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The interacting effect of the BDNF Val66Met polymorphism and stressful life events on adolescent depression is not an artifact of gene–environment correlation: evidence from a longitudinal twin study / Jie CHEN in Journal of Child Psychology and Psychiatry, 54-10 (October 2013)
[article]
Titre : The interacting effect of the BDNF Val66Met polymorphism and stressful life events on adolescent depression is not an artifact of gene–environment correlation: evidence from a longitudinal twin study Type de document : Texte imprimé et/ou numérique Auteurs : Jie CHEN, Auteur ; Xinying LI, Auteur ; Matt MCGUE, Auteur Article en page(s) : p.1066-1073 Langues : Anglais (eng) Mots-clés : Adolescent depressive symptoms BDNF Val66Met polymorphism stressful life events gene–environment interaction gene–environment correlation Index. décimale : PER Périodiques Résumé : Background Confounding introduced by gene–environment correlation (rGE) may prevent one from observing a true gene–environment interaction (G × E) effect on psychopathology. The present study investigated the interacting effect of the BDNF Val66Met polymorphism and stressful life events (SLEs) on adolescent depression while controlling for the rGE by two means: separating pure environmental factors (independent SLEs) from the environmental factors under partial genetic control (dependent SLEs) and adopting a prospective longitudinal design. Methods A total of 780 pairs of Chinese twins, aged 11–17 years (mean = 13.6, SD = 1.8) at intake, were followed up twice. Self-reported depression symptoms at Time 1 and Time 2 were assessed by the Children's Depression Inventory (CDI). SLEs occurring between Time 1 and Time 2 were assessed by a self-reported checklist. SLEs were differentiated into independent and dependent ones and were validated by heritability analyses using twin design. The interacting effects between the BDNF Val66Met polymorphism and numbers of SLEs (total SLEs and independent SLEs) on intraindividual change of depression symptoms were examined. Results After controlling for sex, age, age square, and Time 1 depression, both total SLEs × BDNF Val66Met genotype and independent SLEs × BDNF Val66Met genotype significantly predicted Time 2 depression. Val allele carriers (Val/Val and Val/Met) were more susceptible to the detrimental effects of stress. Conclusions There is a true G × E effect underlying the observed interaction between BDNF Val66Met polymorphism and environmental stress on depression. En ligne : http://dx.doi.org/10.1111/jcpp.12099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1066-1073[article] The interacting effect of the BDNF Val66Met polymorphism and stressful life events on adolescent depression is not an artifact of gene–environment correlation: evidence from a longitudinal twin study [Texte imprimé et/ou numérique] / Jie CHEN, Auteur ; Xinying LI, Auteur ; Matt MCGUE, Auteur . - p.1066-1073.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-10 (October 2013) . - p.1066-1073
Mots-clés : Adolescent depressive symptoms BDNF Val66Met polymorphism stressful life events gene–environment interaction gene–environment correlation Index. décimale : PER Périodiques Résumé : Background Confounding introduced by gene–environment correlation (rGE) may prevent one from observing a true gene–environment interaction (G × E) effect on psychopathology. The present study investigated the interacting effect of the BDNF Val66Met polymorphism and stressful life events (SLEs) on adolescent depression while controlling for the rGE by two means: separating pure environmental factors (independent SLEs) from the environmental factors under partial genetic control (dependent SLEs) and adopting a prospective longitudinal design. Methods A total of 780 pairs of Chinese twins, aged 11–17 years (mean = 13.6, SD = 1.8) at intake, were followed up twice. Self-reported depression symptoms at Time 1 and Time 2 were assessed by the Children's Depression Inventory (CDI). SLEs occurring between Time 1 and Time 2 were assessed by a self-reported checklist. SLEs were differentiated into independent and dependent ones and were validated by heritability analyses using twin design. The interacting effects between the BDNF Val66Met polymorphism and numbers of SLEs (total SLEs and independent SLEs) on intraindividual change of depression symptoms were examined. Results After controlling for sex, age, age square, and Time 1 depression, both total SLEs × BDNF Val66Met genotype and independent SLEs × BDNF Val66Met genotype significantly predicted Time 2 depression. Val allele carriers (Val/Val and Val/Met) were more susceptible to the detrimental effects of stress. Conclusions There is a true G × E effect underlying the observed interaction between BDNF Val66Met polymorphism and environmental stress on depression. En ligne : http://dx.doi.org/10.1111/jcpp.12099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Parental knowledge is an environmental influence on adolescent externalizing / Kristine MARCEAU in Journal of Child Psychology and Psychiatry, 56-2 (February 2015)
[article]
