Search

BACKGROUND: Stressful family conditions may contribute to inequalities in child development because they are more common among disadvantaged groups (ie, differential exposure) and/or because their negative effects are stronger among disadvantaged groups (ie, differential impact/susceptibility). We used counterfactual mediation analysis to investigate to what extent stressful family conditions contribute to inequalities in child development via differential exposure and susceptibility.METHODS: We used data from the Generation R Study, a population-based birth cohort in the Netherlands (n=6842). Mother's education was used as the exposure. Developmental outcomes, measured at age 13 years, were emotional and behavioural problems (Youth Self-Report), cognitive development (Wechsler Intelligence Scale for Children) and secondary education entry level. Financial and social stress at age 9 years were the putative mediators.RESULTS: Differential exposure to financial stress caused a 0.07 (95% CI -0.12 to -0.01) SD worse emotional and behavioural problem -score, a 0.05 (95% CI -0.08 to -0.02) SD lower intelligence score and a 0.05 (95% CI -0.05 to -0.01) SD lower secondary educational level, respectively, among children of less-educated mothers compared with children of more-educated mothers. This corresponds to a relative contribution of 54%, 9% and 6% of the total effect of mother's education on these outcomes, respectively. Estimates for differential exposure to social stress, and differential susceptibility to financial or social stress, were much less pronounced.CONCLUSION: Among children of less-educated mothers, higher exposure to financial stress in the family substantially contributes to inequalities in socioemotional development, but less so for cognitive development and educational attainment.

In the past, most theoretical perspectives on human development have focused on environmental causes of differences between children, but the consensus today is that genetic and environmental factors interact and reciprocally influence each other through gene-environment interplay. Most of the prior research has focused on genetic factors working together with family-related factors (e.g., socioeconomic status, parenting) or stressful life events and experiences (e.g., maltreatment) to explain differences in developmental outcomes. However, children spend many hours in educational settings interacting with peers and teachers who also can influence developmental adjustment and well-being. This chapter summarizes current knowledge about gene-and-school environment interplay among primary school-aged children through 12 years old (the average age that they transition to middle school), documenting relationship-based (i.e., teacher-child relationship, school friendships, peer acceptance and rejection, victimization) and context-based (e.g., school policies, classroom norms) factors as they pertain to child externalizing and internalizing symptoms. After describing gene-environment interplay mechanisms and genetic research methods, we present empirical examples of gene-and-school environment interplay that contributes to variation in child maladjustment. We conclude with a discussion of implications for theory, practice, and future directions in genetically informed research on the association between social relations in school and child development.

Background: Children of lower-educated parents and children in schools with a relatively high percentage of peers with lower-educated parents (lower parental education schools) are more likely to develop emotional and behavioural problems compared to children in higher-educated households and schools. Universal school-based preventive interventions, such as the Good Behaviour Game (GBG), are generally effective in preventing the development of emotional and behavioural problems, but information about potential moderators is limited. This study examined whether the effectiveness of the GBG in preventing emotional and behavioural problems differs between children in lower- and higher-educated households and schools. Methods: Using a longitudinal multi-level randomized controlled trial design, 731 children (Mage¼6.02 towards the end of kindergarten) from 31 mainstream schools (intervention arm: 21 schools, 484 children; control arm: 10 schools, 247 children) were followed annually from kindergarten to second grade (2004–2006). The GBG was implemented in first and second grades. Results: Overall, the GBG prevented the development of emotional and behavioural problems. However, for emotional problems, the GBG-effect was slightly more pronounced in higher parental education schools than in lower parental education schools (Bhigher parental education schools ¼-0.281, P <0.001; Blower parental education schools ¼-0.140, P ¼ 0.016). No moderation by household-level parental education was found. Conclusions: Studies into universal school-based preventive interventions, and in particular the GBG, should consider and incorporate school-level factors when studying the effectiveness of such interventions. More attention should be directed towards factors that may influence universal prevention effectiveness, particularly in lower parental education schools.

