To bond with nature, kids need solitary activities outdoors

August 5, 2020

Science Daily/North Carolina State University

A new study found solitary activities like fishing, hunting or exploring outside are key to building strong bonds between children and nature. Activities like these encourage children to both enjoy being outside and to feel comfortable there.

In addition to these independent activities, researchers led by an investigator from North Carolina State University reported that they found social activities can help cement the bond between children and nature.

The findings could help children gain the mental and physical benefits linked with being outdoors at a time when researchers say younger generations of Americans may be less connected to nature than before.

"In order to create a strong bond with nature, you need to provide kids with an opportunity to be alone in nature, or to experience nature in a way that they can personally connect with it, but you need to reinforce that with social experiences either with peers or adults," said Kathryn Stevenson, corresponding author of the study and an assistant professor in North Carolina State University's Department of Parks, Recreation and Tourism Management.

For the study, researchers surveyed 1,285 children aged 9 through 12 in North Carolina. The survey focused on identifying the types of activities that help children build a strong connection to nature, which they defined as when children enjoy being outdoors and feel comfortable there.

The researchers asked children about their experiences with outdoor activities such as hunting, fishing, hiking, camping and playing sports, and their feelings about nature overall. The researchers then used children's survey responses to assess which activities were most likely to predict whether they had a strong connection to nature.

While they found that children who participated in solitary activities such as hunting or fishing built strong connections to nature, they also saw that social activities outdoors, such as playing sports or camping, helped to cement the strongest bonds that they saw in children.

"We saw that there were different combinations of specific activities that could build a strong connection to nature; but a key starting point was being outside, in a more solitary activity," Stevenson said.

The finding that solitary activities were important predictors of strong connections to the natural world wasn't surprising given findings from previous research, said Rachel Szczytko, the study's first author. She was previously an environmental education research assistant at NC State, and now works at the San Francisco-based Pisces Foundation.

"We have seen that when people who go into environmentally focused careers reflect on their lives, they describe having formational experiences outdoors during childhood, like walking on a favorite trail or exploring the creek by their home," she said. "We know that these kind of meaningful life experiences are motivating going forward. So we expected that when children are doing something more solitary, contemplative, when they're noticing what's around them, and have a heightened sense of awareness, they are more likely having these formative experiences and are developing more comfort and affinity for the outdoors."

The findings highlight a need to provide more solitary opportunities for kids when they are outside.

"When you think about recreation opportunities for kids, social activities are often covered; people are signing their kids up for sports, camp and scouts," Stevenson said. "Maybe we need more programming to allow children to be more contemplative in nature, or opportunities to establish a personal connection. That could be silent sits, or it could be activities where children are looking or observing on their own. It could mean sending kids to the outdoors to make observations on their own. It doesn't mean kids should be unsupervised, but adults could consider stepping back and letting kids explore on their own."

Researchers said children who are connected to nature are also likely to spend more time outside, which can lead to benefits for children's mental and physical health, attention span and relationships with adults. In addition, researchers said building connections with nature is also important for getting children involved in environmental conservation.

"There are all kinds of benefits from building connections to nature and spending time outside," Stevenson said. "One of the benefits we're highlighting is that children who have a strong connection to nature are more likely to want to take care of the environment in the future."

https://www.sciencedaily.com/releases/2020/08/200805110113.htm

Strong relationships in adulthood won't 'fix' effects of early childhood adversity

August 3, 2020

Science Daily/University of Notre Dame

Harsh conditions in early life are a fundamental cause of adult stress, and according to new research from the University of Notre Dame on wild baboons, this effect is not explained by a lack of social support in adulthood. The study is the first to present a comprehensive analysis of relationships between early life experiences, adult social bonds and adult stress responses within a single biological system.

Published in the Proceedings of the National Academy of Sciences, the research sheds light on the long-term effects of experiences such as famine, abuse, neglect or the death of a parent in early childhood. The researchers argue that dysregulated stress responses caused by those experiences -- including elevated stress hormones -- take a physiological toll on the body, and remain unaffected by healthy, supportive relationships in adulthood.

"Scientists have long believed that the link between early life adversity and adult stress could be due to a lack of social support in adulthood," said Elizabeth Archie, associate professor in the Department of Biological Sciences at Notre Dame and co-author of the study. "But what we've found through this study is that long-term effects of childhood hardships are more powerful than the near-term effects of social support -- even if those experiences took place many years in the past. The effects of early adversity and social support on stress appear to travel along independent physiological paths -- so 'fixing' one won't necessarily fix the other."

One of the challenges to fully understanding how early childhood adversity can manifest in adulthood is that it requires measuring and tracking experiences from birth over the course of several decades.

Archie's team analyzed data collected from 192 female baboons who were studied from birth through the Amboseli Baboon Research Project, an ongoing longitudinal effort that has been conducting research on the behavior of wild baboons in Kenya for almost 50 years. The animals are close evolutionary relatives to humans, and on average, they share a genetic similarity of 94 percent. Like many primates, baboons are highly social. They live in groups of around 20 to 150 animals, including several adult females, adult males and many offspring.

For the study, researchers measured life experience against levels of glucocorticoids (fGCs) -- hormones that regulate physiological functions such as metabolism and immune function, and moderate the body's response to stress.

"Dysregulations in stress hormones or stress response are major risk factors for depression, anxiety, chronic inflammation and other health problems, so the experience of early life adversity is thought to contribute to global health disparities," said Archie, who also serves as associate director of the Amboseli project.

Levels of fGCs in subjects who experienced three or more forms of childhood adversity were 9 percent higher than in those who experienced no hardships. Those who experienced two or more types of adversity showed fGC levels 14 percent higher than in peers who had endured only one form of hardship, and 21 percent higher than in peers who had experienced no hardship at all.

While previous research has shown experiencing hardships in childhood can make it harder to form strong, supportive relationships as adults, the Notre Dame study found that even when social bonds were developed in adulthood, it had a minor effect on fGC levels and physiological responses to stress.

"Social bonds can have a significant effect on adult health, stress and survival," Archie said, "but they cannot make up for the effects of early life adversity -- which means targeting early life adversity itself is crucial for improving adult health."

https://www.sciencedaily.com/releases/2020/08/200803184154.htm

Child sleep problems associated with impaired academic and psychosocial functioning

August 3, 2020

Science Daily/Children's Hospital of Philadelphia

Whether children have ongoing sleep problems from birth through childhood or do not develop sleep problems until they begin school, a new study by researchers at Children's Hospital of Philadelphia (CHOP) has found that sleep disturbances at any age are associated with diminished well-being by the time the children are 10 or 11 years old. The findings, which were published in the Journal of Child Psychology and Psychiatry, suggest health care providers should screen children for sleep problems at every age and intervene early when a sleep problem is identified.

"Our study shows that although those with persistent sleep problems have the greatest impairments when it comes to broad child well-being, even those with mild sleep problems over time experience some psychosocial impairments," said Ariel A. Williamson, PhD, a psychologist in the Sleep Center and faculty member at PolicyLab and the Center for Pediatric Clinical Effectiveness at CHOP. "The range of impairments across academic and psychosocial domains in middle childhood indicate that it is important to screen for sleep problems consistently over the course of a child's development, especially to target children who experience persistent sleep problems over time."

The researchers examined data from an Australian birth cohort involving more than 5,000 patients. Caregivers reported on whether their children had sleep problems at multiple points in time, from birth through 10 or 11 years of age. To assess child well-being, which included psychosocial measures like self-control and emotional/behavioral health and academic performance measures, the researchers used a combination of reports from caregivers and teachers as well as child-completed assessments.

