Puberty and Transdiagnostic Risks for Mental Health

Mendle, Jane; Beam, Christopher R.; McKone, Kirsten M. P.; Koch, Mary Kate

doi:10.1111/jora.12552

Cited by 21 publications

(22 citation statements)

References 81 publications

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“…Given the shared perseverative focus of rumination and co‐rumination, I expected the constructs to be related. Indeed, studies of youth from middle childhood to middle adolescence indicate significant relations between rumination and co‐rumination (Felton et al., 2019; Jose et al., 2012; Mendle et al., 2020; Rose, 2002; Stone & Gibb, 2015). These effects typically are small to moderate ( r s about .25–.45).…”

Section: What Does It Mean To Co‐ruminate?mentioning

confidence: 99%

The Costs and Benefits of Co‐Rumination

Rose

2021

Child Dev Perspectives

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A common belief is that talking about problems makes us feel better. In fact, seeking social support is related to well‐being. However, if taken to a perseverative extreme, talking about problems can become problematic. The construct of co‐rumination was developed to address this idea. Co‐rumination refers to talking excessively about problems and is characterized by rehashing problems, speculating about problems, and dwelling on negative feelings. Co‐rumination is typically studied in children’s and adolescents’ friendships and has adjustment trade‐offs. Like rumination, co‐rumination is associated with internalizing symptoms. However, co‐rumination also is associated with having high‐quality relationships, presumably due to social sharing. In this article, I review what it means to co‐ruminate; how co‐rumination is assessed; the roles of age, gender, and relationship context; associations with adjustment; and the role of interpersonal stress and problems. I close by considering directions for research and applied implications.

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Section: What Does It Mean To Co‐ruminate?mentioning

confidence: 99%

The Costs and Benefits of Co‐Rumination

Rose

2021

Child Dev Perspectives

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“…However, results from Vannucci et al (2014) and Vetter et al (2013), as well as part of the results from Mendle et al (2020), showed no pubertal effects on three of such measures. Chaku and Hoyt (2019) conducted a seven year-long longitudinal study assessing participants Tanner stages and self-control (using a subscale of the Social Skills Rating System) at exactly the same ages, thus controlling for age differences in the design of the study.…”

Section: Imentioning

confidence: 79%

“…Among these, there were two publications reporting the same results on the same sample: a paper (Herlitz et al, 2013) and a dissertation (Lovén, 2012). Two other studies, Koch et al (2020) and Mendle et al (2020), seem to have used the same sample, but they report results from different measures. Thus, we had a total of 27 reports, based on 26 studies and involving 25 datasets, included in the review.…”

Section: Search Results and Study Selection And Classificationmentioning

confidence: 99%

“…Overall, small negative effects of pubertal status were found on self-reported self-control difficulties using different questionnaires/scales that inquire about adolescents' behavior in socioemotional salient (hot) conditions in their daily lives (Chaku and Hoyt, 2019;Koch et al, 2020;Mendle et al 2020;Ng-Night et al, 2016;Vetter et al, 2013;Warren and Brooks-Gunn, 1989), although the effects, when reported, were only consistently present in females in early puberty (Chaku and Hoyt, 2019;Ng-Night et al, 2016;Warren and Brooks-Gunn, 1989), who had more difficulties in self-regulating in these conditions.…”

Section: Imentioning

confidence: 99%

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The effect of pubertal status on self-regulation of behavior – a systematic review

França¹,

Segura²,

Dias³

et al. 2022

Preprint

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Behavioral self-regulation (BSR) refers to a set of abilities such as cool and hot executive functions, that enable flexible, adaptive, and goal-directed regulation of behavior. During adolescence, BSR improves as individuals age and learn from their experiences. Crucially, BSR is also influenced by maturational changes related to pubertal development. However, the contribution of pubertal status to BSR development beyond age-related effects is unclear. Here, we performed a systematic review of the literature to investigate effects of pubertal status that can be separated from age effects. We identified 113 studies reporting results on the relationship between pubertal status and BSR measures, but most of them were not informative for our review question because they did not properly adjust for age effects, or manipulated pubertal data in ways that no longer reflected the participants’ pubertal status. The 26 remaining eligible studies used a heterogeneous set of tasks and questionnaires to assess BSR-related capacities. More than a third of these studies found no pubertal effects, while the remainder reported a mix of positive and negative effects, with few clear patterns. Additionally, there were common methodological shortcomings in this literature that significantly limited the strength of the evidence. So, despite indirect evidence for pubertal effects on BSR, our review showed a lack of strong direct evidence for substantial effects. We conclude with a discussion of the implications of our findings for current theories of BSR development during adolescence, and present suggestions for dealing with the current methodological shortcomings in future studies.

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“…Research has documented the linkage between early puberty and undesirable developmental outcomes, such as depressive symptoms, delinquency, and substance use among adolescent girls (Beltz, et al, 2020;Negriff, et al, 2011;Mendle, et al, 2020). These effects may hold concurrently and prospectively over time during adolescence (Graber, 2013) and even persist well in adulthood (Tsai, et al, 2014).…”

mentioning

confidence: 99%

Pubertal progression and its relationship to psychological and behavioral outcomes among adolescent boys

Tsai

Wang²,

Chan³

2022

Dev Psychopathol

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Variations in pubertal timing and tempo have relevance to psychosocial development. Accounting for pubertal timing, tempo, and psychosocial development simultaneously in a model remains challenging. This study aimed to document the typology of pubertal development in a cohort of Taiwanese adolescent boys and then to examine how the associations between psychosocial variables across time vary by the patterns of pubertal development. A group of adolescent boys (n = 1,368) reported pubertal signs and psychosocial variables for 3 years since seventh grade. The growth mixture model revealed three major classes of pubertal transition: average pubertal growth, late-onset with rapid catch-up, and late-onset with slow catch-up. In a cross-lagged panel model, the multigroup analysis found the regression coefficients mostly invariant across all three classes, except those between deviant behavior and subsequent changes in depressive symptoms that were significantly positive only in the late-onset with slow catch-up group. Adolescent boys in this group were estimated to have the highest marginal level of depressive symptoms and deviant behavior in ninth grade among the three classes. Our study highlights the heterogeneity in boys’ pubertal development and the role of the pubertal development pattern in their psychosocial development.

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Puberty and Transdiagnostic Risks for Mental Health

Cited by 21 publications

References 81 publications

The Costs and Benefits of Co‐Rumination

The Costs and Benefits of Co‐Rumination

The effect of pubertal status on self-regulation of behavior – a systematic review

Pubertal progression and its relationship to psychological and behavioral outcomes among adolescent boys

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