The Correlates of Sleep Disturbance in Symptomatic Youth
Bibliographic record
Abstract
Background: Sleep disturbances are common across many mental health disorders, with evidence suggesting a bidirectional relationship. Furthermore, there is evidence of a significant association between sleep disruption and worse symptomology in disorders such as anxiety, depression, and psychosis. Additionally, research has demonstrated the negative impact of stress and stressful life events on psychiatric illness progression. However, little is known about possible links between sleep disturbance and these psychiatric symptoms, ongoing stress, stressful life events and functioning, especially in adolescence and early adulthood, a time when many mental illnesses first begin. Exploring these relationships may allow for a better understanding of the role sleep disruption plays in the early stages of illness. Objective: The objective of this study is to investigate potential correlates of sleep disturbance in youth experiencing subthreshold psychiatric symptoms. Methods: This study included 160 youth, ages 12 to 25 who were help seeking due to experiencing distress, mild symptoms of anxiety or depression, and/or attenuated syndromes such as clinical high risk for psychosis. Youth meeting criteria for full psychiatric diagnoses were excluded. The Pittsburgh Sleep Quality Index was used to assess sleep disruption. A range of clinical symptoms were assessed using the Scale for Assessment of Psychosis-Risk Symptoms, The Calgary Depression Scale for Schizophrenia and the Generalized Anxiety Disorder 7-Item Scale. Current stress was assessed with the Daily Stress Inventory, and the K10 Distress Scale. Past history of major stress was measured with a Childhood Trauma and Abuse Scale, and the Life Events scale. Fourthly, functioning was assessed with the Global Functioning Scale: Social and Role. Results: Global sleep quality was most highly realted to subthreshold symptoms of anxiety (r=0.425, p<0.01), depression (r=0.420, p<0.01), and disorganized symptoms of psychosis (r=0.232, p<0.05). Additionally, global sleep was related to total distress (r=0.356, p<0.01), daily stress (r=0.268, p<0.01), and stressful life events (r=0.291, p<0.01). Social functioning did not reveal any significant correlations with sleep, however, role functioning (r=0.170, p<0.05) did exhibit a relationship with global sleep quality. Finally, bullying (r=0.196, p<0.05) and trauma (r=0.266, p<0.01) were significantly correlated with global sleep quality scores. Conclusion: This study provides early evidence for the interaction that sleep disruption may have with stress, trauma, bullying, and subthreshold psychiatric symptomology in youth. Further research is required to increase the understanding of these relationships early on in youth psychiatric illness progression.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".