Associations between ADHD and emotional problems from childhood to young adulthood: a longitudinal genetically sensitive study / Adi STERN in Journal of Child Psychology and Psychiatry, 61-11 (November 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-11 (November 2020) . - p.1234-1242 Titre : Associations between ADHD and emotional problems from childhood to young adulthood: a longitudinal genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Adi STERN, Auteur ; Jessica AGNEW-BLAIS, Auteur ; Andrea DANESE, Auteur ; Helen L. FISHER, Auteur ; Timothy MATTHEWS, Auteur ; Guilherme V. POLANCZYK, Auteur ; Jasmin WERTZ, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.1234-1242 Langues : Anglais (eng) Mots-clés : Attention deficit/hyperactivity disorder  anxiety  depression  development  genetics Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention deficit/hyperactivity disorder (ADHD) is associated with emotional problems, and their co-occurrence often leads to worse outcomes. We investigated the developmental associations between ADHD and emotional problems from childhood to early adolescence and examined the genetic and environmental contributions to their developmental link. We further tested whether this developmental association remained across the transition to young adulthood. METHODS: We used data from the Environmental Risk (E-Risk) Longitudinal Twin Study, a cohort of 2,232 British twins. In childhood, ADHD and emotional problems were assessed at ages 5, 7, 10 and 12 with mothers' and teachers' reports. At age 18, we used self-reported symptoms according to DSM-5 criteria for ADHD, and DSM-IV for anxiety and depression. RESULTS: Longitudinal analyses showed that earlier ADHD was associated with later emotional problems consistently across childhood. However, earlier emotional problems were not associated with later ADHD symptoms. The developmental association between ADHD and later emotional problems in childhood was entirely explained by common genetic factors. Consistent with results in childhood, earlier symptoms of ADHD were associated with later emotional problems during the transition to young adulthood. CONCLUSIONS: Our findings demonstrate that ADHD symptoms are predictors of the development of emotional problems, from childhood up to young adulthood, through shared genetic influences. Interventions targeting ADHD symptoms might prevent the development of emotional problems. Clinicians treating youth with ADHD must be aware of their risk for developing emotional problems and ought to assess, monitor and treat emotional problems alongside ADHD symptoms from childhood to adulthood. En ligne : http://dx.doi.org/10.1111/jcpp.13217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Associations between ADHD and emotional problems from childhood to young adulthood: a longitudinal genetically sensitive study [Texte imprimé et/ou numérique] / Adi STERN, Auteur ; Jessica AGNEW-BLAIS, Auteur ; Andrea DANESE, Auteur ; Helen L. FISHER, Auteur ; Timothy MATTHEWS, Auteur ; Guilherme V. POLANCZYK, Auteur ; Jasmin WERTZ, Auteur ; Louise ARSENEAULT, Auteur . - p.1234-1242. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-11 (November 2020) . - p.1234-1242 Mots-clés : Attention deficit/hyperactivity disorder  anxiety  depression  development  genetics Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention deficit/hyperactivity disorder (ADHD) is associated with emotional problems, and their co-occurrence often leads to worse outcomes. We investigated the developmental associations between ADHD and emotional problems from childhood to early adolescence and examined the genetic and environmental contributions to their developmental link. We further tested whether this developmental association remained across the transition to young adulthood. METHODS: We used data from the Environmental Risk (E-Risk) Longitudinal Twin Study, a cohort of 2,232 British twins. In childhood, ADHD and emotional problems were assessed at ages 5, 7, 10 and 12 with mothers' and teachers' reports. At age 18, we used self-reported symptoms according to DSM-5 criteria for ADHD, and DSM-IV for anxiety and depression. RESULTS: Longitudinal analyses showed that earlier ADHD was associated with later emotional problems consistently across childhood. However, earlier emotional problems were not associated with later ADHD symptoms. The developmental association between ADHD and later emotional problems in childhood was entirely explained by common genetic factors. Consistent with results in childhood, earlier symptoms of ADHD were associated with later emotional problems during the transition to young adulthood. CONCLUSIONS: Our findings demonstrate that ADHD symptoms are predictors of the development of emotional problems, from childhood up to young adulthood, through shared genetic influences. Interventions targeting ADHD symptoms might prevent the development of emotional problems. Clinicians treating youth with ADHD must be aware of their risk for developing emotional problems and ought to assess, monitor and treat emotional problems alongside ADHD symptoms from childhood to adulthood. En ligne : http://dx.doi.org/10.1111/jcpp.13217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

