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The Effect of Childhood Eye Disorders on Social Relationships during School Years and Psychological Functioning as Young Adults

ABSTRACT: Aims: To determine (1) whether having a visible eye condition and/or treatment with glasses and/or occlusion in childhood has any impact on psychological and/or social outcomes during childhood and young adulthood and (2) whether there is an effect of age at treatment. Methods: A cohort of 160 participants was asked to take part in an online study. The cohort had previously taken part in a research study at Royal Preston Hospital from 1999–2006 when they were 3–8 years old (Buckley and Perkins 2010). Participants were divided into treatment and no-defect (control) groups and were invited to take part in the current study when they had reached age 18–21. Thirty-five (35) participants (22.5% of the total cohort) were recruited and completed a series of online questionnaires assessing recalled victimisation at school, current generalised anxiety, current depressive symptoms, current loneliness, current friendship quality, and adjustment to university/work. Questionnaire scores between treated patients and controls were compared. Results: Findings showed that young adults who received treatment during their pre-school years, compared to their peers who did not need treatment, reported higher current generalised anxiety and more victimisation when in school. Those who received treatment in reception class were no different on psycho-social functioning compared to their peers; with both groups reporting higher victimisation than average compared to previous studies, and mild rates of anxiety. Conclusions: It appears that having a visible eye condition or treatment with glasses and/or occlusion commencing at pre-school has long term psychological implications, with scores on victimisation and current anxiety levels being higher for the pre-school treatment group compared to the pre-school no defect (control) group. Treatment plans and advice to parents should consider psycho-social outcomes of proposed treatment.

SUBMITTER: Buckley C

PROVIDER: S-EPMC7510405 | biostudies-literature | 2018 Jan

REPOSITORIES: biostudies-literature

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Project description:Background: Childhood maltreatment (CM) is thought to play a key role in the etiology and course of psychotic disorders (PD). In addition, CM is related to neurobiological and clinical characteristics that can lead to poor social functioning. However, the extent to which CM and social functioning are directly associated in individuals with PD, is unclear. Therefore, we aim to systematically review the literature to provide an estimate on the strength of the association between CM and different domains of social functioning in PD and to summarize potential moderators and mediators of this association.Methods and analysis: To identify relevant studies, we will systematically search the following databases: Pubmed (Medline), PsycInfo, Embase, Web of Science (Core Collection), and Pilots (trauma), manually search reference lists and contact experts in the field. Studies will be included if they investigate and report on the association between CM (exposure) and social functioning (outcome) in adults with PD. Two independent reviewers will screen titles, abstracts and full texts according to eligibility criteria, perform data extraction and assess study quality according to a modified version of the Newcastle-Ottawa Scale.Analysis: Effect estimates will be pooled in a meta-analysis. Heterogeneity and publication bias will be assessed and the effects of potential moderators (genetic factors, type of diagnosis, duration of illness, type of CM and age at the time of CM exposure) will be analyzed using meta-regressions. Candidate moderators and mediators (neurocognition, cognitive schemas, comorbidities, stress sensitivity, attachment) will be also examined qualitatively.Ethics and dissemination: Because this review will make use of already published data, ethical approval will not be sought. This work has the potential to inform upcoming investigations on the association between the exposure to CM in PD and social functioning. PROSPERO registration number CRD42020175244.

