̽��ֱ�� of Cambridge - Ioannis Katsantonis

Young children who are close to their parents are more likely to grow up kind, helpful and ‘prosocial’

tdk25 — Mon, 09 Oct 2023 07:44:19 +0000

A loving bond between parents and their children early in life significantly increases the child’s tendency to be ‘prosocial’, and act with kindness and empathy towards others, research indicates.

̽��ֱ�� ̽��ֱ�� of Cambridge study used data from more than 10,000 people born between 2000 and 2002 to understand the long-term interplay between our early relationships with our parents, prosociality and mental health. It is one of the first studies to look at how these characteristics interact over a long period spanning childhood and adolescence.

̽��ֱ��researchers found that people who experienced warm and loving relationships with their parents at age three not only tended to have fewer mental health problems during early childhood and adolescence, but also displayed heightened ‘prosocial’ tendencies. This refers to socially-desirable behaviours intended to benefit others, such as kindness, empathy, helpfulness, generosity and volunteering.

Although the correlation between parent-child relationships and later prosociality needs to be verified through further research, the study points to a sizeable association. On average, it found that for every standard unit above ‘normal’ levels that a child’s closeness with their parents was higher at age three, their prosociality increased by 0.24 of a standard unit by adolescence.

Conversely, children whose early parental relationships were emotionally strained or abusive were less likely to develop prosocial habits over time. ̽��ֱ��researchers suggest this strengthens the case for developing targeted policies and support for young families within which establishing close parent-child relationships may not always be straightforward; for example, if parents are struggling with financial and work pressures and do not have much time.

̽��ֱ��study also explored how far mental health and prosocial behaviour are fixed ‘traits’ in young people, and how far they fluctuate according to circumstances like changes at school or in personal relationships. It measured both mental health and prosociality at ages five, seven, 11, 14 and 17 in order to develop a comprehensive picture of the dynamics shaping these characteristics and how they interact.

̽��ֱ��research was undertaken by Ioannis Katsantonis and Dr Ros McLellan, both from the Faculty of Education, ̽��ֱ�� of Cambridge.

Katsantonis, the lead author and a doctoral researcher specialising in psychology and education, said: “Our analysis showed that after a certain age, we tend to be mentally well, or mentally unwell, and have a reasonably fixed level of resilience. Prosociality varies more and for longer, depending on our environment. A big influence appears to be our early relationship with our parents. As children, we internalise those aspects of our relationships with our parents that are characterised by emotion, care and warmth. This affects our future disposition to be kind and helpful towards others.”

̽��ֱ��study used data from 10,700 participants in the Millennium Cohort Study, which has monitored the development of a large group of people born in the UK between 2000 and 2002. It includes survey-based information about their prosociality, ‘internalising’ mental health symptoms (such as depression and anxiety) and ‘externalising’ symptoms (such as aggression).

Further survey data provided information about how far the participants’ relationships with their parents at age three were characterised by ‘maltreatment’ (physical and verbal abuse); emotional conflict; and ‘closeness’ (warmth, security and care). Other potentially confounding factors, like ethnic background and socio-economic status, were also taken into account.

̽��ֱ��Cambridge team then used a complex form of statistical analysis called latent state-trait-occasion modelling to understand how far the participants’ mental health symptoms and prosocial inclinations seemed to be expressing fixed personality ‘traits’ at each stage of their development. This enabled them, for example, to determine how far a child who behaved anxiously when surveyed was responding to a particular experience or set of circumstances, and how far they were just a naturally anxious child.

̽��ֱ��study found some evidence of a link between mental health problems and prosociality. Notably, children who displayed higher than average externalising mental health symptoms at a younger age showed less prosociality than usual later. For example, for each standard unit increase above normal that a child displayed externalising mental health problems at age seven, their prosociality typically fell by 0.11 of a unit at age 11.

There was no clear evidence that the reverse applied, however. While children with greater than average prosociality generally had better mental health at any single given point in time, this did not mean their mental health improved as they got older. On the basis of this finding, the study suggests that schools’ efforts to foster prosocial behaviours may be more impactful if they are integrated into the curriculum in a sustained way, rather than being implemented in the form of one-off interventions, like anti-bullying weeks.

As well as being more prosocial, children who had closer relationships with their parents at age three also tended to have fewer symptoms of poor mental health in later childhood and adolescence.

Katsantonis said that the findings underlined the importance of cultivating strong early relationships between parents and children, which is already widely seen as critical to supporting children’s healthy development in other areas.

“So much of this comes back to parents,” Katsantonis said. “How much they can spend time with their children and respond to their needs and emotions early in life matters enormously.”

“Some may need help learning how to do that, but we should not underestimate the importance of simply giving them time. Closeness only develops with time, and for parents who are living or working in stressful and constrained circumstances, there often isn’t enough. Policies which address that, at any level, will have many benefits, including enhancing children’s mental resilience and their capacity to act positively towards others later in life.”

̽��ֱ��findings are reported in the International Journal of Behavioural Development.

Study using data from 10,000 people in the UK found that those who had a closer bond with their parents at age 3 tended to display more socially-desirable behaviours like kindness, empathy and generosity, by adolescence.

