How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study / Rosa CHEESMAN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur Année de publication : 2022 Article en page(s) : p.1174-1185 Langues : Anglais (eng) Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [Texte imprimé et/ou numérique] / Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur . - 2022 . - p.1174-1185. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185 Mots-clés : Academic Success  Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics  Cohort Studies  Educational Status  Humans  Schools  Adhd  gene-environment interaction  genetics  school  school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study / Line C. GJERDE in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.779-786 Titre : Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study Type de document : Texte imprimé et/ou numérique Auteurs : Line C. GJERDE, Auteur ; Espen Moen EILERTSEN, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Tom A. MCADAMS, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Imac Maria ZAMBRANA, Auteur ; Espen RØYSAMB, Auteur ; Kenneth S. KENDLER, Auteur ; Eivind YSTROM, Auteur Article en page(s) : p.779-786 Langues : Anglais (eng) Mots-clés : Behavior problems  Child Behavior Checklist  depression  MoBa  prenatal  postnatal Index. décimale : PER Périodiques Résumé : Background Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a prospective, longitudinal design adjusted for familial confounding. Methods The sample comprised 11,599 families including 17,830 siblings from the Norwegian Mother and Child Cohort study. Mothers reported depressive symptoms at gestational weeks 17 and 30, as well as 6 months, 1.5, 3, and 5 years postpartum. Fathers’ depression was measured at gestational week 17. At the last three time-points, child internalizing and externalizing problems were concurrently assessed. We performed multilevel analyses for internalizing and externalizing problems separately, using parental depression as predictors. Analyses were repeated using a sibling comparison design to adjust for familial confounding. Results All parental depressive time-points were significantly and positively associated with child internalizing and externalizing problems. After sibling comparison, however, only concurrent maternal depression was significantly associated with internalizing [estimate = 2.82 (1.91–3.73, 95% CI)] and externalizing problems [estimate = 2.40 (1.56–3.23, 95% CI)]. The effect of concurrent maternal depression on internalizing problems increased with child age. Conclusions Our findings do not support the notion that perinatal maternal depression is particularly detrimental to children's psychological development, as the most robust effects were found for maternal depression occurring during preschool years. En ligne : http://dx.doi.org/10.1111/jcpp.12704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Maternal perinatal and concurrent depressive symptoms and child behavior problems: a sibling comparison study [Texte imprimé et/ou numérique] / Line C. GJERDE, Auteur ; Espen Moen EILERTSEN, Auteur ; Ted REICHBORN-KJENNERUD, Auteur ; Tom A. MCADAMS, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Imac Maria ZAMBRANA, Auteur ; Espen RØYSAMB, Auteur ; Kenneth S. KENDLER, Auteur ; Eivind YSTROM, Auteur . - p.779-786. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.779-786 Mots-clés : Behavior problems  Child Behavior Checklist  depression  MoBa  prenatal  postnatal Index. décimale : PER Périodiques Résumé : Background Previous studies have found significant associations between maternal prenatal and postpartum depression and child behavior problems (CBP). The present study investigates whether associations remain in a prospective, longitudinal design adjusted for familial confounding. Methods The sample comprised 11,599 families including 17,830 siblings from the Norwegian Mother and Child Cohort study. Mothers reported depressive symptoms at gestational weeks 17 and 30, as well as 6 months, 1.5, 3, and 5 years postpartum. Fathers’ depression was measured at gestational week 17. At the last three time-points, child internalizing and externalizing problems were concurrently assessed. We performed multilevel analyses for internalizing and externalizing problems separately, using parental depression as predictors. Analyses were repeated using a sibling comparison design to adjust for familial confounding. Results All parental depressive time-points were significantly and positively associated with child internalizing and externalizing problems. After sibling comparison, however, only concurrent maternal depression was significantly associated with internalizing [estimate = 2.82 (1.91–3.73, 95% CI)] and externalizing problems [estimate = 2.40 (1.56–3.23, 95% CI)]. The effect of concurrent maternal depression on