| 1. |
- Steingrimsson, Steinn, et al.
(författare)
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Problematic Alcohol and Drug Use Is Associated with Low Self-Directedness and Cooperativeness.
- 2020
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Ingår i: European addiction research. - : S. Karger AG. - 1421-9891 .- 1022-6877. ; 26:6, s. 326-334
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Tidskriftsartikel (refereegranskat)abstract
- Personality traits, such as self-directedness (SD) and cooperativeness (CO), may be indicative of problematic alcohol and/or drug use.The aim of this study was to quantify the association of substance use with SD and CO in a large cohort of adolescents.A total of 6,917 individuals (58% women) at the age of 18 who had filled in the Alcohol Use Disorder Identification Test (AUDIT) and Drug Use Disorder Identification Test (DUDIT), and the SD and CO scales from the Temperament and Character -Inventory, as part of the Child and Adolescent Twin study in Sweden were included in the analyses.High AUDIT scores (>15) were found in 2.4% of the population and highDUDIT scores (>7) in 1.2% of the population. Total score on the AUDIT was negatively correlated (p < 0.001) with SD (r = -0.18) and CO (r = -0.15), as well as total DUDIT with SD (r = -0.11) and CO (r = -0.08). The risk of high AUDIT (>15) and DUDIT (>7) was highest for those with a low (1 standard deviation below mean) SD score (ORs 4.1 and 4.5, p < 0.001) and a low CO score (ORs 3.5 and 4.5, p < 0.001). However, at 1 standard deviation above mean, no association between alcohol or drug use and SD or CO was seen. Using SD and CO scores to predict AUDIT >15 or DUDIT >7 yielded a sensitivity between 62.4 and 71.3% and a specificity between 64.9 and 70.4%.Personality traits of low SD and CO are associated with increased alcohol and drug use. These findings support the notion that personality traits can be used to identify individuals at high risk of substance abuse.
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| 2. |
- Akingbuwa, W. A., et al.
(författare)
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Genetic Associations between Childhood Psychopathology and Adult Depression and Associated Traits in 42998 Individuals: A Meta-Analysis
- 2020
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Ingår i: JAMA Psychiatry. - : American Medical Association (AMA). - 2168-622X .- 2168-6238. ; 77:7, s. 715-728
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Tidskriftsartikel (refereegranskat)abstract
- Importance: Adult mood disorders are often preceded by behavioral and emotional problems in childhood. It is yet unclear what explains the associations between childhood psychopathology and adult traits. Objective: To investigate whether genetic risk for adult mood disorders and associated traits is associated with childhood disorders. Design, Setting, and Participants: This meta-analysis examined data from 7 ongoing longitudinal birth and childhood cohorts from the UK, the Netherlands, Sweden, Norway, and Finland. Starting points of data collection ranged from July 1985 to April 2002. Participants were repeatedly assessed for childhood psychopathology from ages 6 to 17 years. Data analysis occurred from September 2017 to May 2019. Exposures: Individual polygenic scores (PGS) were constructed in children based on genome-wide association studies of adult major depression, bipolar disorder, subjective well-being, neuroticism, insomnia, educational attainment, and body mass index (BMI). Main Outcomes and Measures: Regression meta-analyses were used to test associations between PGS and attention-deficit/hyperactivity disorder (ADHD) symptoms and internalizing and social problems measured repeatedly across childhood and adolescence and whether these associations depended on childhood phenotype, age, and rater. Results: The sample included 42998 participants aged 6 to 17 years. Male participants varied from 43.0% (1040 of 2417 participants) to 53.1% (2434 of 4583 participants) by age and across all cohorts. The PGS of adult major depression, neuroticism, BMI, and insomnia were positively associated with childhood psychopathology (β estimate range, 0.023-0.042 [95% CI, 0.017-0.049]), while associations with PGS of subjective well-being and educational attainment were negative (β, -0.026 to -0.046 [95% CI, -0.020 to -0.057]). There was no moderation of age, type of childhood phenotype, or rater with the associations. The exceptions were stronger associations between educational attainment PGS and ADHD compared with internalizing problems (Δβ, 0.0561 [Δ95% CI, 0.0318-0.0804]; ΔSE, 0.0124) and social problems (Δβ, 0.0528 [Δ95% CI, 0.0282-0.0775]; ΔSE, 0.0126), and between BMI PGS and ADHD and social problems (Δβ, -0.0001 [Δ95% CI, -0.0102 to 0.0100]; ΔSE, 0.0052), compared with internalizing problems (Δβ, -0.0310 [Δ95% CI, -0.0456 to -0.0164]; ΔSE, 0.0074). Furthermore, the association between educational attainment PGS and ADHD increased with age (Δβ, -0.0032 [Δ 95% CI, -0.0048 to -0.0017]; ΔSE, 0.0008). Conclusions and Relevance: Results from this study suggest the existence of a set of genetic factors influencing a range of traits across the life span with stable associations present throughout childhood. Knowledge of underlying mechanisms may affect treatment and long-term outcomes of individuals with psychopathology.. © 2020 Lippincott Williams and Wilkins. All rights reserved.
