Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study
Background Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop intern...
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| Veröffentlicht in: | Journal of child psychology and psychiatry 2015-07, Vol.56 (7), p.738-746 |
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| container_title | Journal of child psychology and psychiatry |
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| creator | Wertz, Jasmin Zavos, Helena Matthews, Timothy Harvey, Kirsten Hunt, Alice Pariante, Carmine M. Arseneault, Louise |
| description | Background
Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems.
Methods
We used data from the Environmental Risk (E‐Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association.
Results
Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p |
| doi_str_mv | 10.1111/jcpp.12333 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_6217970</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3708977581</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5563-a3ffc298681455a81741a408b17ae6d5fea73152dbc1770619480b1c7345e3cc3</originalsourceid><addsrcrecordid>eNp9kcFu1DAURS0EotPChg9AltghpdhxbCcskKoRtFQVdAEUsbEc583EQxIH2zPT_AJfjYdpR2WDN7b8zrv32RehF5Sc0rTerMw4ntKcMfYIzWghqkwKSh6jGSE5zSrByBE6DmFFCBGMl0_RUc7zKi-4mKHfN-2Eg-sBm9Z2jYcBb21sMdxG8IPubLDDEo_e1R30ATewgc6N2A4Py2Hqx-j68BZHCHF3E7cOjzq2Wz2FBGONlzBAtEZ3XfKDIdhoN8nUtc5HHOK6mZ6hJwvdBXh-t5-grx_ef5lfZFefzz_Oz64yw7lgmWaLhcmrUpS04FyXVBZUF6SsqdQgGr4ALRnleVMbKiURtCpKUlMjWcGBGcNO0Lu97riue2gMDNHrTo3e9tpPymmr_q0MtlVLt1Eip7KSJAm8uhPw7tc6vVit3Hr3G0FRkebipRB5ol7vKeNdCB4WBwdK1C43tctN_c0twS8fznRA74NKAN0DW9vB9B8pdTm_vr4XzfY9NkS4PfRo_1MJySRXN5_O1XdWzX9U3y7T4Q8NVrbi</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1686858662</pqid></control><display><type>article</type><title>Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study</title><source>MEDLINE</source><source>Wiley Online Library Journals Frontfile Complete</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>Wertz, Jasmin ; Zavos, Helena ; Matthews, Timothy ; Harvey, Kirsten ; Hunt, Alice ; Pariante, Carmine M. ; Arseneault, Louise</creator><creatorcontrib>Wertz, Jasmin ; Zavos, Helena ; Matthews, Timothy ; Harvey, Kirsten ; Hunt, Alice ; Pariante, Carmine M. ; Arseneault, Louise</creatorcontrib><description>Background
Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems.
Methods
We used data from the Environmental Risk (E‐Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association.
Results
Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural‐genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems.
Conclusions
Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems.</description><identifier>ISSN: 0021-9630</identifier><identifier>EISSN: 1469-7610</identifier><identifier>DOI: 10.1111/jcpp.12333</identifier><identifier>PMID: 25292456</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Achievement ; Aggression - psychology ; Anxiety Disorders - genetics ; Anxiety Disorders - psychology ; Behavior disorders ; Bullying ; Child ; Child & adolescent psychiatry ; Child Behavior Disorders - genetics ; Child Behavior Disorders - psychology ; Child, Preschool ; Cohort Studies ; Depressive Disorder - genetics ; Depressive Disorder - psychology ; development ; Disease Progression ; Diseases in Twins - genetics ; Diseases in Twins - psychology ; England ; Externalising and internalising problems ; failure model ; Gene-Environment Interaction ; genetic influence ; Genetics ; Humans ; Internal-External Control ; Juvenile Delinquency - psychology ; Learning Disabilities - genetics ; Learning Disabilities - psychology ; Longitudinal Studies ; Models, Genetic ; Personality Assessment ; Phenotype ; Preadolescents ; Problem Behavior - psychology ; Psychopathology ; Risk Factors ; Teacher Evaluation</subject><ispartof>Journal of child psychology and psychiatry, 2015-07, Vol.56 (7), p.738-746</ispartof><rights>2014 Association for Child and Adolescent Mental Health.</rights><rights>Copyright © 2015 Association for Child and Adolescent Mental Health</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5563-a3ffc298681455a81741a408b17ae6d5fea73152dbc1770619480b1c7345e3cc3</citedby><cites>FETCH-LOGICAL-c5563-a3ffc298681455a81741a408b17ae6d5fea73152dbc1770619480b1c7345e3cc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjcpp.12333$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjcpp.12333$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,778,782,883,1414,27911,27912,30986,45561,45562</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25292456$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Wertz, Jasmin</creatorcontrib><creatorcontrib>Zavos, Helena</creatorcontrib><creatorcontrib>Matthews, Timothy</creatorcontrib><creatorcontrib>Harvey, Kirsten</creatorcontrib><creatorcontrib>Hunt, Alice</creatorcontrib><creatorcontrib>Pariante, Carmine M.</creatorcontrib><creatorcontrib>Arseneault, Louise</creatorcontrib><title>Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study</title><title>Journal of child psychology and psychiatry</title><addtitle>J Child Psychol Psychiatr</addtitle><description>Background
Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems.