internalizing problems increased with child age. Conclusions Our findings do not support the notion that perinatal maternal depression is particularly detrimental to children's psychological development, as the most robust effects were found for maternal depression occurring during preschool years. En ligne : http://dx.doi.org/10.1111/jcpp.12704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study / Fartein Ask TORVIK in Journal of Child Psychology and Psychiatry, 61-9 (September 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018 Titre : Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Fartein Ask TORVIK, Auteur ; Espen Moen EILERTSEN, Auteur ; Tom A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTROM, Auteur Article en page(s) : p.1009-1018 Langues : Anglais (eng) Mots-clés : Attention deficit hyperactivity disorder  MoBa  academic problems  depression  educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: a study of extended families in The Norwegian Mother, Father and Child Cohort Study [Texte imprimé et/ou numérique] / Fartein Ask TORVIK, Auteur ; Espen Moen EILERTSEN, Auteur ; Tom A. MCADAMS, Auteur ; Kristin GUSTAVSON, Auteur ; Henrik Daae ZACHRISSON, Auteur ; Ragnhild BRANDLISTUEN, Auteur ; Line C. GJERDE, Auteur ; Alexandra HAVDAHL, Auteur ; Camilla STOLTENBERG, Auteur ; Helga ASK, Auteur ; Eivind YSTROM, Auteur . - p.1009-1018. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-9 (September 2020) . - p.1009-1018 Mots-clés : Attention deficit hyperactivity disorder  MoBa  academic problems  depression  educational attainment Index. décimale : PER Périodiques Résumé : BACKGROUND: Low educational attainment in parents is associated with child psychopathology. It is not clear whether the associations are due to risk factors that family members share or due to effects of maternal or paternal education on the offspring. We investigate whether associations between maternal and paternal educational attainment and child symptoms of attention deficit/hyperactivity disorder (ADHD), depression, and academic problems are due to shared genetic factors, shared family environmental factors, or effects of the parental phenotype educational attainment itself. METHODS: This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample comprised 34,958 children (17,128 girls) in 28,372 extended-family units. We used data from related nuclear families linked by siblings in the parent generation. We applied a quasi-experimental extended children-of-twins design that included siblings in both generations and took account of nonrandom mating by including partners. Educational attainment was self-reported by mothers and fathers. Mothers reported children's symptoms of ADHD, symptoms of depression, and academic problems by questionnaire when the children were 8 years old. RESULTS: Children of lowly educated parents scored higher on all outcomes and had an approximate doubling of the risk of high symptom levels. The association between maternal and paternal educational attainment and child symptoms of ADHD and academic problems persisted after controlling for shared genetic and family environmental factors. Phenotypic transmission to depression was weaker and in the best fitting model fully explained by genetic factors shared by the two generations. CONCLUSIONS: Associations between educational attainment of mothers and fathers and child symptoms of ADHD and academic problems could not be ascribed to shared familial risk factors, whereas associations with symptoms of depression could. Parental education or resources and behaviors resulting from low education might be targets of interventions aimed at reducing symptoms of ADHD and academic problems. En ligne : http://dx.doi.org/10.1111/jcpp.13197 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Preterm birth and risk for language delays before school entry: A sibling-control study / Imac Maria ZAMBRANA in Development and Psychopathology, 33-1 (February 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-1 (February 2021) . - p.47-52 Titre : Preterm birth and risk for language delays before school entry: A sibling-control study Type de document : Texte imprimé et/ou numérique Auteurs : Imac Maria ZAMBRANA, Auteur ; Margarete E. VOLLRATH, Auteur ; Bo JACOBSSON, Auteur ; Verena SENGPIEL, Auteur ; Eivind YSTROM, Auteur Article en page(s) : p.47-52 Langues : Anglais (eng) Mots-clés : cohort study  early childhood  language delay  preterm birth  sibling control study Index. décimale : PER Périodiques Résumé : We investigated whether children born preterm are at risk for language delay using a sibling-control design in the Norwegian Mother and Child Cohort Study (MoBa), conducted by the Norwegian Institute of Public Health. Participants included 26,769 siblings born between gestational weeks 23 and 42. Language delay was assessed when the children were 