As children, we internalise those aspects of our relationships with our parents that are characterised by emotion, care and warmth

Ioannis Katsantonis

Getty/Ekaterina Vasileva-Bagler

Father hugging his son

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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Harsh discipline increases risk of children developing lasting mental health problems

tdk25 — Fri, 31 Mar 2023 07:58:20 +0000

In a study of over 7,500 Irish children, researchers at the ̽��ֱ�� of Cambridge and ̽��ֱ�� College Dublin found that children exposed to ‘hostile’ parenting at age three were 1.5 times likelier than their peers to have mental health symptoms which qualified as ‘high risk’ by age nine.

Hostile parenting involves frequent harsh treatment and discipline and can be physical or psychological. It may, for example, involve shouting at children regularly, routine physical punishment, isolating children when they misbehave, damaging their self-esteem, or punishing children depending on the parent’s mood.

̽��ֱ��researchers charted children’s mental health symptoms at ages three, five and nine. They studied both internalising mental health symptoms (such as anxiety and social withdrawal) and externalising symptoms (such as impulsive and aggressive behaviour, and hyperactivity).

About 10% of the children were found to be in a high-risk band for poor mental health. Children who experienced hostile parenting were much more likely to fall into this group.

Importantly, the study makes clear that parenting style does not completely determine mental health outcomes. Children’s mental health is shaped by multiple risk factors, including gender, physical health, and socio-economic status.

̽��ֱ��researchers do argue, however, that mental health professionals, teachers and other practitioners should be alert to the potential influence of parenting on a child who shows signs of having poor mental health. They add that extra support for the parents of children who are already considered to be at risk could help to prevent these problems from developing.

̽��ֱ��study was undertaken by Ioannis Katsantonis, a doctoral researcher at the Faculty of Education, ̽��ֱ�� of Cambridge, and Jennifer Symonds, Associate Professor in the School of Education, ̽��ֱ�� College Dublin. It is reported in the journal, Epidemiology and Psychiatric Sciences.

“ ̽��ֱ��fact that one in 10 children were in the high-risk category for mental health problems is a concern and we ought to be aware of the part parenting may play in that,” Katsantonis said. “We are not for a moment suggesting that parents should not set firm boundaries for their children’s behaviour, but it is difficult to justify frequent harsh discipline, given the implications for mental health.”

Symonds said: “Our findings underline the importance of doing everything possible to ensure that parents are supported to give their children a warm and positive upbringing, especially if wider circumstances put those children at risk of poor mental health outcomes. Avoiding a hostile emotional climate at home won’t necessarily prevent poor mental health outcomes from occurring, but it will probably help.”

While parenting is widely acknowledged as a factor influencing children’s mental health, most studies have not investigated how it affects their mental health over time, or how it relates to both internalising and externalising symptoms together.

̽��ֱ��researchers used data from 7,507 participants in the ‘Growing up in Ireland’ longitudinal study of children and young people. Mental health data was captured using a standard assessment tool called the Strengths and Difficulties Questionnaire. Each child was given a composite score out of 10 for their externalising and internalising symptoms at ages three, five and nine.

A second standard assessment was used to measure the parenting style children experienced at age three. Parents were profiled based on how far they inclined towards each of three styles: warm parenting (supportive and attentive to their child’s needs); consistent (setting clear expectations and rules); and hostile.

̽��ֱ��researchers found that, based on the trajectories along which their mental health symptoms developed between ages three and nine, the children fell into three broad categories. Most (83.5%) were low risk, with low internalising and externalising symptom scores at age three which then fell or remained stable. A few (6.43%) were mild risk, with high initial scores that decreased over time, but remained higher than the first group. ̽��ֱ��remaining 10.07% were high risk, with high initial scores that increased by age nine.

Hostile parenting raised a child’s chances of being in the high-risk category by 1.5 times, and the mild-risk category by 1.6 times, by age nine. Consistent parenting was found to have a limited protective role, but only against children falling into the ‘mild-risk’ category. To the researchers’ surprise, however, warm parenting did not increase the likelihood of children being in the low-risk group, possibly due to the influence of other factors on mental health outcomes.

Previous research has highlighted the importance of these other factors, many of which the new study also confirmed. Girls, for example, were more likely to be in the high-risk category than boys; children with single parents were 1.4 times more likely to be high-risk, and those from wealthier backgrounds were less likely to exhibit worrying mental health symptoms by middle childhood.

Katsantonis said that the findings underscored the importance of early intervention and support for children who are at risk of mental health difficulties, and that this should involve tailored support, guidance and training for new parents.

“Appropriate support could be something as simple as giving new parents clear, up-to-date information about how best to manage young children’s behaviour in different situations,” he said. “There is clearly a danger that parenting style can exacerbate mental health risks. This is something we can easily take steps to address.”

Parents who frequently exercise harsh discipline with young children are putting them at significantly greater risk of developing lasting mental health problems, new evidence shows.