In analyzing caregiver-reported sleep behaviors, the researchers found five distinct sleep problem trajectories, or patterns that characterized child sleep problems over time: persistent sleep problems through middle childhood (7.7%), limited infant/ preschool sleep problems (9.0%), increased middle childhood sleep problems (17.0%), mild sleep problems over time (14.4%) and no sleep problems (51.9%).

Using those with no sleep problems as a benchmark, the researchers found that children with persistent sleep problems had the greatest impairments across all outcomes except in their perceptual reasoning skills. Children with increased middle childhood sleep problems also experienced greater psychosocial problems and worse quality of life, but did not score lower on academic achievement. Children with limited infant/preschool sleep problems or mild increases in sleep problems over time also demonstrated psychosocial impairments and had worse caregiver-reported quality of life, but the effects were smaller than the other sleep trajectories.

While the researchers found impairments related to all of the sleep problem trajectories, they note the possibility that for certain trajectories, the relationship could be bidirectional -- that is, psychosocial issues like anxiety could lead to sleep issues, and vice versa, particularly in children who develop sleep problems later in childhood.

"Although this study cannot answer whether minor, early or persistent sleep problems represent a marker for the onset of behavioral health or neurodevelopmental conditions, our findings support consistently integrating questions about sleep into routine developmental screenings in school and primary care contexts," Williamson said.

https://www.sciencedaily.com/releases/2020/08/200803140012.htm

Experiencing childhood trauma makes body and brain age faster

Findings could help explain why children who suffer trauma often face poor health later in life

August 3, 2020

Science Daily/American Psychological Association

Children who suffer trauma from abuse or violence early in life show biological signs of aging faster than children who have never experienced adversity, according to research published by the American Psychological Association. The study examined three different signs of biological aging -- early puberty, cellular aging and changes in brain structure -- and found that trauma exposure was associated with all three.

"Exposure to adversity in childhood is a powerful predictor of health outcomes later in life -- not only mental health outcomes like depression and anxiety, but also physical health outcomes like cardiovascular disease, diabetes and cancer," said Katie McLaughlin, PhD, an associate professor of psychology at Harvard University and senior author of the study published in the journal Psychological Bulletin. "Our study suggests that experiencing violence can make the body age more quickly at a biological level, which may help to explain that connection."

Previous research found mixed evidence on whether childhood adversity is always linked to accelerated aging. However, those studies looked at many different types of adversity -- abuse, neglect, poverty and more -- and at several different measures of biological aging. To disentangle the results, McLaughlin and her colleagues decided to look separately at two categories of adversity: threat-related adversity, such as abuse and violence, and deprivation-related adversity, such as physical or emotional neglect or poverty.

The researchers performed a meta-analysis of almost 80 studies, with more than 116,000 total participants. They found that children who suffered threat-related trauma such as violence or abuse were more likely to enter puberty early and also showed signs of accelerated aging on a cellular level-including shortened telomeres, the protective caps at the ends of our strands of DNA that wear down as we age. However, children who experienced poverty or neglect did not show either of those signs of early aging.

In a second analysis, McLaughlin and her colleagues systematically reviewed 25 studies with more than 3,253 participants that examined how early-life adversity affects brain development. They found that adversity was associated with reduced cortical thickness -- a sign of aging because the cortex thins as people age. However, different types of adversity were associated with cortical thinning in different parts of the brain. Trauma and violence were associated with thinning in the ventromedial prefrontal cortex, which is involved in social and emotional processing, while deprivation was more often associated with thinning in the frontoparietal, default mode and visual networks, which are involved in sensory and cognitive processing.

These types of accelerated aging might originally have descended from useful evolutionary adaptations, according to McLaughlin. In a violent and threat-filled environment, for example, reaching puberty earlier could make people more likely to be able to reproduce before they die. And faster development of brain regions that play a role in emotion processing could help children identify and respond to threats, keeping them safer in dangerous environments. But these once-useful adaptations may have grave health and mental health consequences in adulthood.

The new research underscores the need for early interventions to help avoid those consequences. All of the studies looked at accelerated aging in children and adolescents under age 18. "The fact that we see such consistent evidence for faster aging at such a young age suggests that the biological mechanisms that contribute to health disparities are set in motion very early in life. This means that efforts to prevent these health disparities must also begin during childhood," McLaughlin said.

There are numerous evidence-based treatments that can improve mental health in children who have experienced trauma, McLaughlin said. "A critical next step is determining whether these psychosocial interventions might also be able to slow down this pattern of accelerated biological aging. If this is possible, we may be able to prevent many of the long-term health consequences of early-life adversity," she says.

https://www.sciencedaily.com/releases/2020/08/200803092120.htm

To improve students' mental health, teach them to breathe

July 31, 2020

Science Daily/Yale University

When college students learn specific techniques for managing stress and anxiety, their wellbeing improves across a range of measures and leads to better mental health, a new Yale study finds.

The research team evaluated three classroom-based wellness training programs that incorporate breathing and emotional intelligence strategies, finding that two led to improvements in aspects of wellbeing. The most effective program led to improvements in six areas, including depression and social connectedness.

The researchers, who reported findings in the July 15 edition of Frontiers in Psychiatry, said such resiliency training programs could be a valuable tool for addressing the mental health crisis on university campuses.

"In addition to academic skills, we need to teach students how to live a balanced life," said Emma Seppälä, lead author and faculty director of the Women's Leadership Program at Yale School of Management. "Student mental health has been on the decline over the last 10 years, and with the pandemic and racial tensions, things have only gotten worse."

Researchers at the Yale Child Study Center and the Yale Center for Emotional Intelligence (YCEI) conducted the study, which tested three skill-building training programs on 135 undergraduate subjects for eight weeks (30 hours total), and measured results against those of a non-intervention control group.

They found that a training program called SKY Campus Happiness, developed by the Art of Living Foundation, which relies on a breathing technique called SKY Breath Meditation, yoga postures, social connection, and service activities, was most beneficial. Following the SKY sessions, students reported improvements in six areas of wellbeing: depression, stress, mental health, mindfulness, positive affect, and social connectedness.

A second program called Foundations of Emotional Intelligence, developed by the YCEI, resulted in one improvement: greater mindfulness -- the ability for students to be present and enjoy the moment.

A third program called Mindfulness-Based Stress Reduction, which relies heavily on mindfulness techniques, resulted in no reported improvements.

In all, 135 Yale undergraduate students participated in the study. Across college campuses, there has been a significant rise in student depression, anxiety, and demand for mental health services. From 2009 to 2014, students seeking treatment from campus counseling centers rose by 30%, though enrollment increased by just 6% on average. Fifty-seven percent of counseling center directors indicated that their resources are insuf?cient to meet students' needs.

The researchers say resiliency training tools can address the overburdening of campus counseling centers directly. In the sessions. "Students learn tools they can use for the rest of their lives to continue to improve and maintain their mental health," said co-first author Christina Bradley '16 B.S., currently a Ph.D. student at University of Michigan.

Researchers administered the training sessions in person, but the courses can also be taken remotely.

"Continually adding staff to counseling and psychiatric services to meet demand is not financially sustainable -- and universities are realizing this," Seppälä said. "Evidence-based resiliency programs can help students help themselves."