Methods
We used data from the Environmental Risk (E‐Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association.
Results
Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural‐genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems.
Conclusions
Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems.</description><subject>Achievement</subject><subject>Aggression - psychology</subject><subject>Anxiety Disorders - genetics</subject><subject>Anxiety Disorders - psychology</subject><subject>Behavior disorders</subject><subject>Bullying</subject><subject>Child</subject><subject>Child & adolescent psychiatry</subject><subject>Child Behavior Disorders - genetics</subject><subject>Child Behavior Disorders - psychology</subject><subject>Child, Preschool</subject><subject>Cohort Studies</subject><subject>Depressive Disorder - genetics</subject><subject>Depressive Disorder - psychology</subject><subject>development</subject><subject>Disease Progression</subject><subject>Diseases in Twins - genetics</subject><subject>Diseases in Twins - psychology</subject><subject>England</subject><subject>Externalising and internalising problems</subject><subject>failure model</subject><subject>Gene-Environment Interaction</subject><subject>genetic influence</subject><subject>Genetics</subject><subject>Humans</subject><subject>Internal-External Control</subject><subject>Juvenile Delinquency - psychology</subject><subject>Learning Disabilities - genetics</subject><subject>Learning Disabilities - psychology</subject><subject>Longitudinal Studies</subject><subject>Models, Genetic</subject><subject>Personality Assessment</subject><subject>Phenotype</subject><subject>Preadolescents</subject><subject>Problem Behavior - psychology</subject><subject>Psychopathology</subject><subject>Risk Factors</subject><subject>Teacher Evaluation</subject><issn>0021-9630</issn><issn>1469-7610</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kcFu1DAURS0EotPChg9AltghpdhxbCcskKoRtFQVdAEUsbEc583EQxIH2zPT_AJfjYdpR2WDN7b8zrv32RehF5Sc0rTerMw4ntKcMfYIzWghqkwKSh6jGSE5zSrByBE6DmFFCBGMl0_RUc7zKi-4mKHfN-2Eg-sBm9Z2jYcBb21sMdxG8IPubLDDEo_e1R30ATewgc6N2A4Py2Hqx-j68BZHCHF3E7cOjzq2Wz2FBGONlzBAtEZ3XfKDIdhoN8nUtc5HHOK6mZ6hJwvdBXh-t5-grx_ef5lfZFefzz_Oz64yw7lgmWaLhcmrUpS04FyXVBZUF6SsqdQgGr4ALRnleVMbKiURtCpKUlMjWcGBGcNO0Lu97riue2gMDNHrTo3e9tpPymmr_q0MtlVLt1Eip7KSJAm8uhPw7tc6vVit3Hr3G0FRkebipRB5ol7vKeNdCB4WBwdK1C43tctN_c0twS8fznRA74NKAN0DW9vB9B8pdTm_vr4XzfY9NkS4PfRo_1MJySRXN5_O1XdWzX9U3y7T4Q8NVrbi</recordid><startdate>201507</startdate><enddate>201507</enddate><creator>Wertz, Jasmin</creator><creator>Zavos, Helena</creator><creator>Matthews, Timothy</creator><creator>Harvey, Kirsten</creator><creator>Hunt, Alice</creator><creator>Pariante, Carmine M.</creator><creator>Arseneault, Louise</creator><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>5PM</scope></search><sort><creationdate>201507</creationdate><title>Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study</title><author>Wertz, Jasmin ; Zavos, Helena ; Matthews, Timothy ; Harvey, Kirsten ; Hunt, Alice ; Pariante, Carmine M. ; Arseneault, Louise</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5563-a3ffc298681455a81741a408b17ae6d5fea73152dbc1770619480b1c7345e3cc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Achievement</topic><topic>Aggression - psychology</topic><topic>Anxiety Disorders - genetics</topic><topic>Anxiety Disorders - psychology</topic><topic>Behavior disorders</topic><topic>Bullying</topic><topic>Child</topic><topic>Child & adolescent psychiatry</topic><topic>Child Behavior Disorders - genetics</topic><topic>Child Behavior Disorders - psychology</topic><topic>Child, Preschool</topic><topic>Cohort Studies</topic><topic>Depressive Disorder - genetics</topic><topic>Depressive Disorder - psychology</topic><topic>development</topic><topic>Disease Progression</topic><topic>Diseases in Twins - genetics</topic><topic>Diseases in Twins - psychology</topic><topic>England</topic><topic>Externalising and internalising problems</topic><topic>failure model</topic><topic>Gene-Environment Interaction</topic><topic>genetic influence</topic><topic>Genetics</topic><topic>Humans</topic><topic>Internal-External Control</topic><topic>Juvenile Delinquency - psychology</topic><topic>Learning Disabilities - genetics</topic><topic>Learning Disabilities - psychology</topic><topic>Longitudinal Studies</topic><topic>Models, Genetic</topic><topic>Personality Assessment</topic><topic>Phenotype</topic><topic>Preadolescents</topic><topic>Problem Behavior - psychology</topic><topic>Psychopathology</topic><topic>Risk Factors</topic><topic>Teacher Evaluation</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Wertz, Jasmin</creatorcontrib><creatorcontrib>Zavos, Helena</creatorcontrib><creatorcontrib>Matthews, Timothy</creatorcontrib><creatorcontrib>Harvey, Kirsten</creatorcontrib><creatorcontrib>Hunt, Alice</creatorcontrib><creatorcontrib>Pariante, Carmine M.