1.5, 3, and 5 years old. To adjust for familial risk factors, comparisons were conducted between preterm and full-term siblings. Pregnancy-specific risk factors were controlled for by means of observed variables. Findings showed that preterm children born before week 37 had increased risk for language delays at 1.5 years. At 3 and 5 years, only children born before week 34 had increased risk for language delay. Children born weeks 29-33 and before week 29 had increased risk for language delay at 1.5 years (RR = 4.51, 95% CI [3.45, 5.88]; RR = 10.32, 95% CI [6.7, 15.80]), 3 years (RR = 1.50, 95% CI [1.02, 2.21]; RR = 2.78, 95% CI [1.09, 7.07]), and 5 years (RR = 1.63, 95% CI [1.06, 2.51]; RR = 2.98, 95% CI [0.87, 10.26]), respectively. In conclusion, children born preterm are at risk for language delays, with familial confounders only explaining a moderate share of the association. This suggests a cause-effect relationship between early preterm birth and risk for language delay in preschool children. En ligne : http://dx.doi.org/10.1017/s0954579419001536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Preterm birth and risk for language delays before school entry: A sibling-control study [Texte imprimé et/ou numérique] / Imac Maria ZAMBRANA, Auteur ; Margarete E. VOLLRATH, Auteur ; Bo JACOBSSON, Auteur ; Verena SENGPIEL, Auteur ; Eivind YSTROM, Auteur . - p.47-52. Langues : Anglais (eng) in Development and Psychopathology > 33-1 (February 2021) . - p.47-52 Mots-clés : cohort study  early childhood  language delay  preterm birth  sibling control study Index. décimale : PER Périodiques Résumé : We investigated whether children born preterm are at risk for language delay using a sibling-control design in the Norwegian Mother and Child Cohort Study (MoBa), conducted by the Norwegian Institute of Public Health. Participants included 26,769 siblings born between gestational weeks 23 and 42. Language delay was assessed when the children were 1.5, 3, and 5 years old. To adjust for familial risk factors, comparisons were conducted between preterm and full-term siblings. Pregnancy-specific risk factors were controlled for by means of observed variables. Findings showed that preterm children born before week 37 had increased risk for language delays at 1.5 years. At 3 and 5 years, only children born before week 34 had increased risk for language delay. Children born weeks 29-33 and before week 29 had increased risk for language delay at 1.5 years (RR = 4.51, 95% CI [3.45, 5.88]; RR = 10.32, 95% CI [6.7, 15.80]), 3 years (RR = 1.50, 95% CI [1.02, 2.21]; RR = 2.78, 95% CI [1.09, 7.07]), and 5 years (RR = 1.63, 95% CI [1.06, 2.51]; RR = 2.98, 95% CI [0.87, 10.26]), respectively. In conclusion, children born preterm are at risk for language delays, with familial confounders only explaining a moderate share of the association. This suggests a cause-effect relationship between early preterm birth and risk for language delay in preschool children. En ligne : http://dx.doi.org/10.1017/s0954579419001536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442

Socioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study / Yasmin AHMADZADEH ; Daniel L. WECHSLER ; Torkild H. LYNGSTAD ; Christopher RAYNER ; Espen M. EILERTSEN ; Helena M.S. ZAVOS ; Eivind YSTROM ; Tom A. MCADAMS in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-2 (February 2024) . - p.176-187 Titre : Socioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study Type de document : Texte imprimé et/ou numérique Auteurs : Yasmin AHMADZADEH, Auteur ; Daniel L. WECHSLER, Auteur ; Torkild H. LYNGSTAD, Auteur ; Christopher RAYNER, Auteur ; Espen M. EILERTSEN, Auteur ; Helena M.S. ZAVOS, Auteur ; Eivind YSTROM, Auteur ; Tom A. MCADAMS, Auteur Article en page(s) : p.176-187 Index. décimale : PER Périodiques Résumé : Background Low socioeconomic status (SES) is associated with increased risk for emotional and behavioural problems among children. Evidence from twin studies has shown that family SES moderates genetic and environmental influences on child mental health. However, it is also known that SES is itself under genetic influence and previous gene?environment interaction (G*E) studies have not incorporated the potential genetic overlap between child mental health and family SES into G*E analyses. We applied a novel approach using extended family data to investigate the moderation of aetiological influences on child emotional and behavioural problems by parental socioeconomic status in the presence of modelled gene?environment correlation. Methods The sample comprised >28,100 children in extended-family units drawn from the Norwegian Mother, Father and Child Cohort Study (MoBa). Mothers reported children's emotional and behavioural symptoms. Parents' income and educational attainment were obtained through linkage to administrative register data. Bivariate