Davornne Lindo '22 B.A., a member of the Yale track team who participated in the SKY Campus Happiness program, said practicing breathing techniques helped her to manage stress from both academics and athletics. "Now that I have these techniques to help me, I would say that my mentality is a lot healthier," Lindo said. "I can devote time to studying and not melting down. Races have gone better. Times are dropping." Another participant in the SKY program, Anna Wilkinson '22 B.A., said she was not familiar with the positive benefits of breathing exercises before the training, but now uses the technique regularly. "I didn't realize how much of it was physiology, how you control the things inside you with breathing," Wilkinson said. "I come out of breathing and meditation as a happier, more balanced person, which is something I did not expect at all."

https://www.sciencedaily.com/releases/2020/07/200731135555.htm

Helicopter parents should step back and watch

July 30, 2020

Science Daily/Edith Cowan University

Researchers conducted the world's first data-driven study of parenting classes based on the Respectful Approach intervention. The Respectful Approach, modeled on Resources for Infant Educators (RIE)TM, guides parents to treat young children as capable and independent humans who can flourish if given safe space and freedom from too much adult direction.

Sitting back and watching your toddler explore their world is good for parent mental health, a new study has found.

As part of her PhD at Edith Cowan University in Western Australia, Mandy Richardson conducted the world's first data-driven study of parenting classes based on the Respectful Approach intervention.

The Respectful Approach, modelled on Resources for Infant Educators (RIE)TM, guides parents to treat young children as capable and independent humans who can flourish if given safe space and freedom from too much adult direction.

Parents were invited to take part in a class for infants or toddlers over six weeks where they observed their children in uninterrupted play in a room with age appropriate toys.

The infants and toddlers were free to investigate their environment and interact with other children while parents sat in the room and watched with a facilitator. After an observation period, each class introduced and discussed a topic related to the Respectful Approach.

At the end of the program, parents reported significantly lower stress levels, with more confidence and a better understanding of their children's capabilities.

Children make progress when given space and time 

Ms Richardson said the Respectful Approach is ultimately about building a trusting, lasting bond with positive communication between parents and children. There is less focus on checklists and achieving milestones, with acknowledgement that each child is different.

"Participants in the study reported worrying less about performance pressure after attending the classes, which let them refocus on their relationship with their children," she said.

"As parents we tend to go and 'save' our children when they start to struggle with something, instead of letting them try to resolve their own challenges. But if the children aren't looking for help, perhaps they can be left to do their own thing and work it out themselves."

Ms Richardson explained the Respectful Approach helps to establish good patterns in early years so children learn to build confidence in their abilities and to deal with conflict in emotionally intelligent ways.

"Traditionally early behavioural interventions have predominantly focused on modifying undesirable child behaviours," Ms Richardson said.

"By building good communication and a close parent-child bond, we can potentially prevent problems occurring in the long term."

Ms Richardson and her research supervisor Associate Professor Therese O'Sullivan are now expanding the pilot study to track parents and children over three years to determine whether the decline in parental stress levels has a lasting impact and investigate long term outcomes in child development.

https://www.sciencedaily.com/releases/2020/07/200730110121.htm

Alzheimer's risk factors may be measurable in adolescents and young adults

July 30, 2020

Science Daily/Alzheimer's Association

Risk factors for Alzheimer's dementia may be apparent as early as our teens and 20s, according to new research reported at the Alzheimer's Association International Conference® (AAIC®) 2020.

These risk factors, many of which are disproportionately apparent in African Americans, include heart health factors -- such as high blood pressure, high cholesterol and diabetes -- and social factors like education quality. According to the Alzheimer's Association Alzheimer's Disease Facts and Figures report, older African Americans are about twice as likely to have Alzheimer's or other dementias as older whites.

"By identifying, verifying, and acting to counter those Alzheimer's risk factors that we can change, we may reduce new cases and eventually the total number of people with Alzheimer's and other dementia," said Maria C. Carrillo, Ph.D., Alzheimer's Association chief science officer. "Research like this is important in addressing health inequities and providing resources that could make a positive impact on a person's life."

"These new reports from AAIC 2020 show that it's never too early, or too late, to take action to protect your memory and thinking abilities," Carrillo said.

The Alzheimer's Association is leading the U.S. Study to Protect Brain Health Through Lifestyle Intervention to Reduce Risk (U.S. POINTER), a two-year clinical trial to evaluate whether lifestyle interventions that simultaneously target many risk factors protect cognitive function in older adults who are at increased risk for cognitive decline. U.S. POINTER is the first such study to be conducted in a large, diverse group of Americans across the United States.

African American Youth At Higher Risk of Dementia

In a population of more than 714 African Americans in the Study of Healthy Aging in African Americans (STAR), Kristen George, Ph.D., MPH, of the University of California, Davis, and colleagues found that high blood pressure and diabetes, or a combination of multiple heart health-related factors, are common in adolescence and are associated with worse late-life cognition. Study participants were adolescents (n=165; ages 12-20), young adults (n=439; ages 21-34) and adults (n=110; ages 35-56). Mean age at cognitive assessment was 68.

Cognition was measured using in-person tests of memory and executive function. The researchers found that, in this study population, having diabetes, high blood pressure, or two or more heart health risk factors in adolescence, young adulthood, or mid-life was associated with statistically significantly worse late-life cognition. These differences persisted after accounting for age, gender, years since risk factors were measured, and education.

Before this report, little was known about whether cardiovascular disease (CVD) risk factors developed prior to mid-life were associated with late-life cognition. This is an important question because African Americans have a higher risk of CVD risk factors compared to other racial/ethnic groups from adolescence through adulthood.

According to the researchers, these findings suggest that CVD risk factors as early as adolescence influence late-life brain health in African Americans. Efforts to promote heart and brain healthy lifestyles must not only include middle-aged adults, but also younger adults and adolescents who may be especially susceptible to the negative impact of poor vascular health on the brain.

Early Adult BMI Associated With Late Life Dementia Risk

In what the authors say is the first study to report on the issue, higher early adulthood (age 20-49) body mass index (BMI) was associated with higher late-life dementia risk.

Relatively little is known about the role of early life BMI on the risk of Alzheimer and other dementias. The scientists studied a total of 5,104 older adults from two studies, including 2,909 from the Cardiovascular Health Study (CHS) and 2,195 from the Health, Aging and Body Composition study (Health ABC). Of the total sample, 18% were Black and 56% were women. Using pooled data from four established cohorts spanning the adult life course, including the two cohorts under the study, the scientists estimated BMI beginning at age 20 for all older adults of CHS and Health ABC.

For women, dementia risk increased with higher early adulthood BMI. Compared to women with normal BMI in early adulthood, dementia risk was 1.8 times higher among those who were overweight, and 2.5 times higher among those who were obese. Analyses were adjusted for midlife and late life BMI.

They found no association between midlife BMI and dementia risk among women.

For men, dementia risk was 2.5 times higher among those who were obese in early adulthood, 1.5 times higher among those who were overweight in mid-life and 2.0 times higher among those who were obese in mid-life, in models also adjusted for late life BMI.

For both women and men, dementia risk decreased with higher late life BMI.

Adina Zeki Al Hazzouri, Ph.D. of Columbia University and colleagues found that high BMI in adulthood is a risk factor for dementia in late life. The researchers suggest that efforts aimed at reducing dementia risk may need to begin earlier in life with a focus on obesity prevention and treatment.

Quality of Early-Life Education Influences Dementia Risk

In a diverse group of more than 2,400 people followed up to 21 years, higher quality early-life education was associated with better language and memory performance, and lower risk of late-life dementia. Results were somewhat different between men and women, and between Blacks and Whites in the study.

The study included 2,446 Black and White men and women, age 65 and older, enrolled in the Washington Heights/Inwood Columbia Aging Project who attended elementary school in the United States. A school quality variable based on historical measures included: mandatory school enrollment age, minimum dropout age, school term length, student-teacher ratio, and student attendance.

