Early family risk, school context, and children's joint trajectories of cognitive ability and mental health

早期家庭风险、学校环境以及儿童认知能力和心理健康的共同轨迹

• 批准号: ES/N007921/1
• 负责人: Eirini Flouri
• 金额: $ 47.83万
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2016
• 资助国家: 英国
• 起止时间: 2016 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FN007921%2F1
• 关键词: Early; family; risk; context; children

Cognitive ability and mental health are both important aspects of child functioning, each shows gradients between advantaged and disadvantaged families, and each has long-term effects on a range of outcomes. They are also inter-twined, although there may be some children who fare better on one rather than the other. This project will 1) explore the hitherto uncharted patterns of their parallel unfolding, in the general population, from the early years to the end of primary school; 2) relate these patterns to the resources and risks in the family setting in early childhood; 3) link them to later (adolescent) outcomes, and 4) explore the role of primary school in this parallel unfolding and in reinforcing or compensating for the roles of individual characteristics and early family risk in this parallel unfolding. The project will use state-of-the-art statistical tools to exploit data from the Millennium Cohort Study (MCS) and the schools, in England, which the children attended. We will follow more than 19,000 children born in 2000/01 and surveyed at ages 9 months, and 3, 5, 7, 11 and 14 years.We will take information on cognitive ability (measured, primarily, with the British Ability Scales) and mental health (measured with the Strengths and Difficulties Questionnaire) from MCS at ages 3, 5, 7 and 11. Early family risk (i.e., infancy to age 3) will be summarized by factors such as socio-economic disadvantage, maternal depression, low parental involvement, household chaos, poor parent-child interaction, single parenthood and low parental education. We will look at age 14 adolescent outcomes, such as academic performance, substance use, sexual behaviour, antisocial behaviour, bullying, peer victimisation and subjective well-being. The primary school context will reflect school composition (the demographic and social make-up of the student body), its 'quality' (measured by the school compositional variables of school-level achievement and school-level pupil absenteeism) and whether lessons are organized into ability groups. To preserve confidentiality, special arrangements will be made to access and analyse the data from schools. In the first part of our work, we will show the average time trend (growth trajectory) of cognitive ability and mental health and the overall longitudinal association between these two outcomes from ages 3 to 11. This will also allow us to investigate how cognitive ability and mental health in childhood may affect each other. We will also look for any specific groups with distinct patterns of change or growth. Secondly, we will explore the role of early family risk in these trajectories. A third part of the study will be on the role of these trajectories in adolescent outcomes. Fourth, we will explore the role of the school context both in these trajectories and in closing or, conversely, widening the gaps between higher and lower risk families.The results will contribute to the debate about whether failure to address children's mental health difficulties limits their making the best of intellectual abilities; will contribute evidence on the relative importance of cognitive ability and mental health for children's school achievement, and about how far schools redress or widen differences in children's life chances. Our project will create knowledge but also capacity. We will enhance the capacity to analyse the MCS and similar data sources through the involvement of graduate students and the training courses offered. We will also liaise with the Centre for Longitudinal Studies (the owner of MCS) to enhance MCS through adding data on children's schools. We will strive to communicate our findings to a wide range of non-academic audiences by actively engaging with the media, offering free training to non-academic users of research, and publishing non-technical research briefings and overview papers.