</creatorcontrib><creatorcontrib>Arseneault, Louise</creatorcontrib><collection>Istex</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of child psychology and psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Wertz, Jasmin</au><au>Zavos, Helena</au><au>Matthews, Timothy</au><au>Harvey, Kirsten</au><au>Hunt, Alice</au><au>Pariante, Carmine M.</au><au>Arseneault, Louise</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study</atitle><jtitle>Journal of child psychology and psychiatry</jtitle><addtitle>J Child Psychol Psychiatr</addtitle><date>2015-07</date><risdate>2015</risdate><volume>56</volume><issue>7</issue><spage>738</spage><epage>746</epage><pages>738-746</pages><issn>0021-9630</issn><eissn>1469-7610</eissn><abstract>Background
Children with externalising problems are at risk of developing internalising problems as they grow older. The pathways underlying this developmental association remain to be elucidated. We tested two processes that could explain why some children with externalising problems develop internalising symptoms in preadolescence: a mediation model whereby the association between early externalising and later new internalising symptoms is explained by negative experiences; and a genetic model, whereby genes influence both problems.
Methods
We used data from the Environmental Risk (E‐Risk) Study, a 1994–1995 birth cohort of 2,232 twins born in England and Wales. We assessed externalising and internalising problems using combined mothers’ and teachers’ ratings at age 5 and 12. We measured bullying victimisation, maternal dissatisfaction and academic difficulties between age 7 and 10 and used linear regression analyses to test the effects of these negative experiences on the association between early externalising and later internalising problems. We employed a Cholesky decomposition to examine the genetic influences on the association.
Results
Children with externalising problems at age 5 showed increased rates of new internalising problems at age 12 (r = .24, p < .001). Negative experiences accounted for some of the association between early externalising and later internalising problems. Behavioural‐genetic analyses indicated that genes influencing early externalising problems also affected later internalising problems.
Conclusions
Our findings highlight the role of genetic influences in explaining why some children with externalising problems develop internalising symptoms in preadolescence. Negative experiences also contribute to the association, possibly through gene–environment interplay. Mental health professionals should monitor the development of internalising symptoms in young children with externalising problems.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>25292456</pmid><doi>10.1111/jcpp.12333</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Achievement Aggression - psychology Anxiety Disorders - genetics Anxiety Disorders - psychology Behavior disorders Bullying Child Child & adolescent psychiatry Child Behavior Disorders - genetics Child Behavior Disorders - psychology Child, Preschool Cohort Studies Depressive Disorder - genetics Depressive Disorder - psychology development Disease Progression Diseases in Twins - genetics Diseases in Twins - psychology England Externalising and internalising problems failure model Gene-Environment Interaction genetic influence Genetics Humans Internal-External Control Juvenile Delinquency - psychology Learning Disabilities - genetics Learning Disabilities - psychology Longitudinal Studies Models, Genetic Personality Assessment Phenotype Preadolescents Problem Behavior - psychology Psychopathology Risk Factors Teacher Evaluation |
| title | Why some children with externalising problems develop internalising symptoms: testing two pathways in a genetically sensitive cohort study |
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