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| 3. |
- Akingbuwa, W. A., et al.
(författare)
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Multivariate analyses of molecular genetic associations between childhood psychopathology and adult mood disorders and related traits
- 2022
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Ingår i: American Journal of Medical Genetics Part B-Neuropsychiatric Genetics. - : Wiley. - 1552-4841 .- 1552-485X. ; 192:1-2, s. 3-12
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Tidskriftsartikel (refereegranskat)abstract
- Ubiquitous associations have been detected between different types of childhood psychopathology and polygenic risk scores based on adult psychiatric disorders and related adult outcomes, indicating that genetic factors partly explain the association between childhood psychopathology and adult outcomes. However, these analyses in general do not take into account the correlations between the adult trait and disorder polygenic risk scores. This study aimed to further clarify the influence of genetic factors on associations between childhood psychopathology and adult outcomes by accounting for these correlations. Using a multivariate multivariable regression, we analyzed associations of childhood attention-deficit/hyperactivity disorder (ADHD), internalizing, and social problems, with polygenic scores (PGS) of adult disorders and traits including major depression, bipolar disorder, subjective well-being, neuroticism, insomnia, educational attainment, and body mass index (BMI), derived for 20,539 children aged 8.5-10.5 years. After correcting for correlations between the adult phenotypes, major depression PGS were associated with all three childhood traits, that is, ADHD, internalizing, and social problems. In addition, BMI PGS were associated with ADHD symptoms and social problems, while neuroticism PGS were only associated with internalizing problems and educational attainment PGS were only associated with ADHD symptoms. PGS of bipolar disorder, subjective well-being, and insomnia were not associated with any childhood traits. Our findings suggest that associations between childhood psychopathology and adult traits like insomnia and subjective well-being may be primarily driven by genetic factors that influence adult major depression. Additionally, specific childhood phenotypes are genetically associated with educational attainment, BMI and neuroticism.
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| 4. |
- Alabaf, Setareh, et al.
(författare)
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Correction to : Physical health in children with neurodevelopmental disorders.
- 2019
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Ingår i: Journal of autism and developmental disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 49:1, s. 96-97
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Tidskriftsartikel (refereegranskat)abstract
- The original version of this article unfortunately contained a mistake in Fig. 2 part labels, the label "d" was incorrectly labelled as "c" and the subsequent labels should be corrected as d, e, and f. The corrected Fig. 2 is given below.
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| 5. |
- Alabaf, Setareh, et al.
(författare)
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Physical health in children with neurodevelopmental disorders
- 2019
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Ingår i: Journal of autism and developmental disorders. - : Springer Science and Business Media LLC. - 0162-3257 .- 1573-3432. ; 49:1, s. 83-95
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Tidskriftsartikel (refereegranskat)abstract
- With increasing numbers of children being diagnosed with neurodevelopmental disorders (NDDs) attention has been drawn to these children's physical health. We aimed to identify the prevalence of defined physical problems (epilepsy, migraine, asthma, cancer, diabetes, psoriasis, lactose intolerance, celiac disease, diarrhea, constipation, daytime enuresis, encopresis) in a nationwide population of 9- and 12-year-old twins subdivided into those with and without indications of NDDs. Parents of 28,058 twins participated in a well-validated telephone interview regarding their children's mental health and answered questions about their physical problems. The results indicate a high rate of physical problems in children with NDDs, particularly in those with indications of the presence of combinations of several NDDs.
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| 6. |
- Anckarsäter, Henrik, 1966, et al.
(författare)
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The Child and Adolescent Twin Study in Sweden (CATSS).