A longitudinal twin study of victimization and loneliness from childhood to young adulthood / Timothy MATTHEWS in Development and Psychopathology, 34-1 (February 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-1 (February 2022) . - p.367-377 Titre : A longitudinal twin study of victimization and loneliness from childhood to young adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Timothy MATTHEWS, Auteur ; Avshalom CASPI, Auteur ; Andrea DANESE, Auteur ; Helen L. FISHER, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.367-377 Langues : Anglais (eng) Mots-clés : bullying  cybervictimization  loneliness  twin study  victimization Index. décimale : PER Périodiques Résumé : The present study used a longitudinal and discordant twin design to explore in depth the developmental associations between victimization and loneliness from mid-childhood to young adulthood. The data were drawn from the Environmental Risk (E-Risk) Longitudinal Twin Study, a birth cohort of 2,232 individuals born in England and Wales during 1994?1995. Diverse forms of victimization were considered, differing across context, perpetrator, and timing of exposure. The results indicated that exposure to different forms of victimization was associated with loneliness in a dose?response manner. In childhood, bullying victimization was uniquely associated with loneliness, over and above concurrent psychopathology, social isolation, and genetic risk. Moreover, childhood bullying victimization continued to predict loneliness in young adulthood, even in the absence of ongoing victimization. Within-twin pair analyses further indicated that this longitudinal association was explained by genetic confounds. In adolescence, varied forms of victimization were correlated with young adult loneliness, with maltreatment, neglect, and cybervictimization remaining robust to controls for genetic confounds. These findings indicate that vulnerability to loneliness in victimized young people varies according to the specific form of victimization in question, and also to the developmental period in which it was experienced. En ligne : http://dx.doi.org/10.1017/s0954579420001005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] A longitudinal twin study of victimization and loneliness from childhood to young adulthood [Texte imprimé et/ou numérique] / Timothy MATTHEWS, Auteur ; Avshalom CASPI, Auteur ; Andrea DANESE, Auteur ; Helen L. FISHER, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur . - p.367-377. Langues : Anglais (eng) in Development and Psychopathology > 34-1 (February 2022) . - p.367-377 Mots-clés : bullying  cybervictimization  loneliness  twin study  victimization Index. décimale : PER Périodiques Résumé : The present study used a longitudinal and discordant twin design to explore in depth the developmental associations between victimization and loneliness from mid-childhood to young adulthood. The data were drawn from the Environmental Risk (E-Risk) Longitudinal Twin Study, a birth cohort of 2,232 individuals born in England and Wales during 1994?1995. Diverse forms of victimization were considered, differing across context, perpetrator, and timing of exposure. The results indicated that exposure to different forms of victimization was associated with loneliness in a dose?response manner. In childhood, bullying victimization was uniquely associated with loneliness, over and above concurrent psychopathology, social isolation, and genetic risk. Moreover, childhood bullying victimization continued to predict loneliness in young adulthood, even in the absence of ongoing victimization. Within-twin pair analyses further indicated that this longitudinal association was explained by genetic confounds. In adolescence, varied forms of victimization were correlated with young adult loneliness, with maltreatment, neglect, and cybervictimization remaining robust to controls for genetic confounds. These findings indicate that vulnerability to loneliness in victimized young people varies according to the specific form of victimization in question, and also to the developmental period in which it was experienced. En ligne : http://dx.doi.org/10.1017/s0954579420001005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Parental monitoring and knowledge: Testing bidirectional associations with youths’ antisocial behavior / Jasmin WERTZ in Development and Psychopathology, 28-3 (August 2016)  

