Supplemental Material for Cumulative Lifetime Adversity and Depression Among a National Sample of U.S. Latinx Immigrants: Within-Group Differences in Risk and Protective Factors Using Data From the HCHS/SOL Sociocultural Ancillary Study

2008 ◽  
Vol 98 ◽  
pp. 56
Author(s):  
S.H. Lee ◽  
S.M. Bae ◽  
S.H. Kim ◽  
Y.M. Park ◽  
J.I. Lee

2021 ◽  
pp. 002204262110493
Author(s):  
Gabriel J. Merrin ◽  
Bonnie J. Leadbeater ◽  
Clea M. B. Sturgess ◽  
Megan E. Ames ◽  
Kara Thompson

Early detection of risks for substance use disorders is essential to lifelong health and well-being for some youth. Very early-onset use is proposed as an indicator of risk for substance use disorders, but risk and protective factors related to early-onset use have not been identified. The current study compared risk and protective factors that distinguish early- and late-onset cannabis users from abstainers using data collected from a large community sample. The study also examined onset-group differences in participants’ reports of substance use disorder symptoms a decade later. Heavy episodic drinking (early-onset: OR = 7.29 CI = [1.60, 33.19]) and engagement with peers involved in deviant behaviors (early-onset: OR = 2.50 CI = [1.50, 4.13]) are risk factors for early-onset cannabis use. Protective factors, including parent monitoring (early-onset: OR = 0.73 CI = [0.58, 0.93]), engagement with peers involved in positive behaviors (early-onset: OR = 0.54 CI = [0.39, 0.76]), school engagement (early-onset: OR = 0.83 CI = [0.72, 0.96]), and academic grades (early-onset: OR = 0.37 CI = [0.21, 0.65]) also predicted early versus later onset-group differences. Early age of onset may be distinctly related to risk and protective factors previously associated with risks for substance use in all adolescents.


2015 ◽  
Vol 32 (1) ◽  
pp. 93-105 ◽  
Author(s):  
B. Dooley ◽  
A. Fitzgerald ◽  
N. M. Giollabhui

ObjectivesThe aim of this study is to examine the risk and protective factors associated with anxiety and depression in a representative sample of Irish adolescents.MethodsData used in this study were drawn from a subset of the My World Survey (MWS). The MWS-Second Level (MWS-SL) subset consists of a randomised sample of 72 schools, with a final sample of 6085 students. Outcome measures were depression and anxiety. Risk and protective factors included measures within the socio-demographic, psychosocial and risk-taking domains.ResultsOne in three adolescents experienced elevated levels of depression and anxiety. Age, gender, maternal education, family composition, parental mental health as well as the experience of racism and bereavement were associated with elevated distress. Psychosocial factors associated with depression and anxiety included optimism, personal competence, life-satisfaction, self-esteem, anger, body dissatisfaction, family competence, maternal and paternal criticism, experiencing the break-up of a romantic relationship, school and peer connectedness as well as the availability of one good adult. Finally, engaging in substance misuse was found to increase the likelihood of anxiety and depression.ConclusionSince factors protecting and putting adolescents at risk of anxiety and depression exist at every level of the adolescent’s ecological system, the study supports a community-based approach to youth mental health.


2021 ◽  
Author(s):  
Anne Nolan ◽  
◽  
Emer Smyth ◽  

New ESRI research, based on Growing Up in Ireland, shows that strong relationships with parents, peers and teachers enhance child and adolescent wellbeing New ESRI research funded by HSE Health and Wellbeing, examines the risk and protective factors for mental health and wellbeing of children and young people. Using data from the Growing Up in Ireland ’08 Cohort at 9 years of age and the ’98 Cohort at 17 years of age, the research examined both positive (life satisfaction) and negative (socio-emotional difficulties) aspects of mental health and wellbeing. Socio-emotional difficulties refer to difficulties of an emotional nature (e.g., feeling unhappy, downhearted or tearful) or with peers (e.g., picked on or bullied).


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