认知能力和心理健康都是儿童功能的重要方面，每一个都显示出贫困家庭和弱势家庭之间的梯度，每一个都对一系列结果产生长期影响。它们也是相互依赖的，尽管可能有一些孩子在其中一个方面比另一个方面表现得更好。该项目将：（1）探索在一般人群中，从幼儿期到小学毕业这段时间内，这两种模式并行发展的迄今未知模式;（2）将这些模式与幼儿期家庭环境中的资源和风险联系起来;（3）以后联系（青少年）结果，和4）探讨小学在这一平行展开中的作用，以及在加强或补偿个人特征和早期发展的作用方面的作用。家庭风险在这个平行展开。该项目将使用最先进的统计工具，利用千年同期研究和儿童就读的英格兰学校的数据。我们将对19，000多名出生于2000/01年的儿童进行随访，并在9个月、3岁、5岁、7岁、11岁和14岁时进行调查。我们将从MCS中获取3岁、5岁、7岁和11岁时的认知能力（主要用英国能力量表测量）和心理健康（用优势和困难问卷测量）信息。早期家庭风险（即，婴儿期至3岁）的情况将按社会经济不利、母亲抑郁、父母参与程度低、家庭混乱、父母与子女互动不良、单亲和父母教育程度低等因素加以总结。我们将研究14岁青少年的结果，如学习成绩，物质使用，性行为，反社会行为，欺凌，同伴排斥和主观幸福感。小学的情况将反映学校的组成（学生的人口和社会组成）、“质量”（以学校的成绩和学生旷课率等学校组成变量衡量）以及是否按能力分组上课。为保密起见，教育署会作出特别安排，以便查阅和分析学校提供的资料。在我们工作的第一部分，我们将展示认知能力和心理健康的平均时间趋势（增长轨迹）以及3至11岁这两种结果之间的整体纵向关联。这也将使我们能够研究童年时期的认知能力和心理健康如何相互影响。我们还将寻找任何具有不同变化或增长模式的特定群体。其次，我们将探讨早期家庭风险在这些轨迹中的作用。研究的第三部分将讨论这些轨迹在青少年结果中的作用。第四，我们将探讨学校环境在这些轨迹中的作用，以及在缩小或相反地扩大高风险家庭和低风险家庭之间的差距方面的作用，其结果将有助于辩论未能解决儿童的心理健康问题是否限制了他们充分发挥智力能力;将提供证据，说明认知能力和心理健康对儿童学业成绩的相对重要性，以及学校在多大程度上纠正或扩大了儿童生活机会的差异。我们的项目将创造知识，也创造能力。我们将通过研究生的参与和提供的培训课程，提高分析监控监和类似数据来源的能力。我们亦会与纵向研究中心（监控系统的拥有者）联络，透过增加有关儿童学校的数据，加强监控系统。我们将努力通过积极与媒体接触，为研究的非学术用户提供免费培训，并出版非技术研究简报和概述论文，将我们的研究结果传达给广泛的非学术受众。

项目成果

The role of urban greenspace in children's reward and punishment sensitivity

城市绿地对儿童奖惩敏感性的作用

• DOI: 10.1080/01426397.2021.2021160
• 发表时间: 2022
• 期刊: Landscape Research
• 影响因子: 1.8
• 作者: Flouri E

Developmental cascades of internalising symptoms, externalising problems and cognitive ability from early childhood to middle adolescence

• DOI: 10.1016/j.eurpsy.2018.12.005
• 发表时间: 2019-04-01
• 期刊: EUROPEAN PSYCHIATRY
• 影响因子: 7.8
• 作者: Flouri, Eirini;Papachristou, Efstathios;Joshi, Heather
• 通讯作者: Joshi, Heather

The role of socio-economic disadvantage in the development of comorbid emotional and conduct problems in children with ADHD.

• DOI: 10.1007/s00787-017-0940-z
• 发表时间: 2017-06
• 期刊: European child & adolescent psychiatry
• 影响因子: 6.4
• 作者: Flouri E;Midouhas E;Ruddy A;Moulton V
• 通讯作者: Moulton V

Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood.

• DOI: 10.1007/s00787-018-1155-7
• 发表时间: 2018-12
• 期刊: European child & adolescent psychiatry
• 影响因子: 6.4
• 作者: Flouri E;Papachristou E;Midouhas E;Joshi H;Ploubidis GB;Lewis G
• 通讯作者: Lewis G

The role of intelligence in decision-making in early adolescence.

情报在青春期早期决策中的作用。

• DOI: 10.1111/bjdp.12261
• 发表时间: 2019-03
• 期刊: The British journal of developmental psychology
• 作者: Flouri E;Moulton V;Ploubidis GB
• 通讯作者: Ploubidis GB