People who attended school in states with lower quality education had more rapid decline in memory and language as an older adult. Black women and men and White women who attended schools in states with higher quality education were less likely to develop dementia. According to the scientists, the results were explained, in part, because people who attend higher quality schools end up getting more years of school.

Justina Avila-Rieger, PhD, a postdoctoral research scientist at Columbia University Irving Medical Center and colleagues say the findings provide evidence that later life dementia risk and cognitive function is influenced by early-life state educational policies.

https://www.sciencedaily.com/releases/2020/07/200730092616.htm

Increased attention to sad faces predicts depression risk in teenagers

July 28, 2020

Science Daily/Binghamton University

Teenagers who tend to pay more attention to sad faces are more likely to develop depression, but specifically within the context of stress, according to new research from Binghamton University, State University of New York.

Researchers at Binghamton University, led by graduate student Cope Feurer and Professor of Psychology Brandon Gibb, aimed to examine whether attentional biases to emotional stimuli, assessed via eye tracking, serve as a marker of risk for depression for teenagers.

"Although previous studies from the lab have examined who is most likely to show biased attention to sad faces and whether attention to sad faces is associated with risk for depression, the current study is the first to look at whether these attention biases impact how teenagers respond to stress, both in the lab and in the real world," said Feurer.

Biased attention to sad faces is associated with depression in adults and is hypothesized to increase depression risk specifically in the presence, but not absence, of stress by modulating stress reactivity. However, few studies have tested this hypothesis, and no studies have examined the relation between attentional biases and stress reactivity during adolescence, despite evidence that this developmental window is marked by significant increases in stress and depression risk.

Seeking to address these limitations, the new study examined the impact of adolescents' sustained attention to facial displays of emotion on individual differences in both mood reactivity to real-world stress and physiological reactivity to a laboratory-based stressor. Consistent with vulnerability-stress models of attention, greater sustained attention to sad faces was associated with greater depressive reactions to real-world stress.

"If a teenager has a tendency to pay more attention to negative stimuli, then when they experience something stressful they are likely to have a less adaptive response to this stress and show greater increases in depressive symptoms," said Feurer. "For example, if two teenagers both have a fight with a friend and one teenager spends more time paying attention to negative stimuli (i.e., sad faces) than the other, then that teenager may show greater increases in depressive symptoms in response to the stressor, potentially because they are paying more attention to the stressor and how the stressor makes them feel."

The researchers believe that the biological mechanism behind this finding lies in the brain's ability to control emotional reactivity.

"Basically, if the brain has difficulty controlling how strongly a teenager responds to emotions, this makes it harder for them to look away from negative stimuli and their attention gets 'stuck,'" said Feurer. "So, when teenagers who tend to pay more attention to sad faces experience stress, they may respond more strongly to this stress, as they have difficulty disengaging their attention from negative emotions, leaving these teens at increased risk for depression."

"This is also why we believe that findings were stronger for older than younger adolescents. Specifically, the brain becomes more effective at controlling emotional reactivity as teens get older, so it may be that being able to look away from negative stimuli doesn't protect against the impact of stress until later adolescence."

There is increasing research showing that the way teenagers pay attention to emotional information can be modified through intervention, and that changing attention biases can reduce risk for depression. The current study highlights attention toward sad faces as a potential target for intervention, particularly among older teenagers, said Feurer.

The researchers recently submitted a grant that would let them look at how these attention biases change across childhood and adolescence.

"This will help us better understand how this risk factor develops and how it increases risk for depression in youth," said Gibb. "Hopefully, this will help us to develop interventions to identify risk for these types of biases so that they can be mitigated before they lead to depression."

https://www.sciencedaily.com/releases/2020/07/200728130837.htm

Concussions associated with cognitive, behavioral, and emotional consequences for students

July 22, 2020

Science Daily/University of Texas Health Science Center at Houston

Concussions can have a compounding effect on children, leading to long-term cognitive, behavioral, and emotional health consequences, according to researchers at The University of Texas Health Science Center at Houston (UTHealth), who published their findings in the American Journal of Sports Medicine.

In 2017, approximately 2.5 million high school students in the United States reported suffering at least one concussion related to sports or physical activity in the last 12 months, according to information from the U.S. Centers for Disease Control and Prevention (CDC).

The UTHealth researchers analyzed survey data from more than 13,000 high school students in the United States. According to the authors, it is the first study to report on the association between sports-related concussions and negative health implications based on a representative sample of U.S. high school students.

"We have previously speculated that children who suffer a concussion have more behavioral problems, so this study was able to provide a more comprehensive analysis on the various cognitive and behavioral health issues that this population faces in connection with this type of brain injury," said Gregory Knell, PhD, the study's first and corresponding author. Knell is an assistant professor at UTHealth School of Public Health in Dallas and is research faculty at Children's Health Andrews Institute for Orthopaedics and Sports Medicine.

A concussion is the most common form of traumatic brain injury, caused by a mild blow to the head. Common symptoms include a headache, ringing in the ears, nausea, vomiting, fatigue, drowsiness, and blurry vision.

Participants were asked how many times they had suffered a concussion from playing a sport or during physical activity in the last 12 months. Students were also surveyed on relevant cognitive, emotional, and behavioral factors and related health outcomes, including questions on topics such as academics, suicidal ideation, and substance abuse.

The study revealed that 14.5% of female high school athletes and 18.1% of male high school athletes reported experiencing at least one concussion the previous year. These students also reported at least one factor associated to their behavioral, cognitive, and emotional health. The questions covered topics such as difficulty concentrating, poor grades, drinking and driving, carrying a weapon, getting into a physical altercation, using tobacco or marijuana, binge drinking, feeling depressed, and having suicidal thoughts or actions.

Of the male participants who suffered at least one concussion, 33.8% reported they drank and drove in the last 30 days. For the female athletes who reported suffering more than one concussion, 19% stated they had used marijuana at least once in the last 30 days. Both male and female participants who answered that they had been in at least one physical fight in the last year were significantly more likely to have reported having at least one concussion in that same timeframe.

Other associated factors that were significantly more likely in male students who reported a prior concussion included difficulty concentrating, tobacco/e-cigarette use, and binge drinking. Female students who reported prior concussions were more likely to ride in a car with a driver who had been drinking, and have suicidal thoughts or actions.

"Parents need to understand that a concussion is a very serious brain injury, one which requires treatment every time a concussion is sustained. This study has revealed this type of traumatic brain injury can have a compounding effect on children that could lead to more aggressive behavior, academic problems, and social issues," said study co-author Scott Burkhart, PsyD, a neuropsychologist at Children's Health Andrews Institute for Orthopaedics and Sports Medicine.

The research team encourages future studies to continue the surveillance on the prevalence of concussions among student athletes, as well as the severity of these injuries.

https://www.sciencedaily.com/releases/2020/07/200722163225.htm

Sweet coolers a gateway to increased alcohol consumption

July 22, 2020

Science Daily/University of Guelph

It might be no surprise that sugar in sweetened coolers helps to mask the taste of alcohol and make it more appealing to novice consumers, including young people.

Based on the first study to look at the role of high-fructose corn syrup -- the main ingredient in most coolers -- a University of Guelph professor suggests that these sweetened beverages can actually promote harmful alcohol consumption.

The results should prompt caution particularly among university-age drinkers and their parents about the potential of coolers to encourage consumption of other alcoholic beverages, said psychology professor Francesco Leri.

"The more sweetened drinks that an adolescent drinks, the more likely they are to drink alcohol that is not sweetened," said Leri, who conducted the study with master's student Samantha Ayoub and psychology professor Linda Parker

As with earlier studies of how sweetened alcoholic beverages affect adolescent drinking behaviour, he said, this study suggests that these beverages act as "a gateway -- a way to get introduced and then like alcohol itself."

