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7. Mental health problems, low birthweight and academic achievement in mathematics and reading

Author

Kovess-Masfety, Viviane, Ester, Wietske A., Wild, Katherine, Bitfoi, Adina, Goelitz, Dietmar, Lesinskiene, Sigita, Mihova, Zlatka, Otten, Roy, and Husky, Mathilde M.

Subjects
Academic achievement -- Psychological aspects -- Health aspects, Reading -- Psychological aspects -- Health aspects, Mathematics -- Study and teaching, Child psychopathology -- Educational aspects, Birth weight, Low -- Psychological aspects -- Educational aspects, Psychology and mental health
Abstract

The objective of the study is to investigate the role of mental health in the relationship between moderately low birthweight MLBW ([greater than or equal to] 1500 g &[less than or equal to]2500) and academic achievement in a large cross-country study. Data were drawn from the School Children Mental Health in Europe study (n = 4305). Achievement in mathematics and reading was categorized by teachers as being below average, average or above average. Parents reported birthweight, and both parents and teachers evaluated mental health status using the Strengths and difficulties Questionnaire. When controlling for child age, number of children in the household, maternal age, education, employment status and psychological distress and country of residence, MLBW was associated with lower odds of above average performance in mathematics and reading. Once mental health was added into the model, MLBW remained significant but mental health problems largely surpassed its influence: conduct disorders decreased the probability to perform above average in mathematics RRR = 0.37 and increased the risk of performing below average RRR = 4.45 as did ADHD and emotional disorders. A similar trend was found for reading achievement except for ADHD which decreased the probability of above average performance RRR = 0.13 and did not have a significant effect on below average performance. A path analysis highlights the prominent role of mental health. Among children attending regular education settings, MLBW is associated with academic performance but mental health has much stronger effects. Teachers and parents should be sensitized to child mental health problems and be informed of the special needs of MLBW children in order to help children overcome potential academic difficulties and to adapt their teaching taking into account mental health problems., Author(s): Viviane Kovess-Masfety [sup.1] , Wietske A. Ester [sup.2] [sup.3] , Katherine Wild [sup.3] , Adina Bitfoi [sup.4] , Dietmar Goelitz [sup.5] , Sigita Lesinskiene [sup.6] , Zlatka Mihova [sup.7] [...]

Published
2022
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22. Using the Experience Sampling Method in the Context of Contingency Management for Substance Abuse Treatment

Author

Husky, Mathilde M., Mazure, Carolyn M., and Carroll, Kathleen M.

Abstract

Contingency management (CM) treatments have been shown to be effective in reducing substance use. This manuscript illustrates how the experience sampling method (ESM) can depict behavior and behavior change and can be used to explore CM treatment mechanisms. ESM characterizes idiosyncratic patterns of behavior and offers the potential to determine how behavioral patterns are affected by the operant conditioning principles that drive CM. It may also lead to the identification of new target behaviors for CM in the context of substance abuse treatment. (Contains 1 table and 2 figures.)

Published
2008

23. Perceived helpfulness of medication and psychotherapy among adults with suicidal ideation.

Author

Husky, Mathilde M., Léon, Christophe, du Roscoät, Enguerrand, and Vasiliadis, Helen-Maria

Abstract

AbstractThe objective of the study is to examine perceived helpfulness of medication and psychotherapy among adults with suicidal ideation. Data were drawn from the 2017 Health Barometer, a nationally representative French survey (n = 25,319). Overall, 4.7% (n = 1,148) reported suicidal ideation in the prior 12 months. Logistic regressions were used to examine factors associated with perceived helpfulness among individuals reporting suicidal ideation in the past year who had received medication (n = 590) or psychotherapy (n = 247). Overall, 80.4% (n = 489) reported that medication was/is helpful, and 56.5% (n = 149) reported psychotherapy helped them a lot. In adjusted models, those with major depression were more likely than those without (AOR = 2.18, 95%CI = 1.39–3.421) to perceive medication as helpful. Those with a recent suicide attempt were less likely to report medication as helpful (AOR = 0.42, 95%CI = 0.21–0.84). Receiving psychotherapy was significantly associated with perceived helpfulness of medication (AOR = 1.89, 95%CI = 1.09-3.29). Additional larger studies are needed in France to assess perceived helpfulness by type and adequacy of psychotherapy received. [ABSTRACT FROM AUTHOR]

