Unpacking Nature from Nurture: Understanding how Family Processes Affect Child and Adolescent Mental Health
Mental Health problems among youth constitutes an area of significant social, educational, clinical, policy and public health concern. Understanding processes and mechanisms that underlie the development of mental health problems during childhood and adolescence requires theoretical and methodological integration across multiple scientific domains, including developmental science, neuroscience, genetics, education and prevention science. The primary focus of this presentation is to examine the relative role of genetic and family environmental influences on children’s emotional and behavioural development. Specifically, a complementary array of genetically sensitive and longitudinal research designs will be employed to examine the role of early environmental adversity (e.g. inter-parental conflict, negative parenting practices) relative to inherited factors in accounting for individual differences in children’s symptoms of psychopathology (e.g. depression, aggression, ADHD ). Examples of recent applications of this research to the development of evidence-based intervention programmes aimed at reducing psychopathology in the context of high-risk family settings will also be presented.
A developmental-cognitive perspective on the impact of adolescent social media use
Concerns about the impact of social media use on adolescent well-being and mental health are common. While the amount of research in this area has increased rapidly over the last 5 years, most outputs are still marred by a multitude of limitations. These shortcomings have left our understanding of social media effects severely limited, holding back both scientific discovery and policy interventions. This talk discusses how developmental, cognitive and neuroscientific approaches might provide a new and improved way of studying social media effects. It will detail new studies in support of this idea, and raise potential avenues for collaborative work across the Cambridge Neuroscience community. As the digital world now (re)shapes what it means for us to live, communicate and develop, only an interdisciplinary approach will allow us to truly understand its impacts.
Two pathways to self-harm in adolescence
The behavioural and emotional profiles underlying adolescent self-harm, and its developmental risk factors, are relatively unknown. The authors of this paper aimed to identify sub-groups of young people who self-harm (YPSH) and longitudinal predictors leading to self-harm using the Millennium Cohort Study. (Pre-print: https://www.medrxiv.org/content/10.1101/2020.07.10.20150789v1)
Schizophrenia and Substance Use Disorders: Cracking the Chicken-or-Egg Question
Although substance use disorders (SUDs) occur commonly in patients with schizophrenia and significantly worsen their clinical course, the neurobiological basis of SUDs in schizophrenia is not well understood. Therefore, there is a critical need to understand the mechanisms underlying SUDs in schizophrenia in order to identify potential targets for therapeutic intervention. Since drug use usually begins in adolescence, it is also important to understand the long-term effects of adolescent drug exposure on schizophrenia- and reward- related behaviors and circuitry. This talk will combine pharmacological, behavioral, electrophysiologic (local field potential recordings) and pre-clinical magnetic resonance imaging (resting-state functional connectivity and magnetic resonance spectroscopy) approaches to study these topics with an eye toward developing better treatment approaches.
Development of the social brain in adolescence and effects of social distancing
Adolescence is a period of life characterised by heightened sensitivity to social stimuli, an increased need for peer interaction and peer acceptance, and development of the social brain. Lockdown and social distancing measures intended to mitigate the spread of COVID-19 are reducing the opportunity to engage in face-to-face social interaction with peers. The consequences of social distancing on human social brain and social cognitive development are unknown, but animal research has shown that social deprivation and isolation have unique effects on brain and behaviour in adolescence compared with other stages of life. It is possible that social distancing might have a disproportionate effect on an age group for whom peer interaction is a vital aspect of development.