Titre : Parental knowledge is an environmental influence on adolescent externalizing Type de document : Texte imprimé et/ou numérique Auteurs : Kristine MARCEAU, Auteur ; Jurgita NARUSYTE, Auteur ; Paul LICHTENSTEIN, Auteur ; Jody M. GANIBAN, Auteur ; Erica L. SPOTTS, Auteur ; David REISS, Auteur ; Jenae M. NEIDERHISER, Auteur Article en page(s) : p.130-137 Langues : Anglais (eng) Mots-clés : Gene–environment correlation adolescent externalizing parental monitoring parental knowledge extended children of twins Index. décimale : PER Périodiques Résumé : Background There is evidence both that parental monitoring is an environmental influence serving to diminish adolescent externalizing problems and that this association may be driven by adolescents' characteristics via genetic and/or environmental mechanisms, such that adolescents with fewer problems tell their parents more, and therefore appear to be better monitored. Without information on how parents' and children's genes and environments influence correlated parent and child behaviors, it is impossible to clarify the mechanisms underlying this association. Method The present study used the Extended Children of Twins model to distinguish types of gene–environment correlation and direct environmental effects underlying associations between parental knowledge and adolescent (age 11–22 years) externalizing behavior with a Swedish sample of 909 twin parents and their adolescent offspring and a US-based sample of 405 White adolescent siblings and their parents. Results Results suggest that more parental knowledge is associated with less adolescent externalizing via a direct environmental influence independent of any genetic influences. There was no evidence of a child-driven explanation of the association between parental knowledge and adolescent externalizing problems. Conclusions In this sample of adolescents, parental knowledge exerted an environmental influence on adolescent externalizing after accounting for genetic influences of parents and adolescents. Because the association between parenting and child development originates in the parent, treatment for adolescent externalizing must not only include parents but should also focus on altering their parental style. Thus, findings suggest that teaching parents better knowledge-related monitoring strategies is likely to help reduce externalizing problems in adolescents. En ligne : http://dx.doi.org/10.1111/jcpp.12288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.130-137[article] Parental knowledge is an environmental influence on adolescent externalizing [Texte imprimé et/ou numérique] / Kristine MARCEAU, Auteur ; Jurgita NARUSYTE, Auteur ; Paul LICHTENSTEIN, Auteur ; Jody M. GANIBAN, Auteur ; Erica L. SPOTTS, Auteur ; David REISS, Auteur ; Jenae M. NEIDERHISER, Auteur . - p.130-137.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-2 (February 2015) . - p.130-137
Mots-clés : Gene–environment correlation adolescent externalizing parental monitoring parental knowledge extended children of twins Index. décimale : PER Périodiques Résumé : Background There is evidence both that parental monitoring is an environmental influence serving to diminish adolescent externalizing problems and that this association may be driven by adolescents' characteristics via genetic and/or environmental mechanisms, such that adolescents with fewer problems tell their parents more, and therefore appear to be better monitored. Without information on how parents' and children's genes and environments influence correlated parent and child behaviors, it is impossible to clarify the mechanisms underlying this association. Method The present study used the Extended Children of Twins model to distinguish types of gene–environment correlation and direct environmental effects underlying associations between parental knowledge and adolescent (age 11–22 years) externalizing behavior with a Swedish sample of 909 twin parents and their adolescent offspring and a US-based sample of 405 White adolescent siblings and their parents. Results Results suggest that more parental knowledge is associated with less adolescent externalizing via a direct environmental influence independent of any genetic influences. There was no evidence of a child-driven explanation of the association between parental knowledge and adolescent externalizing problems. Conclusions In this sample of adolescents, parental knowledge exerted an environmental influence on adolescent externalizing after accounting for genetic influences of parents and adolescents. Because the association between parenting and child development originates in the parent, treatment for adolescent externalizing must not only include parents but should also focus on altering their parental style. Thus, findings suggest that teaching parents better knowledge-related monitoring strategies is likely to help reduce externalizing problems in adolescents. En ligne : http://dx.doi.org/10.1111/jcpp.12288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Developmental change in the association between adolescent depressive symptoms and the home environment: results from a longitudinal, genetically informative investigation / Laurie J. HANNIGAN in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)
[article]
Titre : Developmental change in the association between adolescent depressive symptoms and the home environment: results from a longitudinal, genetically informative investigation Type de document : Texte imprimé et/ou numérique Auteurs : Laurie J. HANNIGAN, Auteur ; Tom A. MCADAMS, Auteur ; Thalia C. ELEY, Auteur Article en page(s) : p.787-797 Langues : Anglais (eng) Mots-clés : Depression adolescence home environment parenting gene–environment correlation Index. décimale : PER Périodiques Résumé : Background Depression is already highly prevalent by late adolescence, indicating that research into its developmental emergence should consider earlier risk factors and environmental contexts. The home environment is a key context for children and adolescents throughout development. However, the nature of relationships that exist between aspects of the home environment and the development of depressive symptoms cannot be assumed. Genetically informative studies have been used to provide insights about the aetiology of such relationships, often finding them to be partly confounded by the influence of children's genes. Here, we investigate developmental change in the aetiology of the association between aspects of the home environment and depressive symptoms at the onset of adolescence. Methods We used longitudinal child- and parent-report data from >5,000 twin pairs enrolled in the