Public ISBD [article]  inDevelopment and Psychopathology > 28-3 (August 2016) . - p.623-638 Titre : Parental monitoring and knowledge: Testing bidirectional associations with youths’ antisocial behavior Type de document : Texte imprimé et/ou numérique Auteurs : Jasmin WERTZ, Auteur ; Kate NOTTINGHAM, Auteur ; Jessica AGNEW-BLAIS, Auteur ; Timothy MATTHEWS, Auteur ; Carmine M. PARIANTE, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.623-638 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the present study, we used separate measures of parental monitoring and parental knowledge and compared their associations with youths’ antisocial behavior during preadolescence, between the ages of 10 and 12. Parental monitoring and knowledge were reported by mothers, fathers, and youths taking part in the Environmental Risk (E-Risk) Longitudinal Twin Study that follows 1,116 families with twins. Information on youths’ antisocial behavior was obtained from mothers as well as teachers. We report two main findings. First, longitudinal cross-lagged models revealed that greater parental monitoring did not predict less antisocial behavior later, once family characteristics were taken into account. Second, greater youth antisocial behavior predicted less parental knowledge later. This effect of youths’ behavior on parents’ knowledge was consistent across mothers’, fathers’, youths’, and teachers’ reports, and robust to controls for family confounders. The association was partially genetically mediated according to a Cholesky decomposition twin model; youths’ genetically influenced antisocial behavior led to a decrease in parents’ knowledge of youths’ activities. These two findings question the assumption that greater parental monitoring can reduce preadolescents’ antisocial behavior. They also indicate that parents’ knowledge of their children's activities is influenced by youths’ behavior. En ligne : http://dx.doi.org/10.1017/S0954579416000213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291 [article] Parental monitoring and knowledge: Testing bidirectional associations with youths’ antisocial behavior [Texte imprimé et/ou numérique] / Jasmin WERTZ, Auteur ; Kate NOTTINGHAM, Auteur ; Jessica AGNEW-BLAIS, Auteur ; Timothy MATTHEWS, Auteur ; Carmine M. PARIANTE, Auteur ; Terrie E. MOFFITT, Auteur ; Louise ARSENEAULT, Auteur . - p.623-638. Langues : Anglais (eng) in Development and Psychopathology > 28-3 (August 2016) . - p.623-638 Index. décimale : PER Périodiques Résumé : In the present study, we used separate measures of parental monitoring and parental knowledge and compared their associations with youths’ antisocial behavior during preadolescence, between the ages of 10 and 12. Parental monitoring and knowledge were reported by mothers, fathers, and youths taking part in the Environmental Risk (E-Risk) Longitudinal Twin Study that follows 1,116 families with twins. Information on youths’ antisocial behavior was obtained from mothers as well as teachers. We report two main findings. First, longitudinal cross-lagged models revealed that greater parental monitoring did not predict less antisocial behavior later, once family characteristics were taken into account. Second, greater youth antisocial behavior predicted less parental knowledge later. This effect of youths’ behavior on parents’ knowledge was consistent across mothers’, fathers’, youths’, and teachers’ reports, and robust to controls for family confounders. The association was partially genetically mediated according to a Cholesky decomposition twin model; youths’ genetically influenced antisocial behavior led to a decrease in parents’ knowledge of youths’ activities. These two findings question the assumption that greater parental monitoring can reduce preadolescents’ antisocial behavior. They also indicate that parents’ knowledge of their children's activities is influenced by youths’ behavior. En ligne : http://dx.doi.org/10.1017/S0954579416000213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=291

The developmental course of loneliness in adolescence: Implications for mental health, educational attainment, and psychosocial functioning / Timothy MATTHEWS in Development and Psychopathology, 35-2 (May 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-2 (May 2023) . - p.537-546 Titre : The developmental course of loneliness in adolescence: Implications for mental health, educational attainment, and psychosocial functioning Type de document : Texte imprimé et/ou numérique Auteurs : Timothy MATTHEWS, Auteur ; Pamela QUALTER, Auteur ; Bridget T. BRYAN, Auteur ; Avshalom CASPI, Auteur ; Andrea DANESE, Auteur ; Terrie E. MOFFITT, Auteur ; Candice L. ODGERS, Auteur ; Lily STRANGE, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.537-546 Langues : Anglais (eng) Mots-clés : adolescence  development  loneliness  mental health Index. décimale : PER Périodiques Résumé : The present study examined patterns of stability and change in loneliness across adolescence. Data were drawn from the Environmental Risk (E-Risk) Longitudinal Twin Study, a UK population-representative cohort of 2,232 individuals born in 1994 and 1995. Loneliness was assessed when participants were aged 12 and 18. Loneliness showed modest stability across these ages (r = .25). Behavioral genetic modeling indicated that stability in loneliness was explained largely by genetic influences (66%), while change was explained by nonshared environmental