Childhood chronic condition and subsequent self-reported internalizing and externalizing problems in adolescence: a birth cohort study.

Chronic conditions are common in childhood. We investigated the associations of childhood chronic conditions reported by parents with subsequent self-reported internalizing and externalizing problems in adolescence. A sample of 6290 children (3142 boys and 3148 girls) with data on chronic condition reported by parents both at 7 and at 16 years of age was obtained from the Northern Finland Birth Cohort 1986 (NFBC 1986), which is a longitudinal 1-year birth cohort (n = 9432) from an unselected, regionally defined population. Internalizing and externalizing problems were measured at 8 years of age with Rutter Children's Behavioral Questionnaire by teachers and at 16 years of age with Youth Self-Report by adolescents. When studying the effects of history of chronic conditions on these problems at 16 years of age, childhood internalizing and externalizing problems and social relations were adjusted. A history of chronic condition predicted subsequent somatic complaints among all adolescents. Early-onset chronic conditions were related to subsequent externalizing (OR 1.35; 1.02-1.79) and attention problems (OR 1.33; 1.01-1.75) and later onset of chronic conditions with internalizing (OR 1.49; 1.22-1.82) and thought problems (OR 1.50; 1.18-1.92). The effect was specific for sex and the type of chronic condition. CONCLUSION: Childhood chronic conditions predicted internalizing and externalizing problems in adolescence. To prevent poor mental health trajectories, children with chronic conditions during their growth to adolescence need early support and long-term monitoring. WHAT IS KNOWN: • Childhood adversities increase the risk of mental disorders. • Internalizing and externalizing problems have been suggested for measuring childhood and adolescent psychopathologies. WHAT IS NEW: • Having a chronic condition (CC) before the age of 7 or later but before the age of 16 had different outcomes in adolescence. The early onset predicted externalizing problems, whereas the late onset predicted internalizing problems and thought problems in adolescence. The risk of somatic complaints was increased regardless of CC onset time. These findings can reflect more restricted ability to mental processing in the younger children.

Teachers' assessments of children's mental problems with respect to adolescents' subsequent self-reported mental health.

PURPOSE: To investigate whether teachers' assessments of children are predictive of subsequent self-reported mental problems in adolescence and how these problems are concurrently linked with adolescents' overall life satisfaction. METHOD: The study subjects originated from the prospective population-based Northern Finland Birth Cohort 1986 (N = 9,432). At age 8 years first-grade students' emotional and behavioral problems were assessed by their teachers with Rutter Children's Behavioural Questionnaires for teachers (RB2). At the age of 16 years, adolescents responded to the eight Youth Self-report (YSR) subscales and the one-item overall life satisfaction scale. Multivariate logistic regression was used to study the longitudinal relationship between RB2 and YSR. RESULTS: Children who had emotional problems according to their teachers (RB2) were more prone to withdrawal and social problems in adolescence (YSR). Behavioral problems in childhood (RB2) were predictive of attention problems, and delinquent and aggressive behavior (YSR), while hyperactivity (RB2) was only predictive of attention problems and delinquent behavior (YSR). Additionally, each YSR subscale was strongly and linearly associated with concurrent self-reported life satisfaction in adolescence. CONCLUSIONS: Teachers' assessments of children were predictive of self-reported mental problems in adolescence, which, in turn, were strongly associated with concurrent self-reported life satisfaction. In order to support favorable growth of children to well-adjusted adolescents and to intervene as early as possible in the event of adverse progression, both teachers' assessments of children and adolescent's self-rated overall life satisfaction should be acknowledged.

Childhood chronic physical condition, self-reported health, and life satisfaction in adolescence.

The present study investigates the prevalence and type of chronic conditions at 7 years of age-with special reference to atopic conditions-and their longitudinal associations with self-reported health and life satisfaction in adolescence. The data were obtained from Northern Finland Birth Cohort 1986 (NFBC 1986), which is a longitudinal 1-year birth cohort from an unselected, regionally defined population (n = 9,432). The present study investigated a sample of 8,036 children with data of chronic conditions at 7 years of age and a sample of 6,680 children with data of chronic conditions at 16 years of age. According to parents' report the prevalence of CC at 7 years of age was 14.8 % among boys and 13.2 % among girls, these figures being at 16 years of age 20.7 and 19.4 %, respectively. Atopic conditions were the most common chronic conditions at 7 years of age (12.7 % vs. other chronic conditions 4.7 %). Childhood chronic condition was associated with subsequent self-reported health in adolescence, but not with subsequent self-reported life satisfaction. Chronic condition at 7 years of age increased the risk of reporting health as "poor" even if the chronic condition was no longer prevalent at 16 years of age. Atopic conditions seemed to be linked with self-reported poor/moderate health more often than other chronic conditions among girls. Conclusion Childhood chronic conditions seem to affect adolescent's subjective health, but fortunately, they do not affect adolescents' subjective well-being to such an extent that it could lower their life satisfaction.

Teachers' assessments of children aged eight predict life satisfaction in adolescence.

The objective was to investigate how teachers' assessments of children predict life satisfaction in adolescence. This is a prospective cohort study on the population-based Northern Finland Birth Cohort 1986 (n = 8,959). Information was gathered from parents, teachers and adolescents using questionnaires at the age of 7, 8 and 15. Response rates were 80-90%. Emotional and behavioural problems were assessed with Rutter Children's Behavioural Questionnaires for teachers (RB2) and parents (RA2) during the first grade at age 8. At adolescence, self-reported life satisfaction was measured with a question including five response alternatives. According to teachers' assessments, 13.9% of the children had high emotional or behavioural problems (RB2 ≥9). These assessments predicted life dissatisfaction in adolescence (OR(crude) = 1.77; 95% CI 1.43-2.20) in several models including also health behaviour and use of psychotropic medicine. However, introducing all the significant variables in the same model, RB2 lost its significance (OR = 1.28; 0.96-1.70), but good school achievement assessed by teachers was still a significant predictor. Life satisfaction in adolescence was associated with a variety of favourable concurrent factors. In conclusion teachers' assessments of children during the first school year predicted life satisfaction in adolescence. In mental health promotion, teachers' early assessments should be utilized for the benefit of children.

[Class teacher as promoter and predictor of a child's mental health]. / Luokanopettaja lapsen mielenterveyden edistäjänä ja ennustajana.

School plays a significant role in children's mental health care. Teacher's assessment is predictive of the child's subsequent mental health. Although it is difficult for both teachers and parents to recognize especially depression in a child, observations made by adults will complement the information received from the child. On the other hand, teachers may not necessarily be capable of acting when they observe symptoms in a child. Teachers' knowledge of mental health should be increased and clear-cut instructions provided for them by health care professionals. Teachers' assessments of children's mental health should be utilized to a greater extent than presently.