This study examined (a) whether growing up with lower-educated parents and attending lower parental education schools associated with children's problem development within the behavioral, emotional, and peer relationship domains; and (b) whether the association of lower individual-level parental education with children's development within these three domains depended upon school-level parental education. To this end, 698 children (Mage = 7.08 in first grade) from 31 mainstream elementary schools were annually followed from first grade to sixth grade. Problems within the behavioral domain included conduct problems, oppositional defiant problems, attention-deficit and hyperactivity problems, and aggression. Problems within the emotional domain included depression and anxiety symptoms. Problems within the peer relationship domain included physical victimization, relational victimization, and peer dislike. Results from multi-level latent growth models showed that, as compared to children of higher-educated parents, children of lower-educated parents generally had higher levels of problems within all three domains in first grade and exhibited a faster growth rate of problems within the behavioral domain from first to sixth grade. Furthermore, as compared to children attending higher parental education schools, children attending lower parental education schools generally had higher levels of problems within the behavioral and emotional domains in first grade and showed a faster growth rate of peer dislike over time. In addition, cross-level interaction analyses showed that in higher parental education schools, children of lower-educated parents showed a faster growth rate of depression symptom levels than children of higher-educated parents. In lower parental education schools, the growth rate of depression symptom levels did not differ between children of higher- and lower-educated parents. Results highlight that addressing the needs of lower parental education scho

Background: Addressing socioeconomic inequalities in early child development (ECD) is key to reducing the intergenerational transmission of health inequalities. Yet, little is known about how socioeconomic inequalities in ECD develop over the course of childhood. Our study aimed to describe how inequalities in ECD by maternal education develop from infancy to middle childhood. Methods: We used data from Generation R, a prospective population-based cohort study in The Netherlands. Language skills were measured at ages 1, 1.5, 2, 3, and 4 years, using the Minnesota Child Development Inventory. Socioemotional (i.e. internalizing and externalizing) problems were measured at ages 1.5, 3, 5 and 9 years using the Child Behavior Checklist. We estimated inequalities in language skills and socioemotional problems across the above-mentioned ages, using linear mixed models with standardized scores at each wave. We used maternal education as indicator of socioeconomic position. Results: Children of less educated mothers had more reported internalizing (B = 0.72, 95%CI = 0.51;0.95) and externalizing (B = 0.25, 95%CI = 0.10;0.40) problems at age 1.5 years, but better (caregiver reported) language skills at 1 year (B = 0.50, 95%CI = 0.36;0.64) than children of high educated mothers. Inequalities in internalizing and externalizing problems decreased over time. Inequalities in language scores reversed at age 2, and by the time children were 4 years old, children of less educated mothers had substantially lower language skills than children of high educated mothers (B = -0.38, 95%CI = -0.61;-0.15). Conclusions: Trajectories of socioeconomic inequality in ECD differ by developmental domain: whereas inequalities in socioemotional development decreased over time, inequalities increased for language development. Children of less educated mothers are at a language disadvantage even before entering primary education, providing further evidence that early interventions are needed.

BACKGROUND: Deficits in error processing are reflected in an inability of people with externalizing problems to adjust their problem behaviour. The present study contains 2 meta-analyses, testing whether error processing - indexed by the event-related potentials error-related negativity (ERN) and error positivity (Pe) - is reduced in children and adults with externalizing problems and disorders compared to healthy controls.METHODS: We conducted a systematic search in PubMed (1980 to December 2018), PsycInfo (1980 to December 2018) and Scopus (1970 to December 2018), identifying 328 studies. We included studies that measured error processing using the Eriksen flanker task, the go/no-go task or the stop-signal task in healthy controls and in adults or children with clearly described externalizing behavioural problems (e.g., aggression) or a clinical diagnosis on the externalizing spectrum (e.g., addiction).RESULTS: Random-effect models (ERN: 23 studies, 1739 participants; Pe: 27 studies, 1456 participants) revealed a reduced ERN amplitude (Hedges' g = 0.44, 95% confidence interval [CI] 0.29 to 0.58) and a reduced Pe amplitude (Hedges' g = -0.27, 95% CI -0.44 to -0.09) during error processing in people with externalizing problems or disorders compared to healthy controls. Type of diagnosis, age and the presence of performance feedback or comorbidity did not moderate the results. The employed cognitive task was a moderator for Pe but not for ERN. The go/no-go task generated a greater amplitude difference in Pe than the Eriksen flanker task. Small-sample assessment revealed evidence of publication bias for both event-related potentials. However, a p curve analysis for ERN showed that evidential value was present; for Pe, the p curve analysis was inconclusive. LIMITATIONS: The moderators did not explain the potential heterogeneity in most of the analysis, suggesting that other disorder- and patient-related factors affect error processing.CON