moderation Multiple-Children-of-Twins-and-Siblings (MCoTS) models were used to analyse relationships between offspring outcomes (emotional and behavioural symptom scores) and parental socioeconomic moderators (income rank and educational attainment). Results The aetiology of child emotional symptoms was moderated by maternal and paternal educational attainment. Shared environmental influences on child emotional symptoms were greater at lower levels of parents' education. The aetiology of child behavioural symptoms was moderated by maternal, but not paternal, socioeconomic factors. Genetic factors shared between maternal income and child behavioural symptoms were greater in families with lower levels maternal income. Nonshared environmental influences on child behavioural symptoms were greater in families with higher maternal income and education. Conclusions Parental socioeconomic indicators moderated familial influences and nonshared environmental influences on child emotional and behavioural outcomes. Maternal SES and child mental health share aetiological overlap such that shared genetic influence was greater at the lower end of the socioeconomic distribution. Our findings collectively highlight the role that family socioeconomic factors play in shaping the origins of child emotional and behavioural problems. En ligne : https://doi.org/10.1111/jcpp.13872 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Socioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study [Texte imprimé et/ou numérique] / Yasmin AHMADZADEH, Auteur ; Daniel L. WECHSLER, Auteur ; Torkild H. LYNGSTAD, Auteur ; Christopher RAYNER, Auteur ; Espen M. EILERTSEN, Auteur ; Helena M.S. ZAVOS, Auteur ; Eivind YSTROM, Auteur ; Tom A. MCADAMS, Auteur . - p.176-187. in Journal of Child Psychology and Psychiatry > 65-2 (February 2024) . - p.176-187 Index. décimale : PER Périodiques Résumé : Background Low socioeconomic status (SES) is associated with increased risk for emotional and behavioural problems among children. Evidence from twin studies has shown that family SES moderates genetic and environmental influences on child mental health. However, it is also known that SES is itself under genetic influence and previous gene?environment interaction (G*E) studies have not incorporated the potential genetic overlap between child mental health and family SES into G*E analyses. We applied a novel approach using extended family data to investigate the moderation of aetiological influences on child emotional and behavioural problems by parental socioeconomic status in the presence of modelled gene?environment correlation. Methods The sample comprised >28,100 children in extended-family units drawn from the Norwegian Mother, Father and Child Cohort Study (MoBa). Mothers reported children's emotional and behavioural symptoms. Parents' income and educational attainment were obtained through linkage to administrative register data. Bivariate moderation Multiple-Children-of-Twins-and-Siblings (MCoTS) models were used to analyse relationships between offspring outcomes (emotional and behavioural symptom scores) and parental socioeconomic moderators (income rank and educational attainment). Results The aetiology of child emotional symptoms was moderated by maternal and paternal educational attainment. Shared environmental influences on child emotional symptoms were greater at lower levels of parents' education. The aetiology of child behavioural symptoms was moderated by maternal, but not paternal, socioeconomic factors. Genetic factors shared between maternal income and child behavioural symptoms were greater in families with lower levels maternal income. Nonshared environmental influences on child behavioural symptoms were greater in families with higher maternal income and education. Conclusions Parental socioeconomic indicators moderated familial influences and nonshared environmental influences on child emotional and behavioural outcomes. Maternal SES and child mental health share aetiological overlap such that shared genetic influence was greater at the lower end of the socioeconomic distribution. Our findings collectively highlight the role that family socioeconomic factors play in shaping the origins of child emotional and behavioural problems. En ligne : https://doi.org/10.1111/jcpp.13872 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

The mutual prospective influence of child and parental post-traumatic stress symptoms in pediatric patients / Markus A. LANDOLT in Journal of Child Psychology and Psychiatry, 53-7 (July 2012)  

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Understanding trajectories of externalizing problems: Stability and emergence of risk factors from infancy to middle adolescence / Anne KJELDSEN in Development and Psychopathology, 33-1 (February 2021)  

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