Adriane Arteche

Maternal Postnatal Depression and the Development of Depression in Offspring Up to 16 Years of Age

OBJECTIVE The aim of this study was to determine the developmental risk pathway to depression by 16 years in offspring of postnatally depressed mothers. METHOD This was a prospective longitudinal study of offspring of postnatally depressed and nondepressed mothers; child and family assessments were made from infancy to 16 years. A total of 702 mothers were screened, and probable cases interviewed. In all, 58 depressed mothers (95% of identified cases) and 42 nondepressed controls were recruited. A total of 93% were assessed through to 16-year follow-up. The main study outcome was offspring lifetime clinical depression (major depression episode and dysthymia) by 16 years, assessed via interview at 8, 13, and 16 years. It was analysed in relation to postnatal depression, repeated measures of child vulnerability (insecure infant attachment and lower childhood resilience), and family adversity. RESULTS Children of index mothers were more likely than controls to experience depression by 16 years (41.5% versus 12.5%; odds ratio = 4.99; 95% confidence interval = 1.68-14.70). Lower childhood resilience predicted adolescent depression, and insecure infant attachment influenced adolescent depression via lower resilience (model R(2) = 31%). Family adversity added further to offspring risk (expanded model R(2) = 43%). CONCLUSIONS Offspring of postnatally depressed mothers are at increased risk for depression by 16 years of age. This may be partially explained by within child vulnerability established in infancy and the early years, and by exposure to family adversity. Routine screening for postnatal depression, and parenting support for postnatally depressed mothers, might reduce offspring developmental risks for clinical depression in childhood and adolescence.

Looking good: factors affecting the likelihood of having cosmetic surgery

The present study examined various factors associated with the likelihood of having cosmetic surgery in a community sample of Austrian participants. One-hundred and sixty-eight women and 151 men completed a questionnaire measuring how likely they were to consider common cosmetic procedures. The results showed that women were more likely than men to consider most cosmetic procedures. Path analysis revealed that personal experience of having had cosmetic surgery was a significant predictor of future likelihood, while media exposure (viewing advertisements or television programs, or reading articles about cosmetic surgery) mediated the influence of vicarious experience and sex. These results are discussed in relation to previous work examining the factors associated with the likelihood of having cosmetic surgery.

The effect of cleft lip on socio-emotional functioning in school-aged children

BACKGROUND Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms. METHOD Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness. RESULTS Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts. CONCLUSIONS Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for childrens peer relations.

Interpretation of infant facial expression in the context of maternal postnatal depression

Postnatal maternal depression is associated with difficulties in maternal responsiveness. As most signals arising from the infant come from facial expressions one possible explanation for these difficulties is that mothers with postnatal depression are differentially affected by particular infant facial expressions. Thus, this study investigates the effects of postnatal depression on mothers’ perceptions of infant facial expressions. Participants (15 controls, 15 depressed and 15 anxious mothers) were asked to rate a number of infant facial expressions, ranging from very positive to very negative. Each face was shown twice, for a short and for a longer period of time in random order. Results revealed that mothers used more extreme ratings when shown the infant faces (i.e. more negative or more positive) for a longer period of time. Mothers suffering from postnatal depression were more likely to rate negative infant faces shown for a longer period more negatively than controls. The differences were specific to depression rather than an effect of general postnatal psychopathology—as no differences were observed between anxious mothers and controls. There were no other significant differences in maternal ratings of infant faces showed for short periods or for positive or neutral valence faces of either length. The findings that mothers with postnatal depression rate negative infant faces more negatively indicate that appraisal bias might underlie some of the difficulties that these mothers have in responding to their own infants signals.

Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance

Three UK studies on the relationship between a purpose‐built instrument to assess the importance and development of 15 ‘soft skills’ are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between‐skills were over‐shadowed by differences between‐students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in ‘softer’ courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non‐academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered.

Young Children's Probability of Dying Before and After Their Mother's Death: A Rural South African Population-Based Surveillance Study

Brian Houle and colleagues examine the temporal relationship between mother and child death by using 15 years of data (1994–2008) from household surveys conducted in the Agincourt sub-district of South Africa.

Cognitive ability, learning approaches and personality correlates of general knowledge

The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality (‘big five’ traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of GK, explaining 26% of GK variance. However, openness (15%) added incremental validity to the variance explained. These results are discussed in relation to previous findings in the field of GK and the personality–intelligence interface.

Typical intellectual engagement as a byproduct of openness, learning approaches, and self‐assessed intelligence

Students (n = 328) from US and UK universities completed four self‐report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self‐assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor‐dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn.

Sociocultural adjustment among sojourning Malaysian students in Britain: a replication and path analytic extension

The present study examined the sociocultural adjustment of 249 sojourning Malaysian undergraduates in Britain. One-hundred and ten Malay and 139 Chinese students enrolled in various courses answered a self-report questionnaire that examined various aspects of sociocultural adjustment and socio-demographics. Overall, Malay students reported significantly poorer sociocultural adjustment than Chinese students, as well as more negative outcomes on a range of predictors. Path analysis for the total sample showed that higher family income led to greater sociocultural adjustment, but partially because it led to more contact with host and conationals, better language proficiency, lower perceived cultural differences and less perceived discrimination. Moreover, participants with higher English proficiency were better adapted, but partially because they perceived less cultural differences as well as having more contact with host nationals. Additionally, individuals reporting better sociocultural adjustment also reported better health statuses. The same model was equally useful at predicting sociocultural adjustment for both Malay and Chinese participants. These results are discussed in terms of the role played by income in buffering against the negative aspects of sociocultural adjustment.

Maternal and child psychological outcomes of HIV disclosure to young children in rural South Africa: the Amagugu intervention.

Objectives:Increasingly, HIV-infected parents are surviving to nurture their children. Parental HIV disclosure is beneficial, but disclosure rates to younger children remain low. Previously, we demonstrated that the ‘Amagugu’ intervention increased disclosure to young children; however, effects on psychological outcomes have not been examined in detail. This study investigates the impact of the intervention on the maternal and child psychological outcomes. Method:This pre-post evaluation design enrolled 281 HIV-infected women and their HIV-uninfected children (6–10 years) at the Africa Centre for Health and Population Studies, in rural South Africa. The intervention included six home-based counselling sessions delivered by lay-counsellors. Psychological outcomes included maternal psychological functioning (General Health Questionnaire, GHQ12 using 0,1,2,3 scoring); parenting stress (Parenting Stress Index, PSI36); and child emotional and behavioural functioning (Child Behaviour Checklist, CBCL). Results:The proportions of mothers with psychological distress reduced after intervention: GHQ threshold at least 12 (from 41.3 to 24.9%, P < 0.001) and GHQ threshold at least 20 (from 17.8 to 11.7%, P = 0.040). Parenting stress scores also reduced (Pre M = 79.8; Post M = 76.2, P < 0.001): two subscales, parental distress and parent–child relationship, showed significant improvement, while mothers’ perception of ‘child as difficult’ was not significantly improved. Reductions in scores were not moderated by disclosure level (full/partial). There was a significant reduction in child emotional and behavioural problems (CBCL Pre M = 56.1; Post M = 48.9, P < 0.001). Conclusion:Amagugu led to improvements in mothers’ and childrens mental health and parenting stress, irrespective of disclosure level, suggesting general nonspecific positive effects on family relationships. Findings require validation in a randomized control trial.