Avoiding a hostile emotional climate at home won’t necessarily prevent poor mental health outcomes from occurring, but it will probably help

Ioannis Katsantonis

Getty images

Angry boy on stairs

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Most young people’s well-being falls sharply in first years of secondary school

tdk25 — Wed, 23 Nov 2022 09:10:45 +0000

Most young people in the UK experience a sharp decline in their subjective well-being during their first years at secondary school, regardless of their circumstances or background, new research shows.

Academics from the Universities of Cambridge and Manchester analysed the well-being and self-esteem of more than 11,000 young people from across the UK, using data collected when they were 11, and again when they were 14.

̽��ֱ��adolescents’ overall ‘subjective well-being’ – their satisfaction with different aspects of life (such as friends, school and family) – dropped significantly during the intervening years.

It is widely accepted that young people’s well-being and mental health are influenced by factors such as economic circumstances and family life. ̽��ֱ��research shows that notwithstanding this, well-being tends to fall steeply and across the board during early adolescence.

That decline is probably linked to the transition to secondary school at age 11. ̽��ֱ��study identified that the particular aspects of well-being which changed in early adolescence were typically related to school and peer relationships, suggesting a close connection with shifts in these young people’s academic and social lives.

In addition, students with higher self-esteem at age 11 experienced a less significant drop in well-being at age 14. This indicates that structured efforts to strengthen adolescents’ self-esteem, particularly during the first years of secondary school, could mitigate the likely downturn in well-being and life satisfaction.

̽��ֱ��research is published in the British Journal of Developmental Psychology. It was led by Ioannis Katsantonis, a doctoral researcher at the Faculty of Education, ̽��ֱ�� of Cambridge, building on research he undertook while studying for an MPhil in Psychology and Education.

“Even though this was a large, diverse group of adolescents, we saw a consistent fall in well-being,” Katsantonis said. “One of the most striking aspects was the clear association with changes at school. It suggests we urgently need to do more to support students’ well-being at secondary schools across the UK.”

Ros McLellan, an Associate Professor at the ̽��ֱ�� of Cambridge, specialist in student well-being, and co-author, said: “ ̽��ֱ��link between self-esteem and well-being seems especially important. Supporting students’ capacity to feel positive about themselves during early adolescence is not a fix-all solution, but it could be highly beneficial, given that we know their well-being is vulnerable.”

Globally, adolescents’ well-being is in decline. In the UK, the Children’s Society has shown that 12% of young people aged 10 to 17 have poor well-being. Dr Jose Marquez, a Research Associate at the Institute of Education, ̽��ֱ�� of Manchester, and co-author, said: “Until now, we haven’t fully understood how universally poor well-being is experienced. ̽��ֱ��relationship between well-being and self-esteem has also been unclear.”

̽��ֱ��researchers used data from the Millennium Cohort Study, which involves a nationally representative sample of people born between 2000 and 2002 and incorporates standard questionnaires about well-being and self-esteem. They then calculated a well-being ‘score’ for each student, balanced to control for other factors that influence well-being – such as economic advantage, bullying, and general feelings of safety.

While most adolescents were satisfied with life at age 11, the majority were extremely dissatisfied by age 14. By that age, the well-being scores of 79% of participants fell below what had been the average score for the entire group three years earlier. “This is a statistically significant drop,” Katsantonis said. “It goes far beyond anything we would classify as moderate.”

̽��ֱ��study also captured information about the adolescents’ satisfaction with specific aspects of their lives, such as schoolwork, personal appearance, family and friends. This suggested that the most dramatic downturns between 11 and 14 were probably related to school and relationships with peers.

Despite the overall fall, students with better well-being at age 14 tended to be those who had higher self-esteem at age 11. ̽��ֱ��pattern did not apply in reverse, however: better well-being at age 11 did not predict better self-esteem later. This implies a causal link in which self-esteem seems to protect adolescents from what would otherwise be sharper declines in well-being.

“Supporting self-esteem is not the only thing we need to do to improve young people’s well-being,” Katsantonis said. “It should never, for example, become an excuse not to tackle poverty or address bullying – but it can be used to improve young people’s life satisfaction at this critical stage.”

̽��ֱ��researchers identify various ways in which schools could support this. At a basic level, Katsantonis suggested that celebrating students’ achievements, underlining the value of things they had done well, and avoiding negative comparisons with other students, could all help.

More strategically, the study suggests incorporating more features that promote self-esteem into England’s well-being curriculum, and stresses the need to ensure that similar efforts are made across the UK. Recent studies have, for example, highlighted the potential benefits of mindfulness training in schools, and of ‘positive psychology’ initiatives which teach adolescents to set achievable personal goals, and to acknowledge and reflect on their own character strengths.

McLellan added: “It’s really important that this is sustained – it can’t just be a case of doing something once when students start secondary school, or implementing the odd practice here and there. A concerted effort to improve students’ sense of self-worth could have really positive results. Many good teachers are doing this already, but it is perhaps even more important than we thought.”

Research based on data from 11,000 students charted an across-the-board fall in well-being, regardless of circumstances, between ages 11 and 14.

Even though this was a large, diverse group of adolescents, we saw a consistent fall in well-being

Ioannis Katsantonis

Faculty of Education

Young people in class

̽��ֱ��text in this work is licensed under a Creative Commons Attribution 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – as here, on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

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