Other researchers have found that sweeteners such as sucrose and glucose encourage rats to drink more alcohol.

Published recently in the journal Alcohol, the U of G study is the first to look at the effects of high-fructose corn syrup (HFCS), which makes up about one-quarter of the volume of many sweetened alcoholic beverages.

Using rats able to self-administer liquids, the researchers tested consumption of different proportions of alcohol mixed with 25-per-cent HFCS. Adding the corn syrup increased rats' intake and the palatability of the beverage. Palatability was measured by observing behaviours such as rats licking their snouts. Rats given alcohol normally show facial signs of disgust.

"Most rats don't voluntarily drink alcohol by itself. The moment we added HFCS, there was a huge increase in consumption," said Leri.

Beverages containing 10 per cent alcohol and 25 per cent corn syrup encouraged some rats to drink an amount equivalent to an average adult human consuming 4.5 beers in 30 minutes. Although the researchers didn't measure blood alcohol levels, consuming that much alcohol would cause blood alcohol levels in people to spike to "binge drinking" amounts.

Mixing alcohol with saccharin (a non-caloric sweetener) also prompted more consumption but less than with HFCS.

In earlier studies, Leri looked at the effects of HFCS on the brain. This time, he wanted to see how sweeteners might affect consumption of other addictive drugs such as alcohol.

He said someone drinking sweetened coolers can grow accustomed to the taste of alcohol, even if they initially dislike the latter on its own.

"Most people that don't like the taste of alcohol in a drink will drink sweetened coolers. We think they get an introduction to alcohol via sweeteners."

Leri said beverage manufacturers might be persuaded to use more natural sweeteners such as regular cane sugar or to refrain from marketing their products to younger consumers.

He encourages parents to discuss coolers with young people.

"Because it's sweet and tastes like pop doesn't make it any safer than a straight can of beer or glass of wine. Alcohol is alcohol no matter what. Because alcohol is sweet, there's a danger of over-drinking. It's important to monitor the amount taken, especially when it's mixed with other substances. It's just another drug of addiction, that's all it is."

https://www.sciencedaily.com/releases/2020/07/200722142746.htm

Regular physical activity seems to enhance cognition in children who need it most

July 15, 2020

Science Daily/University of Tsukuba

Researchers re-analyzed data from three experiments that tested whether physical activity interventions lead to improved cognitive skills in children. They found that (1) the benefits of regular exercise on cognition were greater in children who have poor cognitive performance before the intervention and (2) spending time on physical activity did not hinder cognition in children who already had good cognitive performance before the intervention.

A common school-age stereotype is that smart kids are unathletic. However, as a recent study lead by Associate Professor Keita Kamijo at the University of Tsukuba and Assistant Professor Toru Ishihara at Kobe University shows, physical activity is linked to better cognitive ability, which is in turn related to academic performance in school. Understanding the effects of physical activity on cognition has been difficult for several reasons. "Previous studies looked at the issue too broadly," explains Professor Kamijo, "When we broke down the data, we were able to see that physical activity helps children the most if they start out with poor executive function."

Executive functions refer to three types of cognitive skills. The first is the ability to suppress impulses and inhibit reflex-like behaviors or habits. To assess this ability, children were asked to indicate the color in which words like "red" and "blue" were displayed on a computer screen. This is easy when the words and colors match ("red" displayed in red font), but often requires inhibition of a reflex response when they don't ("red" displayed in blue font). The second skill is the ability to hold information in working memory and process it. This was evaluated by testing how well children could remember strings of letters that vary in length. The third cognitive skill is mental flexibility. This was measured by asking children to frequently switch the rules for categorizing colored circles and squares from shape-based to color-based.

Professor Kamijo and Professor Ishihara, and their colleagues re-analyzed the data from previous experiments in which executive function was assessed in children before and after several months of daily intervention with physical activity, such as aerobic activities, ball games, and playing tag. They looked at a factor that was missed in the initial analyses. That is, they considered whether the effectiveness of the intervention depended on the initial baseline scores.

The researchers found that cognitive skills, which have been shown to closely associate with academic performance, improved most in children whose skills were initially poor. The team also found that increased time spent doing regular physical activity did not negatively affect cognitive function in children who started out with better cognitive functions.

The finding that daily physical activity can improve executive function in children who might need it the most has some practical implications. "Because the cognitive functions evaluated in our study are related to academic performance," says Professor Kamijo, "we can say that daily physical activity is critical for school-aged children. Our findings can help educational institutions design appropriate systems for maximizing the effects of physical activity and exercise."

https://www.sciencedaily.com/releases/2020/07/200715111421.htm

Early life stress is associated with youth-onset depression for some types of stress but not others

July 15, 2020

Science Daily/Elsevier

A study in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP), published by Elsevier, reports that individuals exposed to early life stress (ELS) were more likely to develop a major depressive disorder (MDD) in childhood or adolescence than individuals who had not been exposed to ELS.

Examining the association between eight different types of ELS and youth-onset depression, the authors found that while some types of ELS (e.g., poverty) were not associated with MDD, other types of stress, including emotional abuse, were associated more strongly with MDD than a broader assessment of ELS.

"Researchers have documented that early life stress increases the risk for developing depression in adulthood. We wanted to know the degree to which it was associated with depression earlier in life -- specifically during childhood or adolescence," said lead author Joelle LeMoult, PhD, a researcher at the University of British Columbia, Vancouver, Canada. "Given that earlier onsets of depression often mean a more recurrent course across the lifespan. We found that exposure to early life stress more than doubled the likelihood someone will develop youth-onset depression.

"These findings indicate that there is a narrow window between adversity and depression during which we have the opportunity to intervene."

The findings are based on a meta-analysis of data from 62 journal articles and over 44,000 unique participants. Studies that assessed early life stress and the presence or absence of MDD before the age of 18 years were also included.

Compared to youth who were not exposed to ELS, youth who were exposed to ELS were 2.5 times more likely to develop MDD (OR=2.50; 95% CI [2.08, 3.00]).

The authors also conducted eight additional meta-analyses to examine the association between different types of ELS and a diagnosis of MDD during childhood or adolescence. Sexual abuse, physical abuse, death of a family member, domestic violence, and emotional abuse were associated with significantly higher risk for youth-onset MDD; in contrast, poverty, illness/injury, and exposure to a natural disaster were not.

Several variables moderated the association between ELS and youth-onset MDD. For example, studies that used interview-based assessments or included larger sample sizes reported stronger associations between ELS and depression.

Taken together, findings provide evidence that the adverse effects of ELS on risk for MDD manifests early in development, before adulthood, and varies by type of ELS. Further, findings support recommendations to use best-practice methods in early life stress research.

https://www.sciencedaily.com/releases/2020/07/200715142326.htm

Vision and balance issues are common in elementary school-age children with a concussion

June 4, 2020

Science Daily/Children's Hospital of Philadelphia

Head injuries that lead to concussions can happen at any age, and children impacted by concussions have different needs and recovery patterns. In a new study, researchers at Children's Hospital of Philadelphia (CHOP) have performed the most comprehensive characterization of elementary school-age concussions to date, revealing an opportunity to improve outcomes for this age group through more consistent visio-vestibular assessments at the initial health care visit. The findings were published today in the Journal of Pediatrics.

Many recent studies on pediatric concussions have focused on adolescent athletes, leading to changes in how clinicians diagnose and actively manage their concussions. But little is known about delivery of clinical care for young children with concussion who are different developmentally and in their goals for recovery than older youth.