Although there is mounting evidence that the experience of being bullied associates with both internalizing and externalizing symptoms, it is not known yet whether the identified associations are specific to these symptoms, or shared between them. The primary focus of this study is to assess the prospective associations of bullying exposure with both general and specific (i.e., internalizing, externalizing) factors of psychopathology. This study included data from 6,210 children participating in the Avon Longitudinal Study of Parents and Children (ALSPAC). Child bullying was measured by self-report at ages 8 and 10 years. Child psychopathology symptoms were assessed by parent-interview, using the Development and Well-being Assessment (DAWBA) at ages 7 and 13 years. Bullying exposure significantly associated with the general psychopathology factor in early adolescence. In particular, chronically victimized youth exposed to multiple forms of bullying (i.e., both overt and relational) showed higher levels of general psychopathology. Bullying exposure also associated with both internalizing and externalizing factors from the correlated-factors model. However, the effect estimates for these factors decreased considerably in size and dropped to insignificant for the internalizing factor after extracting the shared variance that belongs to the general factor of psychopathology. Using an integrative longitudinal model, we found that higher levels of general psychopathology at age 7 also associated with bullying exposure at age 8 which, in turn, associated with general psychopathology at age 13 through its two-year continuity. Findings suggest that exposure to bullying is a risk factor for a more general vulnerability to psychopathology.

Adolescence is a period of increased risk-taking behavior where individual differences in risk taking may relate to both adverse and positive experiences with peers. Yet, knowledge on how risk processing develops in the adolescent brain and whether this development is related to peer attachment is limited. In this longitudinal functional magnetic resonance imaging (fMRI) study, we collected data from 167 adolescents (53% male) followed for four annual assessments across ages 13-17 years. At each assessment, participants completed a lottery choice task to assess neural risk processing and reported on their perceived attachment to peers and parents. Behaviorally, risk-preference on the lottery choice task decreased linearly with age. Neural activation during risk processing was consistently found in the insula and dACC across the four assessments and increased linearly from ages 13-17 years. Furthermore, higher peer attachment was related to greater right insula risk processing for males but not for females, even after controlling for parental attachment. The magnitudes of this association did not change with age. Findings demonstrate that neural risk processing shows maturation across adolescence and high peer attachment may be associated with low risk taking by heightening neural sensitivity to potential risks for male adolescents.

Relational victimization typically emerges first during the elementary school period, and has been associated with increased levels of internalizing symptoms in children. Individual differences in autonomic nervous system functioning have been suggested as a potential factor linking social stressors and internalizing symptoms. The aim of this study was therefore to examine whether heart rate and heart rate variability mediated the association between relational victimization and internalizing symptoms in 373 mainstream elementary school children. Children were assessed in 2015 (T 0 ; Grades 3–5, M age = 9.78 years, 51% boys) and reassessed in 2016 (T 1 ). Heart rate and heart rate variability were assessed during a regular school day at T 1 . A multi-informant (teacher and peer report) cross-time measure of relational victimization, and a multi-informant (self- and teacher report) measure of internalizing problems at T 1 was used. Results showed that heart rate variability, but not heart rate, mediated the association between relational victimization and internalizing symptoms. This study provides tentative support that in children from a general population sample, a psychobiological factor may mediate the association of relational victimization with internalizing symptoms.