- 2011
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Ingår i: Twin Research and Human Genetics. - : Cambridge University Press (CUP). - 1832-4274 .- 1839-2628. ; 14:6, s. 495-508
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Tidskriftsartikel (refereegranskat)abstract
- The Child and Adolescent Twin Study in Sweden (CATSS) is an ongoing longitudinal twin study targeting all twins born in Sweden since July 1, 1992. Since 2004, parents of twins are interviewed regarding the children's somatic and mental health and social environment in connection with their 9th or 12th birthdays (CATSS-9/12). By January 2010, 8,610 parental interviews concerning 17,220 twins had been completed, with an overall response rate of 80%. At age 15 (CATSS-15) and 18 (CATSS-18), twins and parents complete questionnaires that, in addition to assessments of somatic and mental health, include measures of personality development and psychosocial adaptation. Twin pairs in CATSS-9/12 with one or both twins screening positive for autism spectrum disorders, attention deficit/hyperactivity disorder, tic disorders, developmental coordination disorder, learning disorders, oppositional defiant disorder, conduct disorder, obsessive-compulsive disorder, and/or eating problems have been followed with in-depth questionnaires on family, social environment and personality, and subsequently by clinical assessments at age 15 together with randomly selected population controls, including 195 clinically assessed twin pairs from the first 2 year cohorts (CATSS-15/DOGSS). This article describes the cohorts and study groups, data collection, and measures used. Prevalences, distributions, heritability estimates, ages at onset, and sex differences of mental health problems in the CATSS-9/12, that were analyzed and found to be overall comparable to those of other clinical and epidemiological studies. The CATSS study has the potential of answering important questions on the etiology of childhood mental health problems and their role in the development of later adjustment problems.
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| 7. |
- Andersson, Sebastian, et al.
(författare)
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Establishing epistemic practices in students’ formulation of scientifically researchable questions in upper secondary science education
- 2019
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Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 24-24
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The development of students' capability to engage in scientific inquiry is part of the science curricula across the educational system. However, previous research shows that laboratory and practical work in science education do not necessarily develop the capability to engage in scientific inquiry or contribute to developing an understanding of the nature of inquiry. The purpose of this study is to explore how teaching activities can be designed with a specific focus to develop students' capability to formulate questions for scientific inquiry. Some science education research points to that in order for students to develop an understanding of the nature of science inquiry, teaching has to include activities explicitly focusing aspects of inquiry such as asking questions, observing and making inferences. In this study we draw on the theoretical framework of epistemic practices to analyse and design teaching with the purpose of developing students' capabilities to formulate questions for scientific inquiry. Epistemic practices refer to the ways people in a specific community propose, justify, evaluate and legitimize knowledge claims within a disciplinary framework. From this perspective, formulating scientifically researchable questions makes sense only as part of epistemic practice in relation to a motive of knowledge production. The research question is: How can epistemic practices be established in upper-secondary school science where students are invited to participate in activities of formulating researchable questions?The study was carried out as a design-based research collaboration with a research team consisting of nine science teachers and four science education researchers. Data was collected in three cycles of design, intervention and analysis of research lessons with six classes in three different upper-secondary schools. The data consists of video-recordings of student interaction while engaging in tasks of formulating researchable scientific questions. The data is analysed using the didactical model of organizing purposes; distinguishing between overarching purposes and the student-orientated purposes emerging in interaction. The results indicate that the development of students’ capabilities to formulate researchable questions is situated in the processes of interaction with peers, and the conditions for situating the formulation of questions in a practice characterised by closeness to an epistemic object and gathering of observational data. Based on the results, we argue for a shift in science education from focusing students’ views of a generic nature of science or nature of science inquiry to focussing student participation in epistemic practices of various kinds.
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| 8. |
- Andersson, Sebastian, et al.