"Since one-third of pediatric and adolescent concussion injuries occur in elementary school-age children, we set out to provide a comprehensive description of children ages 5-11 years who were diagnosed with concussion to pinpoint opportunities to improve the quality of diagnosis and care for this age group," said lead author Christina L. Master, MD, a sports medicine pediatrician at CHOP, a senior fellow at the Center for Injury Research and Prevention (CIRP), and Co-Director of the CHOP's Minds Matter Program.

The Minds Matter team collaborated with colleagues from with the U.S. Centers for Disease Control and Prevention (CDC), utilizing CHOP's single, linked electronic health records (EHR) system to analyse retrospective data on more than 1,500 patients ages 5-11 years and diagnosed with a concussion over a recent one-year period.

The study found that vision and balance issues were as common in this population as they are in adolescents. However, specific visio-vestibular assessments were not consistently performed at the time of diagnosis. In particular, these assessments occurred much less frequently outside of specialty care practices. Initial visits were evenly split between a primary care physician (49%) and an emergency department or urgent care (49%), with the remaining 2.1% seen in specialty care first, although it's important to note that 24.7% of all patients saw a specialist at some point in their care. Additionally, 21% of patients saw a school nurse, highlighting the important role nurses play in the identification and proper monitoring and management of these patients.

Approximately two-thirds of patients in this study (66.1%) self-reported visio-vestibular problems. Overall, 74.3% of patients had a visio-vestibular assessment at some point in their care and among these patients, 62.7% had identifiable deficits.

When it comes to providing concussion recovery planning to families, less than half (43.8%) of all concussed patients were provided with a letter recommending school accommodations, such as taking breaks for symptoms, extra time for assignments, or use of larger print or audio books. The vast majority (95%) of patients seen only in the emergency department were not provided with a letter for school accommodations.

In total, 56.2% of patients received documentation of clearance to return to play or recreational activities. While this may represent the proportion of children participating in organized sports, virtually all of these children are returning to physical activity of some type, like free play or gym class, and therefore all concussed children in this age group would benefit from guidance on how to return to physical activity.

"Children ages 5 to 11 years diagnosed with a concussion had similar rates of visio-vestibular deficits to adolescents and we know that adolescents who have visio-vestibular deficits also have a greater likelihood of persistent symptoms and poorer outcomes," Master said. "Our older youth really benefit from early intervention in the form of school accommodations, return to school and physical activity plans, and vestibular or vision therapy. We believe intervening early can also improve outcomes for younger children diagnosed with visio-vestibular deficits."

Master and her co-authors recommend that clinicians conduct visio-vestibular assessments at the initial health care visit and let the results guide the next steps for concussion management, such as providing a letter or discharge instructions specifying targeted school accommodations, return to physical activity plans and referrals to specialists for patients who have deficits and are therefore at risk of persistent symptoms and longer recovery times. Additionally, the researchers stressed the need to develop proper clinical support tools that aid clinicians in closing the gap to improve early identification and management of these deficits for younger children who have suffered concussions.

https://www.sciencedaily.com/releases/2020/06/200604095626.htm

Poor sleep at night 'spills over' into children's emotional lives

July 7, 2020

Science Daily/University of Houston

In a new study published in the Journal of Child Psychology and Psychiatry, Candice Alfano, University of Houston professor of psychology and director of the Sleep and Anxiety Center of Houston, reports the results from an innovative, experimental study showing inadequate nighttime sleep alters several aspects of children's emotional health.

Although plenty of correlational research links inadequate sleep with poor emotional health, experimental studies in children are rare. Alfano and her team studied 53 children ages 7-11 over more than a week. The children completed an in-lab emotional assessment twice, once after a night of healthy sleep and again after two nights where their sleep was restricted by several hours.

"After sleep restriction, we observed changes in the way children experience, regulate and express their emotions," reports Alfano. "But, somewhat to our surprise, the most significant alterations were found in response to positive rather than negative emotional stimuli."

The multi-method assessment had children view a range of pictures and movie clips eliciting both positive and negative emotions while the researchers recorded how children responded on multiple levels. In addition to subjective ratings of emotion, researchers collected respiratory sinus arrhythmias (a non-invasive index of cardiac-linked emotion regulation) and objective facial expressions. Alfano points out the novelty of these data. "Studies based on subjective reports of emotion are critically important, but they don't tell us much about the specific mechanisms through which insufficient sleep elevates children's psychiatric risk."

Alfano highlights the implications of her findings for understanding how poor sleep might "spill over" into children's everyday social and emotional lives. "The experience and expression of positive emotions are essential for children's friendships, healthy social interactions and effective coping. Our findings might explain why children who sleep less on average have more peer-related problems," she said.

Another important finding from the study is that the impact of sleep loss on emotion was not uniform across all children. Specifically, children with greater pre-existing anxiety symptoms showed the most dramatic alterations in emotional responding after sleep restriction.

According to Alfano, these results emphasize a potential need to assess and prioritize healthy sleep habits in emotionally vulnerable children.

https://www.sciencedaily.com/releases/2020/07/200707113243.htm

Bedtime media use linked to less sleep in children who struggle to self-regulate behavior

June 23, 2020

Science Daily/Arizona State University

Researchers followed 547 children for a week and measured their media use and sleep patterns. For children who generally struggle to self-regulate their behavior, screen time in the hour before bed was associated with less sleep. Media use in children who scored high on measures of effortful control was not related to less sleep.

According to a study from the Arizona State University Department of Psychology, media use in the hour preceding bedtime impacts how kids sleep, especially children who struggle to self-regulate their behavior. Frequent media use before bed in these children predicted later bedtimes and less sleep. The work is now available online in Psychological Science.

"Among kids who used the same amount of media in the hour before bed, we found differences that were explained by a personality characteristic called effortful control," said Leah Doane, associate professor of psychology at ASU and senior author on the paper. "Kids who score low on measures of effortful control are the ones who struggle to wait to unwrap a present or are easily distracted. We found a strong association between media use in the hour before bed and when these kids went to sleep and how long they slept. Media use before bed was not associated with the sleep of kids who scored high on measures of effortful control."

The research team spent a week following 547 children, aged 7-9 years. The participant group was socioeconomically diverse and lived in rural and urban areas. The parents kept daily diaries that tracked the children's media use and sleep patterns. They also completed a survey that asked about their children's temperament, including their ability to self-regulate behavior.

For the entire week, the children wore specialized wrist watches called actigraphs that tracked their movement and also ambient light. The actigraph data gave the research team detailed information about when and how long the children slept.

The children slept an average of 8 hours a night and used media before bed for an average of 5 nights during the study week. Children who did not use media before bed during the study week slept 23 minutes more and went to bed 34 minutes earlier than children who used media most nights during the study week.

"Media use was generally associated with a shorter sleep duration, but this effect was most pronounced in children with low effortful control," said Sierra Clifford, a research scientist at ASU and first author on the paper. "The impact of media on sleep was also an average affect, meaning that it reflects habitual media use rather than occasionally staying up late to watch a movie."

The children who scored low on measures of effortful control slept the least amount of time when they consistently used media in the hour before bed during the study week. These children slept approximately 40 minutes less per night. Media use before bed did not affect the sleep of children who scored high on effortful control, which was approximately 35 percent of the study participants.

"Media exposure mattered for the children who measured lowest in effortful control," Clifford said.

Children with low effortful control might struggle with switching their attention from watching media before bed to calming down and falling asleep. But because effortful control is a personality characteristic, it is more difficult to change.

