTIT, Auteur ; Meghan A. COSTELLO, Auteur ; Gabrielle L. HUNT, Auteur ; Jessica A. STERN, Auteur Article en page(s) : p.280-290 Langues : Anglais (eng) Mots-clés : adolescent depression friendships longitudinal predictions Index. décimale : PER Périodiques Résumé : This 17-year prospective study applied a social-development lens to the challenge of identifying long-term predictors of adult depressive symptoms. A diverse community sample of 171 individuals was repeatedly assessed from age 13 to age 30 using self-, parent-, and peer-report methods. As hypothesized, competence in establishing close friendships beginning in adolescence had a substantial long-term predictive relation to adult depressive symptoms at ages 27-30, even after accounting for prior depressive, anxiety, and externalizing symptoms. Intervening relationship difficulties at ages 23-26 were identified as part of pathways to depressive symptoms in the late twenties. Somewhat distinct paths by gender were also identified, but in all cases were consistent with an overall role of relationship difficulties in predicting long-term depressive symptoms. Implications both for early identification of risk as well as for potential preventive interventions are discussed. En ligne : https://dx.doi.org/10.1017/S0954579422001183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.280-290[article] A social-development model of the evolution of depressive symptoms from age 13 to 30 [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Corey PETTIT, Auteur ; Meghan A. COSTELLO, Auteur ; Gabrielle L. HUNT, Auteur ; Jessica A. STERN, Auteur . - p.280-290.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.280-290
Mots-clés : adolescent depression friendships longitudinal predictions Index. décimale : PER Périodiques Résumé : This 17-year prospective study applied a social-development lens to the challenge of identifying long-term predictors of adult depressive symptoms. A diverse community sample of 171 individuals was repeatedly assessed from age 13 to age 30 using self-, parent-, and peer-report methods. As hypothesized, competence in establishing close friendships beginning in adolescence had a substantial long-term predictive relation to adult depressive symptoms at ages 27-30, even after accounting for prior depressive, anxiety, and externalizing symptoms. Intervening relationship difficulties at ages 23-26 were identified as part of pathways to depressive symptoms in the late twenties. Somewhat distinct paths by gender were also identified, but in all cases were consistent with an overall role of relationship difficulties in predicting long-term depressive symptoms. Implications both for early identification of risk as well as for potential preventive interventions are discussed. En ligne : https://dx.doi.org/10.1017/S0954579422001183 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents / Joseph P. ALLEN in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. ALLEN, Auteur ; Rachel K. NARR, Auteur ; Alison G. NAGEL, Auteur ; Meghan A. COSTELLO, Auteur ; Karen GUSKIN, Auteur Année de publication : 2021 Article en page(s) : p.647-657 Langues : Anglais (eng) Mots-clés : academic engagement adolescent peer relationships depressive symptoms school-based intervention social–emotional learning Index. décimale : PER Périodiques Résumé : This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler's seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Adolescents (N = 610) primarily from economically or racially/ethnically marginalized groups were assessed preintervention, postintervention, and at 4-month follow-up in a randomized controlled trial. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. These latter effects appear to have potentially been mediated via participants' increased use of social support. The potential of the Connection Project intervention specifically, and of broader efforts to activate adolescent peer relationships as potent sources of social support and growth more generally within the secondary school context, is discussed. En ligne : http://dx.doi.org/10.1017/s0954579419001731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.647-657[article] The Connection Project: Changing the peer environment to improve outcomes for marginalized adolescents [Texte imprimé et/ou numérique] / Joseph P. ALLEN, Auteur ; Rachel K. NARR, Auteur ; Alison G. NAGEL, Auteur ; Meghan A. COSTELLO, Auteur ; Karen GUSKIN, Auteur . - 2021 . - p.647-657.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.647-657
Mots-clés : academic engagement adolescent peer relationships depressive symptoms school-based intervention social–emotional learning Index. décimale : PER Périodiques Résumé : This study evaluated a school-based intervention to enhance adolescent peer relationships and improve functional outcomes, building upon Ed Zigler's seminal contribution in recognizing the potential of academic contexts to enhance social and emotional development. Adolescents (N = 610) primarily from economically or racially/ethnically marginalized groups were assessed preintervention, postintervention, and at 4-month follow-up in a randomized controlled trial. At program completion, intervention participants reported significantly increased quality of peer relationships; by 4-month follow-up, this increased quality was also observable by peers outside of the program, and program participants also displayed higher levels of academic engagement and lower levels of depressive symptoms. These latter effects appear to have potentially been mediated via participants' increased use of social support. The potential of the Connection Project intervention specifically, and of broader efforts to activate adolescent peer relationships as potent sources of social support and growth more generally within the secondary school context, is discussed. En ligne : http://dx.doi.org/10.1017/s0954579419001731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444