External Publications Using GUI Data

Family and home environment factors have been outlined in previous literature as important variables that affect early reasoning development. However, little research has focused on the association between screen use in the home environment and nonverbal reasoning ability. The aim of this cross-sectional study is to examine the role of both screen time and various screen activities (e.g., television, video, or educational games) in nonverbal reasoning ability in 9,001 5-year-old children using a large birth cohort study (Growing Up in Ireland). Interviews conducted with parents related to the children’s screen use and various family factors, while reasoning ability was measured using a standardized task (Picture Similarities Task, British Ability Scales II). A hierarchical multiple regression examined the role of screen use in nonverbal reasoning, while also statistically controlling for family factors such as parental education and employment status. Screen use variables made a significant contribution to the regression model, even after family factors were accounted for, although the effect sizes were very small. Playing educational games, video games, or engaging in over three hours screen use per day were all significant predictors of nonverbal reasoning scores in the final adjusted model. The results of this study suggest that screen use may play a small role in the development of nonverbal reasoning in young children. The findings highlight the need for further studies in this area and may have implications for current debates in screen time research.

This study uses Growing Up in Ireland data to examine how 9,000 children adjusted to primary school. It finds that the vast majority of five year olds are positive about school, look forward to going to school and say good things about school. The study showed that children start school with different skills and capacities and some children face greater challenges. The study suggests a number of ways to help all children experience a positive transition to primary school.

Background
The use of dietary quality scores/indices to describe diet quality in children has increased in the past decade. However, to date, few studies have focused on the use of these scores on disease outcomes such as childhood obesity and most are developed from detailed dietary assessments. Therefore, the aims of this study were: firstly to construct a diet quality score (DQS) from a brief dietary assessment tool; secondly to examine the association between diet quality and childhood overweight or obesity; thirdly we also aim to examine the associations between individual DQS components and childhood overweight or obesity.

Methods
A secondary analysis of cross sectional data of a sample of 8,568 9-year-old children and their families as part of the Growing Up in Ireland (GUI) study. Subjects were drawn from a probability proportionate to size sampling of primary schools throughout Ireland over the school year 2007–2008. Height and weight were measured by trained researchers using standardised methods and BMI was classified using the International Obesity Taskforce cut-points. The DQS (un-weighted) was developed using a 20-item, parent reported, food frequency questionnaire of foods consumed over the past 24 h. Adjusted odds ratios for overweight and obesity were examined by DQS quintile, using the first quintile (highest diet quality) as the reference category.

Results
The prevalence of normal weight, overweight and obese was 75, 19 and 6 % respectively. DQS ranged from -5 to 25, higher scores indicated higher diet quality in the continuous score. In analyses adjusted for gender, parent’s education, physical activity and T.V. viewing, child obesity but not overweight was significantly associated with poor diet quality: OR of 1.56 (95 % CI 1.02 2.38) in the 5th compared to the 1st DQS quintile. Findings from individual food items were inconsistent.

Conclusions
The findings suggest that diet quality may be an important factor in childhood obesity. A simple DQS developed from a short dietary assessment tool is significantly associated with childhood obesity.

It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-of-school activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in mathematics and reading attainment.