"Instead of parents wondering how to help their child better regulate their behavior, they can try to focus on creating more consistent sleep and media use schedules," Doane said.

https://www.sciencedaily.com/releases/2020/06/200623145328.htm

Higher parental stress linked to low screen-time enforcement

June 15, 2020

Science Daily/University of Guelph

When parents are under stress, household rules about screen time often get abandoned, new University of Guelph research finds.

A first of its kind in Canada, the study found parents of young children reporting high levels of life or parenting stress were less likely to monitor and limit their kids' screen use and more likely to use their own devices in front of their children.

Published in the Journal of Children and Media, the research comes at a time when many Canadian families are experiencing more stress than usual because of upheaval caused by COVID-19 pandemic.

The study surveyed 64 parents from 39 families of children 18 months to five years of age taking part in the Guelph Family Health Study. The parents were asked about their stress as well as whether they monitored and limited their children's screen use, and whether they used screens in front of their children.

Lead author Lisa Tang, a PhD student in the Department of Family Relations and Applied Nutrition, said previous U of G research has shown that parenting practices influence how much time children spend on screens.

"With this study, we wanted to understand the implications of parental stress on media parenting practices. We found parenting stress does indeed affect how parents manage screen time but influenced mothers and fathers differently," she said.

For example, when mothers reported a high level of general life stress, they were more likely to report they used devices in front of their children and less likely to monitor or limit their kids' screen use.

That may be because mothers anticipate conflicts with their children if they attempt to impose limits so decide it is either too hard or not worth the fight during times of stress, said Tang.

But fathers, who reported high general life stress, were more likely to limit their kids' screen use.

This could mean that stressed dads are more likely to enforce rules, said Tang. Or it could suggest that when children already have screen limits, fathers are more likely to report high general life stress because children who can't use devices might increase their demands on their parents, she added.

Mothers who reported they found parenting itself stressful were more likely to say they used devices in front of their children and were less likely to monitor or limit their children's screen use. Fathers experiencing similar stress reported no change.

"Parents do seem to say they use their screens more when they say they are under stress, perhaps as an escape," said Tang. "This is an important finding because research has shown that when parents use screens in front of their preschool-aged children, it is associated with those children having greater levels of screen time."

Prof. Jess Haines said this research is not about making parents feel guilty about screen use.

"There's nothing wrong with using screens now and again. We are all doing the best we can, especially now, and parents of children under five need to allow themselves a break. This is really about excess screen time. It's about making parents conscious of their practices and balancing active play with screen time, and modelling that behaviour," she said.

Study co-author Valerie Hruska, a doctoral candidate in U of G's Department of Human Health and Nutritional Sciences, said the study's findings are important given the potential health consequences for young children.

"Previous research has shown that high screen use is linked to health issues in children, including lower activity levels, obesity and even language delays in younger children because they engage in less back-and-forth conversation," she said.

One surprising finding involved a slightly different kind of stress called household chaos, which assesses commotion and noise in a home. The researchers expected high household chaos would be linked to high screen use but found the opposite: chaos was linked with more screen-time monitoring by both mothers and fathers.

The researchers theorize that when children put away their devices and get involved in other activities in the house, it leads to more chaos compared to quieter screen time.

"So perhaps a little chaos in the home isn't a bad thing if it means kids take a break from screens," said Hruska, adding the next goal is to help find ways for parents to limit screen times without increasing household chaos.

https://www.sciencedaily.com/releases/2020/06/200615140823.htm

Early high school start times adversely affect attendance

April 27, 2020

Science Daily/North Carolina State University

A new study finds that earlier high school start times can have significant adverse consequences for students, including increased rates of tardiness and absenteeism.

"The American Academy of Pediatrics recommends that high schools begin class after 8:30 a.m., but we know that most schools start much earlier," says Melinda Morrill, an associate professor of economics at North Carolina State University and corresponding author of a paper on the work. "We were able to look at five high schools that moved start times from 8:05 a.m. to 7:25 a.m. in order to examine the effect that the change had on students."

The researchers looked at data on seven cohorts of students, with graduation years ranging from 2013 to 2019. Specifically, researchers looked at data from the freshman, sophomore and junior years of each cohort. The change in start times was implemented in the 2012-13 school year. As an additional control group, the researchers also looked at data from 14 other high schools in the same school district that had already adopted a 7:25 a.m. start time.

"There's a growing body of research that suggests earlier start times can hurt test scores," Morrill says. "We looked at that, but the numbers weren't statistically significant one way or the other."

"However, the move to the earlier start times caused a small increase in the number of students who did not advance to 12th grade on time," says John Westall, a Ph.D. candidate at NC State and co-author of the paper. "Specifically, the move from 8:05 to 7:25 was associated with students being 8% more likely not to advance to 12th grade on schedule."

"We also wanted to look beyond testing to see if there were effects on other measures of academic engagement," Morrill says. "And we found a significant increase in both absences and tardiness."

"The change to an earlier start time led to an increase of about one additional absence per year and just over three additional tardy arrivals per year for students," Westall says. "So students were definitely missing more school."

"Looking at all 19 of the schools, we found that historically, the five schools that started at 8:05 had significantly lower rates of absenteeism and tardiness than the 14 schools that started at 7:25," Morrill says. "But once those five schools moved their start time to 7:25, those advantages disappeared.

"The take-home message here is that we need to look at more than just test scores if we want to understand all of the ways that early start times can affect high school students," Morrill says. "We know that school districts have to consider a wide range of issues, such as transportation logistics, student safety, extracurricular activities and school finances. But the more we look, the more the findings suggest that there are significant consequences of early start times for students."

https://www.sciencedaily.com/releases/2020/04/200427125128.htm

Persistent sleep difficulties in infancy linked to heightened risk of childhood anxieties

Poor infant sleepers should be monitored for mental health issues later on, say researchers

March 9, 2020

Science Daily/BMJ

Persistent sleep difficulties during the first 12 months of life are linked to a heightened risk of developing childhood anxieties and emotional disorders, indicates research published online in the Archives of Disease in Childhood.

Based on their findings, poor infant sleepers should be monitored for mental health issues in later childhood, advise the researchers.

Around 19% of infants (0-12 months of age) have sleep difficulties, including frequent waking at night and/or trouble falling asleep without help from a parent.

These difficulties have been associated with poorer mental health in early childhood, but it's not clear if this risk persists into older childhood, and if so, whether specific psychiatric symptoms are likely to emerge as a result.

To explore this further, the researchers drew on data from a long term study tracking the health of 1507 first time mothers and their children in Australia.

The mothers described their infant's sleep patterns when s/he was 3 (online), 6 (online), 9 (interview), and 12 months old (online), and their mental health when s/he was 4 and 10 years of age, using validated questionnaires: DAWBA and SDQ.

They also completed the Spence Children's Anxiety Scale for Parents when their child was 10 years old.The final analysis was based on 1460 mother-infant pairs.

In all, the sleep patterns of nearly 1 in 4 (25%; 360) infants were 'settled,' while over half (56%; 817) had moderate, fluctuating sleep problems, and around 1 in 5 (19.5%; 283) had persistent severe sleep problems.

Disturbed sleep patterns were associated with heightened risks of childhood anxiety and emotional issues, the analysis showed.

Compared with infants whose sleep patterns were settled, those with persistent and severe sleep difficulties were nearly 3 times as likely to have emotional problem symptoms when they were 4 years old.

And they were more than twice as likely to meet the diagnostic criteria for an emotional disorder by the time they were 10.

Emotional disorder includes any of the following: separation anxiety; social phobia; agoraphobia; obsessive compulsive disorder; specific phobias; panic disorder; post traumatic stress; generalised anxiety; depression; or bipolar disorder.

