Research priorities in psychiatric genetic counselling: how to talk to children and adolescents about genetics and psychiatric disorders
Notice bibliographique
Résumé
It is now well established that mental health disorders are heritable [ 1 ]. Genetic counselling is a process through which a trained professional helps an individual to better understand and adapt to the medical, psychological, and familial implications of genetic contributions to disease [ 2 ]. As of yet, no genetic tests to confirm a psychiatric diagnosis exist and alone they are unlikely to be sufficient for diagnosis. However, a formal genetic test is not required for the delivery of genetic counselling and for the benefits to be realised [ 3 ]. Psychiatric genetic counselling is conceptually identical to genetic counselling for other types of disorders and its efficacy for adults diagnosed with psychiatric disorders and their family members has been documented [ 4 ]. We are now entering an era in which genetic information is likely to become far more available as it is gradually integrated into healthcare. Thus, how to effectively communicate complex genetic risk information is of high research priority. Communicating genetic risk for psychiatric disorders comes with many challenges due to their complex and multifactorial nature. Nonetheless, psychiatric genetic counselling is associated with a number of positive immediate and long-term outcomes [ 4 ]. For instance, psychiatric genetic counselling can tackle misconceptions about causes of illness, address genetic and/or environmental determinism, empower and reduce shame and/or guilt, change one’s approach to treatment, and enable more informed decision-making regarding major life decisions, such as having children [ 4 ]. Such established benefits suggest that psychiatric genetic counselling will become an important part of clinical care for psychiatric patients in the future. Half of mental health disorders start before the age of 14 [ 5 ], with 1 in 7 young people between 10 to 19 years old experiencing mental ill health [ 6 ]. Thus, childhood or adolescence could be a particularly suitable window within which to receive psychiatric genetic counselling. This may prevent misconceptions about the causes of one’s mental illness, manage stigmatising beliefs related to personal or family history of mental health problems [ 7 ], and encourage risk-reducing behaviours [ 8 , 9 ]. Psychiatric genetic counselling could also have a positive impact on parents and caregivers, who often feel responsible for their child’s mental health and may experience feelings of guilt, shame, or a heavy burden of responsibility [ 10 ]. Such feelings may be partially rooted in a limited understanding of the contributions of genetic and environmental factors to mental disorders [ 11 ]. This can have a variety of negative behavioural consequences such as not seeking out suitable support for their child or potentially limiting the number of their future children [ 12 , 13 ].
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».