effects (58%). Individuals who reported loneliness at both ages were broadly similar to individuals who only reported it at age 18, with both groups at elevated risk of mental health problems, physical health risk behaviors, and education and employment difficulties. Individuals who were lonely only at age 12 generally fared better; however, they were still more likely to finish school with lower qualifications. Positive family influences in childhood predicted reduced risk of loneliness at age 12, while negative peer experiences increased the risk. Together, the findings show that while early adolescent loneliness does not appear to exert a cumulative burden when it persists, it is nonetheless a risk for a range of concomitant impairments, some of which can endure. En ligne : http://dx.doi.org/10.1017/S0954579421001632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 [article] The developmental course of loneliness in adolescence: Implications for mental health, educational attainment, and psychosocial functioning [Texte imprimé et/ou numérique] / Timothy MATTHEWS, Auteur ; Pamela QUALTER, Auteur ; Bridget T. BRYAN, Auteur ; Avshalom CASPI, Auteur ; Andrea DANESE, Auteur ; Terrie E. MOFFITT, Auteur ; Candice L. ODGERS, Auteur ; Lily STRANGE, Auteur ; Louise ARSENEAULT, Auteur . - p.537-546. Langues : Anglais (eng) in Development and Psychopathology > 35-2 (May 2023) . - p.537-546 Mots-clés : adolescence  development  loneliness  mental health Index. décimale : PER Périodiques Résumé : The present study examined patterns of stability and change in loneliness across adolescence. Data were drawn from the Environmental Risk (E-Risk) Longitudinal Twin Study, a UK population-representative cohort of 2,232 individuals born in 1994 and 1995. Loneliness was assessed when participants were aged 12 and 18. Loneliness showed modest stability across these ages (r = .25). Behavioral genetic modeling indicated that stability in loneliness was explained largely by genetic influences (66%), while change was explained by nonshared environmental effects (58%). Individuals who reported loneliness at both ages were broadly similar to individuals who only reported it at age 18, with both groups at elevated risk of mental health problems, physical health risk behaviors, and education and employment difficulties. Individuals who were lonely only at age 12 generally fared better; however, they were still more likely to finish school with lower qualifications. Positive family influences in childhood predicted reduced risk of loneliness at age 12, while negative peer experiences increased the risk. Together, the findings show that while early adolescent loneliness does not appear to exert a cumulative burden when it persists, it is nonetheless a risk for a range of concomitant impairments, some of which can endure. En ligne : http://dx.doi.org/10.1017/S0954579421001632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503

Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study / Jasmin WERTZ in Journal of Child Psychology and Psychiatry, 56-7 (July 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.738-746 Titre : Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Jasmin WERTZ, Auteur ; Helena ZAVOS, Auteur ; Timothy MATTHEWS, Auteur ; Kirsten HARVEY, Auteur ; Alice HUNT, Auteur ; Carmine M. PARIANTE, Auteur ; Louise ARSENEAULT, Auteur Article en page(s) : p.738-746 Langues : Anglais (eng) Mots-clés : Externalising and internalising problems  failure model  genetic influence  development Index. décimale : PER Périodiques Résumé : Background Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems. Methods We used data from the Environmental Risk (E-Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association. Results Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural-genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems. Conclusions Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems. En ligne : http://dx.doi.org/10.1111/jcpp.12333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study [Texte imprimé et/ou numérique] / Jasmin WERTZ, Auteur ; Helena ZAVOS, Auteur ; Timothy MATTHEWS, Auteur ; Kirsten HARVEY, Auteur ; Alice HUNT, Auteur ; Carmine M. PARIANTE, Auteur ; Louise ARSENEAULT, Auteur . - p.738-746. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-7 (July 2015) . - p.738-746 Mots-clés : Externalising and internalising problems  failure model  genetic influence  development Index. décimale : PER Périodiques Résumé : Background Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems. Methods We used data from the Environmental Risk (E-Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association. Results Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural-genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems. Conclusions Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems. En ligne : http://dx.doi.org/10.1111/jcpp.12333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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