UK-representative Twins Early Development Study. Multivariate, genetically sensitive structural equation models were used to decompose latent variance and covariance in depressive symptoms (measured at 12 and 16 years) and aspects of the home environment (at 9 and 14 years) into genetic and environmental influences. Results Going from childhood to adolescence, genetic influences accounted for an increasing proportion of the association [30% (16–42) of r = .44 in childhood; 40% (25–61) of r = .43 in adolescence], at the expense of shared environmental influences, which decreased from 70% (58–83) to 48% (29–62). Unique environmental influences accounted for a significant proportion of the association in adolescence only [12% (06–18)]. Developmental changes could largely be attributed to subtle shifts in the relative importance of stable aetiological factors, rather than the emergence of influences unique to adolescence. Conclusions These findings emphasise the importance of developmental and aetiological context in interpreting associations between aspects of the home environment and child emotional outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.787-797[article] Developmental change in the association between adolescent depressive symptoms and the home environment: results from a longitudinal, genetically informative investigation [Texte imprimé et/ou numérique] / Laurie J. HANNIGAN, Auteur ; Tom A. MCADAMS, Auteur ; Thalia C. ELEY, Auteur . - p.787-797.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.787-797
Mots-clés : Depression adolescence home environment parenting gene–environment correlation Index. décimale : PER Périodiques Résumé : Background Depression is already highly prevalent by late adolescence, indicating that research into its developmental emergence should consider earlier risk factors and environmental contexts. The home environment is a key context for children and adolescents throughout development. However, the nature of relationships that exist between aspects of the home environment and the development of depressive symptoms cannot be assumed. Genetically informative studies have been used to provide insights about the aetiology of such relationships, often finding them to be partly confounded by the influence of children's genes. Here, we investigate developmental change in the aetiology of the association between aspects of the home environment and depressive symptoms at the onset of adolescence. Methods We used longitudinal child- and parent-report data from >5,000 twin pairs enrolled in the UK-representative Twins Early Development Study. Multivariate, genetically sensitive structural equation models were used to decompose latent variance and covariance in depressive symptoms (measured at 12 and 16 years) and aspects of the home environment (at 9 and 14 years) into genetic and environmental influences. Results Going from childhood to adolescence, genetic influences accounted for an increasing proportion of the association [30% (16–42) of r = .44 in childhood; 40% (25–61) of r = .43 in adolescence], at the expense of shared environmental influences, which decreased from 70% (58–83) to 48% (29–62). Unique environmental influences accounted for a significant proportion of the association in adolescence only [12% (06–18)]. Developmental changes could largely be attributed to subtle shifts in the relative importance of stable aetiological factors, rather than the emergence of influences unique to adolescence. Conclusions These findings emphasise the importance of developmental and aetiological context in interpreting associations between aspects of the home environment and child emotional outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 Chaotic homes and school achievement: a twin study / Ken B. HANSCOMBE in Journal of Child Psychology and Psychiatry, 52-11 (November 2011)
[article]
Titre : Chaotic homes and school achievement: a twin study Type de document : Texte imprimé et/ou numérique Auteurs : Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2011 Article en page(s) : p.1212-1220 Langues : Anglais (eng) Mots-clés : Gene–environment correlation household chaos environmental confusion home environment school achievement twin studies behavioural genetics Index. décimale : PER Périodiques Résumé : Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance.
Method: Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement.
Results: Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance.
Conclusions: The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220[article] Chaotic homes and school achievement: a twin study [Texte imprimé et/ou numérique] / Ken B. HANSCOMBE, Auteur ; Claire Margaret Alison HAWORTH, Auteur ; Oliver S.P. DAVIS, Auteur ; Sara R. JAFFEE, Auteur ; Robert PLOMIN, Auteur . - 2011 . - p.1212-1220.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-11 (November 2011) . - p.1212-1220
Mots-clés : Gene–environment correlation household chaos environmental confusion home environment school achievement twin studies behavioural genetics Index. décimale : PER Périodiques Résumé : Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children’s experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children’s school performance, mediated by heritable child effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance.
Method: Children’s perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children’s experience of chaos in the home and their school achievement.
Results: Children’s experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children’s experience of household chaos and their school performance.
Conclusions: The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children’s home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children’s experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02421.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145