Published
2024
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34. Psychometric Properties of the Strengths and Difficulties Questionnaire in Children Aged 5–12 Years Across Seven European Countries

Author

Husky, Mathilde M., Otten, Roy, Boyd, Anders, Pez, Ondine, Bitfoi, Adina, Carta, Mauro G., Goelitz, Dietmar, Koç, Ceren, Lesinskiene, Sigita, Mihova, Zlatka, and Kovess-Masfety, Viviane

Abstract

Abstract.The Strengths and Difficulties Questionnaire (SDQ) has been used extensively to screen for possible mental disorders in epidemiological studies around the world. The present study aimed to compare the internal consistency of both the parent- and teacher-SDQ across seven European countries: Italy, Germany, the Netherlands, Lithuania, Bulgaria, Romania, and Turkey, and to determine the ability of the SDQ to discriminate cases from non-cases of disorders against the well-established Development and Well-Being Assessment (DAWBA). The sample included 541 assessments of children aged 5–12 years. Internal consistency ranged from .74 to .85 for the teacher-SDQ, and .60 to .85 for the parent-SDQ with significant between-country differences. The SDQ further proved to be an adequate screening instrument for the detection of any mental disorder (area under the receiving operator characteristic [AUROC] = .74, 95% CI: .69–.78), and for externalizing disorders in particular (AUROC = .80, 95% CI: .76–.84). There were no differences in AUROC between countries (p= .09), yet sample sizes were limited thus restricting our ability to detect between-country differences in AUROCs. The results reinforce existing research on the SDQ and support its use in detecting probable cases of psychiatric disorders in children across Europe.

Published
2024
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43. Childhood adversities and mental disorders in first-year college students: results from the World Mental Health International College Student Initiative

Author

Husky, Mathilde M., Sadikova, Ekaterina, Lee, Sue, Alonso Caballero, Jordi, Auerbach, Randy P., Bantjes, Jason, Bruffaerts, Ronny, Cuijpers, Pim, Ebert, David Daniel, Gutiérrez Garcia, Raùl, Hasking, Penelope, Mak, Arthur, McLafferty, Margaret, Sampson, Nancy A., Stein, Dan J., Kessler, Ronald C., and WHO WMH‐ICS Collaborators

Subjects
impairment, Psychiatry and Mental health, Impairment, substance use disorders, Depression, depression, college students, childhood adversities, Childhood adversities, College students, Anxiety, Substance use disorders, Applied Psychology
Abstract

Background This study investigates associations of several dimensions of childhood adversities (CAs) with lifetime mental disorders, 12-month disorder persistence, and impairment among incoming college students. Methods Data come from the World Mental Health International College Student Initiative (WMH-ICS). Web-based surveys conducted in nine countries (n = 20 427) assessed lifetime and 12-month mental disorders, 12-month role impairment, and seven types of CAs occurring before the age of 18: parental psychopathology, emotional, physical, and sexual abuse, neglect, bullying victimization, and dating violence. Poisson regressions estimated associations using three dimensions of CA exposure: type, number, and frequency. Results Overall, 75.8% of students reported exposure to at least one CA. In multivariate regression models, lifetime onset and 12-month mood, anxiety, and substance use disorders were all associated with either the type, number, or frequency of CAs. In contrast, none of these associations was significant when predicting disorder persistence. Of the three CA dimensions examined, only frequency was associated with severe role impairment among students with 12-month disorders. Population-attributable risk simulations suggest that 18.7–57.5% of 12-month disorders and 16.3% of severe role impairment among those with disorders were associated with these CAs. Conclusion CAs are associated with an elevated risk of onset and impairment among 12-month cases of diverse mental disorders but are not involved in disorder persistence. Future research on the associations of CAs with psychopathology should include fine-grained assessments of CA exposure and attempt to trace out modifiable intervention targets linked to mechanisms of associations with lifetime psychopathology and burden of 12-month mental disorders.

Published
2022

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