The effects of parental adverse childhood experiences (ACEs) and childhood threat and deprivation on adolescent depression and anxiety: an analysis of the longitudinal study of Australian children
Notice bibliographique
Résumé
AIMS: Evidence on the effects of parental Adverse Childhood Experiences (ACEs) on adolescent mental health remains limited. This study investigates the associations between parental ACEs, children's exposure to threat- and deprivation-related ACEs, and adolescent depression and anxiety using data from the Longitudinal Study of Australian Children. METHODS: We conducted a secondary analysis of the Longitudinal Study of Australian Children (LSAC), a population-based longitudinal cohort study. Parental ACEs were retrospectively reported by caregivers. Children's exposure to ACEs was assessed from ages 4-17 years and categorised as threat-related ACEs (e.g., bullying, hostile parenting, unsafe neighbourhoods, family violence) or deprivation-related ACEs (e.g., financial hardship, parental substance abuse, parental psychological distress, death of a family member, parental separation, parental legal problems). Depressive and anxiety symptoms were self-reported by adolescents at ages between 12 and 17 years. Modified Poisson regression models were used to examine the independent and combined associations of parental ACEs and children's threat- and deprivation-related ACEs (assessed before ages 12, 14, and 16 years) with depression and anxiety outcomes, including tests for interaction effects. RESULTS: The analysis included 3,956 children aged 12-13 years, 3,357 children aged 14-15 years, and 3,089 children aged 16-17 years. Males comprised 50.8-59.8% and females 40.2-49.2% across all ages. By the age of 17, 30.4% and 9.4% of the adolescents had depression and anxiety, respectively. Parental ACEs (≥2) were associated with increased depression risk at ages 12 to 13 years (RR = 1.42; 95% CI: 1.10-1.84) and at 16-17 years (RR = 1.19; 95% CI: 1.02-1.39). Exposure to ≥ 2 deprivation-related ACEs significantly increased the risk of depression across all ages, with relative risks ranging from 1.31 to 2.18. High threat-related ACEs (≥2) were associated with increased depression risk only at 12 to 13 years (RR = 2.01; 95% CI: 1.28-3.17). No significant interactions were observed. CONCLUSIONS: The findings reinforce the ACEs model by showing that, at the population level, early identification of children exposed to early life deprivations rooted in financial crisis or familial adversities, combined with targeted interventions for both children and parents and supportive social policies, can reduce long-term mental health risks.
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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 | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| 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 ».