Infants whose sleep problems were persistent and severe were also more than twice as likely to have separation anxiety, to fear getting hurt (physically), and to be more anxious generally by the age of 10.

This is an observational study, and as such, can't establish cause, nor were neurological problems, which may affect both sleep and mental health, measured. And, caution the researchers, the study only included singleton children and Australian mothers, so its findings may not be applicable more widely.

Nevertheless, their findings echo those of previous research, they point out. They conclude: "Persistent disturbed sleep during infancy may be an early indicator of a child's heightened susceptibility to later mental health difficulties -- in particular, anxiety problems."

And they advise: "Infants with persistent severe sleep problems should be monitored for emerging mental health difficulties during childhood."

https://www.sciencedaily.com/releases/2020/03/200309221328.htm

Infant sleep problems can signal mental disorders in adolescents

July 1, 2020

Science Daily/University of Birmingham

Specific sleep problems among babies and very young children can be linked to mental disorders in adolescents, a new study has found.

A team at the University of Birmingham's School of Psychology studied questionnaire data from the Children of the 90s, a UK-based longitudinal study which recruited pregnant mothers of 14,000 babies when it was set up almost three decades ago.

They found that young children who routinely woke up frequently during the night and experienced irregular sleep routines were associated with psychotic experiences as adolescents. They also found that children who slept for shorter periods at night and went to bed later, were more likely to be associated with borderline personality disorder (BPD) during their teenage years.

Lead researcher, Dr Isabel Morales-Muñoz, explained: "We know from previous research that persistent nightmares in children have been associated with both psychosis and borderline personality disorder. But nightmares do not tell the whole story -- we've found that, in fact, a number of behavioural sleep problems in childhood can point towards these problems in adolescence."

The researchers examined questionnaire data from more than 7,000 participants reporting on psychotic symptoms in adolescence, and more than 6,000 reporting on BPD symptoms in adolescence. The data analysed is from the Children of the 90s study (also known as the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort) which was set up by the University of Bristol.

Sleep behaviour among participants was reported by parents when the children were 6, 18 and 30 months, and assessed again at 3.5, 4.8 and 5.8 years old.

The results, published in JAMA Psychiatry, show particular associations between infants at 18 months old who tended to wake more frequently at night and who had less regular sleep routines from 6 months old, with psychotic experiences in adolescence. This supports existing evidence that insomnia contributes to psychosis, but suggests that these difficulties may be already present years before psychotic experiences occur.

The team also found that children who had less sleep during the night and went to bed later at the age of three-and-a-half years were related to BPD symptoms. These results suggest a specific pathway from toddlers through to adolescents with BPD, which is separate from the pathway linked with psychosis.

Finally, the researchers investigated whether the links between infant sleep and mental disorders in teenagers could be mediated by symptoms of depression in children aged 10 years old. They found that depression mediated the links between childhood sleep problems and the onset of psychosis in adolescents, but this mediation was not observed in BPD, suggesting the existence of a direct association between sleep problems and BPD symptoms.

Professor Steven Marwaha, senior author on the study, added: "We know that adolescence is a key developmental period to study the onset of many mental disorders, including psychosis or BPD. This is because of particular brain and hormonal changes which occur at this stage. It's crucial to identify risk factors that might increase the vulnerability of adolescents to the development of these disorders, identify those at high risk, and deliver effective interventions. This study helps us understand this process, and what the targets might be.

"Sleep may be one of the most important underlying factors -- and it's one that we can influence with effective, early interventions, so it's important that we understand these links."

About Children of the 90s

Based at the University of Bristol, Children of the 90s, also known as the Avon Longitudinal Study of Parents and Children (ALSPAC), is a long-term health research project that enrolled more than 14,000 pregnant women in 1991 and 1992. It has been following the health and development of the parents, their children and now their grandchildren in detail ever since. It receives core funding from the Medical Research Council, the Wellcome Trust and the University of Bristol.

https://www.sciencedaily.com/releases/2020/07/200701125431.htm

Playtime with dad may improve children's self-control

June 29, 2020

Science Daily/University of Cambridge

Children whose fathers make time to play with them from a very young age may find it easier to control their behaviour and emotions as they grow up, research suggests.

The study, by academics at the Faculty of Education, University of Cambridge and the LEGO Foundation, pulled together fragmentary evidence from the past 40 years to understand more about how fathers play with their children when they are very young (ages 0 to 3). The researchers wanted to find out whether father-child play differs from the way children play with their mothers, and its impact on children's development.

Although there are many similarities between fathers and mothers overall, the findings suggest that fathers engage in more physical play even with the youngest children, opting for activities such as tickling, chasing, and piggy-back rides.

This seems to help children learn to control their feelings. It may also make them better at regulating their own behaviour later on, as they enter settings where those skills are important -- especially school.

Paul Ramchandani, Professor of Play in Education, Development and Learning at the University of Cambridge, said: "It's important not to overstate the impact of father-child play as there are limits to what the research can tell us, but it does seem that children who get a reasonable amount of playtime with their father benefit as a group."

Dr Ciara Laverty, from the LEGO Foundation, said: "At a policy level, this suggests we need structures that give fathers, as well as mothers, time and space to play with their children during those critical early years. Even today, it's not unusual for fathers who take their child to a parent-toddler group, for example, to find that they are the only father there. A culture shift is beginning to happen, but it needs to happen more."

Parent-child play in the first years of life is known to support essential social, cognitive and communication skills, but most research focuses on mothers and infants. Studies which investigate father-child play are often small, or do so incidentally. "Our research pulled together everything we could find on the subject, to see if we could draw any lessons," Ramchandani said.

The Cambridge review used data from 78 studies, undertaken between 1977 and 2017 -- most of them in Europe or North America. The researchers analysed the combined information for patterns about how often fathers and children play together, the nature of that play, and any possible links with children's development.

On average, they found that most fathers play with their child every day. Even with the smallest children, however, father-child play tends to be more physical. With babies, that may simply mean picking them up or helping them to gently raise their limbs and exert their strength; with toddlers, fathers typically opt for boisterous, rough-and-tumble play, like chasing games.

In almost all the studies surveyed, there was a consistent correlation between father-child play and children's subsequent ability to control their feelings. Children who enjoyed high-quality playtime with their fathers were less likely to exhibit hyperactivity, or emotional and behavioural problems. They also appeared to be better at controlling their aggression, and less prone to lash out at other children during disagreements at school.

The reason for this may be that the physical play fathers prefer is particularly well-suited for developing these skills.

"Physical play creates fun, exciting situations in which children have to apply self-regulation," Ramchandani said. "You might have to control your strength, learn when things have gone too far -- or maybe your father steps on your toe by accident and you feel cross!"

"It's a safe environment in which children can practise how to respond. If they react the wrong way, they might get told off, but it's not the end of the world -- and next time they might remember to behave differently."

The study also found some evidence that father-child play gradually increases through early childhood, then decreases during 'middle childhood' (ages 6 to 12). This, again, may be because physical play is particularly important for helping younger children to negotiate the challenges they encounter when they start to explore the world beyond their own home, in particular at school.

Despite the benefits of father-child play, the authors stress that children who only live with their mother need not be at a disadvantage.

"One of the things that our research points to time and again is the need to vary the types of play children have access to, and mothers can, of course, support physical play with young children as well," Ramchandani added. "Different parents may have slightly different inclinations when it comes to playing with children, but part of being a parent is stepping outside your comfort zone. Children are likely to benefit most if they are given different ways to play and interact."

https://www.sciencedaily.com/releases/2020/06/200629120137.htm