Adolescence is a period of increased risk-taking behavior where individual differences in risk taking may relate to both adverse and positive experiences with peers. Yet, knowledge on how risk processing develops in the adolescent brain and whether this development is related to peer attachment is limited. In this longitudinal functional magnetic resonance imaging (fMRI) study, we collected data from 167 adolescents (53% male) followed for four annual assessments across ages 13-17 years. At each assessment, participants completed a lottery choice task to assess neural risk processing and reported on their perceived attachment to peers and parents. Behaviorally, risk-preference on the lottery choice task decreased linearly with age. Neural activation during risk processing was consistently found in the insula and dACC across the four assessments and increased linearly from ages 13-17 years. Furthermore, higher peer attachment was related to greater right insula risk processing for males but not for females, even after controlling for parental attachment. The magnitudes of this association did not change with age. Findings demonstrate that neural risk processing shows maturation across adolescence and high peer attachment may be associated with low risk taking by heightening neural sensitivity to potential risks for male adolescents.

One particular developmental task during adolescence is to regulate fluctuating moods to successfully transition through this period. The aim of this person-centered study was to identify distinct developmental trajectories of adolescent mood variability and to compare adolescents in different trajectories on changes in depressive symptoms, delinquency, and alcohol consumption in early to middle (ages 13-16) and middle to late adolescence (ages 16-20). Dutch adolescents (n = 482, 57.1% male) rated their daily emotions three weeks per year for five years using Internet daily diaries (ages 13-18). Day-to-day mood changes were calculated as an indicator of mood variability. Adolescents provided annual reports on depressive symptoms, delinquent acts, and alcohol consumption (ages 13-20). Results showed that most adolescents (88%) followed a trajectory characterized by decreases in mood variability (i.e., more stable moods). However, a minority (12%) followed a trajectory of increases in mood variability with a peak during middle adolescence. Adolescents with an increasing mood variability trajectory showed stable depressive and delinquency symptoms in early to middle adolescence compared with adolescents with a decreasing mood variability trajectory, who showed a decline in these symptoms. At age 16, there was a significant difference between the groups in depressive and delinquency symptoms, which stayed stable toward late adolescence. Although the two groups did not differ concerning alcohol consumption in early to middle adolescence, adolescents from the increasing mood variability class experienced less steep increases in alcohol use from middle to late adolescence compared with adolescents from the decreasing mood variability class.

One particular developmental task during adolescence is to regulate fluctuating moods to successfully transition through this period. The aim of this person-centered study was to identify distinct developmental trajectories of adolescent mood variability and to compare adolescents in different trajectories on changes in depressive symptoms, delinquency, and alcohol consumption in early to middle (ages 13-16) and middle to late adolescence (ages 16-20). Dutch adolescents (n = 482, 57.1% male) rated their daily emotions three weeks per year for five years using Internet daily diaries (ages 13-18). Day-to-day mood changes were calculated as an indicator of mood variability. Adolescents provided annual reports on depressive symptoms, delinquent acts, and alcohol consumption (ages 13-20). Results showed that most adolescents (88%) followed a trajectory characterized by decreases in mood variability (i.e., more stable moods). However, a minority (12%) followed a trajectory of increases in mood variability with a peak during middle adolescence. Adolescents with an increasing mood variability trajectory showed stable depressive and delinquency symptoms in early to middle adolescence compared with adolescents with a decreasing mood variability trajectory, who showed a decline in these symptoms. At age 16, there was a significant difference between the groups in depressive and delinquency symptoms, which stayed stable toward late adolescence. Although the two groups did not differ concerning alcohol consumption in early to middle adolescence, adolescents from the increasing mood variability class experienced less steep increases in alcohol use from middle to late adolescence compared with adolescents from the decreasing mood variability class. (PsycINFO Database Record (c) 2018 APA, all rights reserved).