(författare)
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Students’ capabilities to formulate scientifically researchable questions in upper secondary science education
- 2019
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Ingår i: NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019. ; , s. 25-25
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A goal for science education is to develop student capabilities to participate in scientific inquiry. This includes various aspects of inquiry; formulating scientifically researchable questions as well as planning, performing, analyzing and presenting science investigations. In science education practices, there is a tradition of using practical or laboratory work to illustrate science concepts; focussing correct answers and reproduction of ready-made scientific knowledge, rather than engaging students in inquiry. Previous research shows that inquiry teaching predominantly engage students in investigating science questions as formulated beforehand by the teacher or a textbook. Little attention has been paid to what might characterize the capability of formulating scientifically researchable questions in school. In this study we draw on a theoretical framework of epistemic practices. Epistemic practices refer to the ways people in a specific community propose, justify, evaluate and legitimize knowledge claims within a disciplinary framework. From this perspective, formulating and developing scientifically researchable questions makes sense only in relation to a motive of knowledge production. The aim of this study is to explore what might characterize students’ capabilities to formulate and develop scientifically researchable questions in upper secondary science education.The collected data consists of video-recordings of student interaction in group-work focussing formulating and developing scientifically researchable questions. Data was collected as part of a design-based study with six classes in three different schools. The video-recordings were transcribed in verbatim and analysed by the means of qualitative content analysis. The preliminary results suggest three themes: Formulation of scientifically researchable questions as:1) Working with the specification of the epistemic object. The theme illustrates how the students elaborated on the meaning of related scientific concepts and discussed cause and effect. 2) Specifying researchability by focussing on how to operationalize the epistemic object. The theme illustrates how the students reformulate their questions as part of a process of discussing e.g. measurability and variables.3) Making value-judgements of epistemic objects. The theme illustrates how the students distinguish between scientific and non-scientific questions and make value-judgements about relevance. The results contribute to an understanding of what the capability to engage in scientific inquiry as participation in collective epistemic work in an upper-secondary school science classroom might entail. The themes are related to the establishing of a specific scientific epistemic object. The results are discussed in relation to previous research in science education and the development of resources for teaching inquiry framing capabilities of inquiry as generic.
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| 9. |
- Arvidsson, Olof, et al.
(författare)
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Secular changes in the symptom level of clinically diagnosed autism.
- 2018
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Ingår i: Journal of child psychology and psychiatry, and allied disciplines. - : Wiley. - 1469-7610 .- 0021-9630. ; 59:7, s. 744-751
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Tidskriftsartikel (refereegranskat)abstract
- The prevalence of autism has been reported to have increased worldwide. A decrease over time in the number of autism symptoms required for a clinical autism diagnosis would partly help explain this increase. This study aimed to determine whether the symptom level of clinically diagnosed autism cases below age 13 had changed over time.Parents of Swedish 9-year old twins (n=28,118) participated in a telephone survey, in which symptoms and dysfunction/suffering related to neurodevelopmental disorders [including autism, but also attention-deficit/hyperactivity disorder (ADHD), Developmental Coordination Disorder (DCD), and Learning Disabilities (LD)] in their children were assessed over a 10-year period. Survey data was merged with the National Patient Register containing clinically registered autism diagnoses (n=271).In individuals who had been clinically diagnosed with autism before the age of 13, the symptom score for autism decreased on average 30% over more than a decade in birth cohorts 1992-2002. There was an average decrease of 50% in the autism symptom score from 2004 to 2014 in individuals who were diagnosed with autism at ages 7-12, but there was no decrease in those diagnosed at ages 0-6.Over time, considerably fewer autism symptoms seemed to be required for a clinical diagnosis of autism, at least for those diagnosed after the preschool years. The findings add support for the notion that the observed increase in autism diagnoses is, at least partly, the by-product of changes in clinical practice, and flag up the need for working in agreement with best practice guidelines.
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| 10. |
- Baldwin, J. R., et al.
(författare)
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A genetically informed Registered Report on adverse childhood experiences and mental health
- 2023
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Ingår i: Nature Human Behaviour. - : Springer Science and Business Media LLC. - 2397-3374. ; 7:2, s. 269-290
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Tidskriftsartikel (refereegranskat)abstract
- Children who experience adversities have an elevated risk of mental health problems. However, the extent to which adverse childhood experiences (ACEs) cause mental health problems remains unclear, as previous associations may partly reflect genetic confounding. In this Registered Report, we used DNA from 11,407 children from the United Kingdom and the United States to investigate gene-environment correlations and genetic confounding of the associations between ACEs and mental health. Regarding gene-environment correlations, children with higher polygenic scores for mental health problems had a small increase in odds of ACEs. Regarding genetic confounding, elevated risk of mental health problems in children exposed to ACEs was at least partially due to pre-existing genetic risk. However, some ACEs (such as childhood maltreatment and parental mental illness) remained associated with mental health problems independent of genetic confounding. These findings suggest that interventions addressing heritable psychiatric vulnerabilities in children exposed to ACEs may help reduce their risk of mental health problems.
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