Project description:ImportanceMore than 50% of lifetime mental health disorders develop by early adolescence, and yet it is not well understood how early childhood social-emotional functioning varies in populations or how differences in functioning may be associated with emerging mental health conditions.ObjectivesTo identify profiles of social-emotional functioning at kindergarten school entry (age 5 years) and to examine to what extent profiles are related to early-onset mental health conditions (ages 6-14 years).Design, setting, and participantsThis prospective cohort study followed up a population cohort of 34?552 children in British Columbia, Canada, from birth (born 1996-1998) to age 14 years (last follow-up, December 31, 2011). Data were analyzed from the Developmental Trajectories cohort that links British Columbia child development data from the Early Development Instrument (EDI) to British Columbia Ministry of Health and Ministry of Education records. Data were analyzed between May and September 2017.ExposuresEarly childhood social-emotional functioning (defined as social competence, internalizing, and externalizing symptoms) rated by the children's kindergarten teachers.Main outcomes and measuresOccurrences of physician-assessed mental health conditions throughout childhood and early adolescence, including depression, anxiety, conduct disorder, and attention-deficit/hyperactivity disorder (ADHD), calculated from billing codes from the International Classification of Diseases, Ninth Revision recorded in provincial health insurance data.ResultsData from 34?323 children (mean [SD] age, 5.7 [0.3] years; 17?538 [51.1%] were boys) were analyzed at kindergarten and followed up to age 14 years (15?204 completed follow-up). Latent profile analysis identified 6 unique social-emotional functioning profiles at school entry, with 41.6% of children (n = 14?262) exhibiting comparative vulnerabilities in internalizing or externalizing behaviors. Prevalence of mental health conditions from ages 6 to 14 years was 4.0% for depression, 7.0% for anxiety, 5.5% for conduct disorder, 7.1% for ADHD, and 5.4% for multiple conditions. Zero-inflated Poisson analyses showed an association between social-emotional functioning profiles at kindergarten school entry and physician-assessed mental health conditions by age 14 years (range of adjusted odds ratios: depression, 1.10 [95% CI, 0.76-1.60] to 2.93 [95% CI, 1.93-4.44]; anxiety, 1.00 [95% CI, 0.74-1.36] to 1.73 [95% CI, 1.11-2.70]; conduct disorder, 2.17 [95% CI, 1.41-3.34] to 6.91 [95% CI, 4.90-9.74]; ADHD, 1.46 [95% CI, 1.11-1.93] to 8.72 [95% CI, 6.46-11.78]; and multiple conditions, 1.20 [95% CI, 0.88-1.63] to 6.81 [95% CI, 4.91-9.44]). Children with higher teacher ratings of aggression and hyperactivity had more frequent consultations for conduct disorder, ADHD, and multiple conditions.Conclusions and relevanceThis study's findings suggest that more than 40% of children enter the school system with relative vulnerabilities in social-emotional functioning that are associated with early-onset mental health conditions. The results raise important questions for using population-level early childhood development monitoring in the context of universal and proactive mental health strategies.

Project description:BackgroundSymptoms of anxiety and depression are common mental health problems in children and are often referred to as internalizing symptoms. Youth with such symptoms are at greater risk for poor academic achievement, school non-completion, and future mental health problems, all of which, lead to public health consequences and costs to society. The aim of the current study was to investigate associations between young school children's internalizing symptoms and school functioning, as assessed separately by the teachers and the children.MethodsThis study is a cross-sectional study including children (N = 750. 58% girls) from the ages of 8-12 years with elevated levels of self-reported symptoms of anxiety (MASC-C) and/or depression (SMFQ). Teachers reported the academic achievement, school adaptation (TRF) and internalizing symptoms (BPM-T) of the children. Associations were analyzed using linear regression analyses.ResultsBoth teacher-reported internalizing symptoms and children's self-reported depressive symptoms were associated with poor academic achievement and school adaptation, while self-reported symptoms of anxiety were not. Symptoms of depression as assessed by the children were associated with teacher-rated internalizing symptoms, while self-reported symptoms of anxiety were not.ConclusionWe found negative associations between school functioning and internalizing symptoms, as assessed by both the teachers and the children. The dual findings strengthen the validity of these relationships. Thus, prevention of depressive and anxiety symptoms in children may lead to positive changes in school domains such as academic achievement and school adaptation. We also identified a negative association between teacher-rated internalizing symptoms and children's self-report of depressive symptoms, indicating that teachers may have difficulties recognizing children with these symptoms.Trial registrationClinical Trials NCT02340637, Registered on June 12, 2014, Retrospectively registered.

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The Effect of Childhood Eye Disorders on Social Relationships during School Years and Psychological Functioning as Young Adults

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