Late adolescent outcomes of different developmental trajectories of ADHD symptoms in a large longitudinal study

Background: There exists substantial heterogeneity in the developmental trajectories of ADHD symptoms, with distinctions often made between persistent versus remittent, and early- versus late-onset. However, how these trajectories relate to late adolescent functioning and whether, in particular, later onset trajectories mark a milder subtype remains unclear. Methods: We applied latent class growth analysis to data from the UK Millennium Cohort Study (N = 16,703) to evaluate whether developmental trajectories of ADHD symptoms (ages 3-17) were associated with differing levels of impairment in peer problems, mental health, substance use, and delinquency at age 17. Results: Our optimal model included five trajectory groups, labelled unaffected (37.6%), mildly affected (34.8%), subclinical remitting (14.4%), adolescent onset (7.6%), and stable high (5.6%). Adolescent onset and stable high trajectories were similarly impaired across all outcomes, other than substance use. Subclinical remitting individuals were impaired on self-esteem and well-being compared to unaffected individuals. Conclusions: By adolescence, those with a later onset have similar impairments to those following an early onset/persistent trajectory. Residual impairment remains for those on a remitting trajectory.

THE ROLE OF SCHOOLS IN YOUTH DEVELOPMENT

Great schools have the power to change lives. They transform the process of guiding students towards benchmark success into a transformative learning experience that helps young people chart a course for a bright future. This type of education is purposefully designed to foster creativity and critical thinking. It’s a place where students are introduced to ideas that inspire them and encouraged to investigate possible career paths in which those ideas could take flight. A great school is one where students understand that true learning, learning that matters to them and helps them connect to their goals, occurs. Three essential priorities are critical in assisting educators in designing innovative schools that strive to be great for all students: young people must be at the centre of any school design process; great practise must be deployed with the needs of students in mind; and schools must grow alongside students, practising iteration to meet emerging challenges. Given the demands on school staff and government regulations that place a premium on academic accomplishment, focusing on holistic adolescent outcomes and school outcomes that improve both adolescent psychosocial well-being and societal well-being remains a priority. The key to making youth development in schools a success is to take a system-wide approach to efforts and outcomes, as well as to form strategic relationships with key community stakeholders who share a same goal of fostering positive youth development. Great schools make learning easier by making these developmental milestones fundamental to their mission and smoothly incorporating them into academic goals.

A Parental Competence Scale: Dimensions and Their Association With Adolescent Outcomes

Positive family functioning during adolescence is usually studied analyzing parents' competences and children's relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12–15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents' life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.

Palestinian Refugee Youth in Jordan: Parental Practices, Neighborhood Cohesion and Assistance, and Adolescent Wellbeing

In this study, a total of 335 Palestinian refugees (M = 15.5 years, SD = 1.05, 49% males), recruited from four United Nations Relief and Work Agency (UNRWA) schools at the Al-Baqa’a and Jabal Al-Hussein refugee camps in Jordan, rated their neighborhood physical environment and neighborhood support and cohesion, separately rated their mothers’ and fathers’ parenting on several dimensions, and reported on their adjustment to these circumstances (internalizing symptoms, self-concept clarity, and norm breaking). Living in more dangerous physical environments was associated with higher levels of refugee youths’ internalizing symptoms and norm breaking, but effects were not significant when parenting was considered. Our study showed that higher levels of psychological control–disrespect (significantly for fathers and marginally for mothers) and marginally, higher levels of maternal harsh punishment were associated with more teen internalizing symptoms. In addition, fathers’ greater psychological control and lower levels of support had a marginally significant effect on teens’ greater norm breaking. For behavioral control, only mothers’ greater behavioral control was associated with refugee youths’ greater self-concept clarity but not with paternal behavioral control. Thus, fathers’ psychological control and mothers’ behavioral control had the biggest association with adolescent outcomes.

Maternal and paternal parenting styles as a whole: validation of the simple form of the Parenting Style Evaluation Scale

La Escala para la Evaluación del Estilo Parental (EEEP) pregunta a los adolescentes sobre los estilos educativos de sus padres por separado (“tu padre” y “tu madre”) o de forma conjunta (“tus padres”), pero solo se ha evaluado la validez en la versión por separado. El objetivo de este trabajo fue evaluar la validez de las inferencias de la versión conjunta. Se reclutó una muestra de 1507 adolescentes, de 12 a 18 años. Se realizaron análisis factoriales exploratorios y confirmatorios en dos submuestras independientes. Después se probó un modelo de ecuaciones estructurales para comprobar la asociación de las subescalas de la EEEP con desenlaces de los adolescentes (optimismo, pesimismo y resultados académicos). Los resultados muestran buenas medidas de ajuste de la estructura del instrumento. Además, las subescalas mostraron asociación con los desenlaces. La EEEP puede ser usada con fiabilidad en su forma conjunta, resultando en una reducción de ítems, los cual es a menudo beneficioso para la investigación Oliva’s Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents’ education styles separately (“your father” and “your mother”) or in a combined way (“your parents”), but only the separated version has been tested for validity. The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP’s subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments’ structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.

Association between gestational cannabis exposure and maternal, perinatal, placental, and childhood outcomes

Globally, the availability and formulations for the administration of cannabis are changing with decriminalization or legalization of recreational use in some jurisdictions, and the prescription of cannabis also occurring. These changes are likely to affect the prevalence of use, including by women of childbearing age. The effects of in utero and infant alcohol and tobacco exposure are well-documented, but the outcomes of cannabis exposure are less certain. The content of delta-9-tetrahydrocannabinol (THC), the psychoactive component of cannabis has progressively increased over several decades. This review explores the limited knowledge surrounding the epidemiology of gestational and postnatal cannabis exposure and implications for the mother–placenta–fetus/neonate triad. We examine cannabis’ effects from antenatal and lactation exposure on (a) pregnancy and perinatal outcomes, (b) placental health, and (c) longer term cardiometabolic and neurodevelopmental risks and outcomes. Though definitive outcomes are lacking, gestational cannabis has been associated with increased risk of other substance use during pregnancy; impaired placental blood flow; increased risk of small for gestational age births; and associated complications. Childhood and adolescent outcomes are sparsely assessed, with suggested outcomes including increased risk of depression and attention-deficit hyperactivity disorder. Cardiometabolic implications of gestational cannabis use may include maternal fatty liver, obesity, insulin resistance, and increased risk of gestational diabetes mellitus (GDM), with potential consequences for the fetus. Clinical implications for pediatric practice were explored in a bid to understand any potential risk or impact on child health and development.