What does young adulthood look like for individuals who had mental health problems across childhood? Using the Growing Up in Ireland cohort (born in 1998 and studied from ages 9 to 20) we explored the association between mental health problems between ages 9 and 13, and subsequent poor outcomes in the same individuals at ages 17-20. We consider educational/economic outcomes, health service use, poor mental and physical health, social isolation, substance abuse, and subjective wellbeing in young adults. In a previous study that used latent class modelling, we identified four groups which captured mental health in a general population sample of children. Between ages 9 and 13, children could be grouped into: a low symptoms group (∼65%), an ‘externalising’ group with ADHD or conduct symptoms (∼20%), an ‘internalising’ group with depressive, anxiety or peer issues (∼10%), or a group showing many combined mental health symptoms (∼2%). All mental health problem groups had elevated odds across all 7 adverse outcomes in young adulthood. The 5 areas of young adult functioning most related to childhood mental health were: education/economics, subjective wellbeing, mental health, social isolation and substance abuse. Poor educational/economic outcomes were as likely as poor mental health (OR ∼ 2) in individuals with childhood psychopathology. The 3 childhood problem groups showed different risk profiles in young adulthood. For instance, the childhood internalising group had lower odds of substance abuse than all other groups, but had the highest odds of poor physical health by adulthood. Findings point to the need for a wider range of preventative supports for children and adolescents with a history of mental health problems, beyond just mental health support. These include interventions to improve physical health, treat substance abuse, reduce social isolation, and improve adverse educational and economic outcomes.

Given growing concerns about disadvantaged boys’ achievement and disengagement from learning, this paper investigates differences in reading ability by gender and social origin. It uses data from the Growing Up in Ireland study to investigate how parents’ approach to learning at home and children’s exposure to early care and education contribute to these differences. We find that both children’s gender and their family’s social class influence their cognitive development between age 3 and age 9, though the effects are additive, with little variation in the gender gap across social class groups. Parents from more advantaged social classes read more to their 3-year-old children than other parents, yet by age 5, when most children have started primary school, these class differences in parental reading are much lower. Parental reading, ECCE participation and length of primary school exposure were found to facilitate language development and partly explain differences in reading scores at age 9, although strong direct effects of social class remained, even accounting for vocabulary score at age 3. The benefits from parental reading, ECCE and exposure to school are broadly similar for boys and girls, though there is some evidence that boys benefit more than girls from longer exposure to school.

The relationship between parental background and children’s educational outcomes has been a dominant theme within the sociology of education. There has been an on-going debate as to the relative merits of explanations which focus on the role of socio-cultural reproduction and those which focus on rational choice. However, many empirical studies within the social stratification tradition fail to allow for children’s own agency in shaping the relationship between social background and schooling outcomes. This paper draws on the first wave of a large-scale longitudinal study of over 8,000 nine-year-old children in Ireland, which combines information from parents, school principals, teachers and children themselves. Both social class and parental education are found to have significant effects on reading and mathematics test scores among nine year olds. These effects are partly mediated by home-based educational resources and activities, parents’ educational expectations for their child, and parents’ formal involvement in the school. More importantly, children’s own engagement with, and attitudes to, school significantly influence their academic performance. The influence of children’s own attitudes and actions can thus reinforce or mitigate the effect of social background factors. The analysis therefore provides a bridge between the large body of research on the intergenerational transmission of inequality and the emerging research and policy literature on children’s rights.

It is well-established that participation in shared book reading interactions with caregivers supports children’s early language and literacy development. Most of this literature focuses on reading experiences during the preschool period. Less is known about the nature and importance of such practices during infancy. Therefore, the goal of this study was to examine literacy practices between parents and infants in a large cohort study, Growing Up in Ireland. Interview, survey, and direct measurements of children’s language skills were used to examine whether parent-report of book reading practices when children were 9-months predicted child expressive vocabulary at 36-months (N = 9171). Regression analysis indicated that approximately 80% of 9-month-old Irish children are read to by parents. Characteristics of families who were more likely to report reading with children emerged: those with higher educational attainment, fewer depressive symptoms, and those who report a high-quality home language environment (e.g., reported talking more to children during everyday activities). Furthermore, children who were read to at 9-months had stronger expressive vocabulary skills at 36-months, even after accounting for socio-demographic and home literacy environment covariates measured at both 9- and 36-months. Results are discussed using a bioecological framework to describe how proximal and distal factors in the child’s environment converge to impact early childhood literacy development.

Background
Orofacial clefts occur when the lips or the roof of the mouth do not fuse properly during the early weeks of pregnancy. There is strong evidence that periconceptional use of folic acid can prevent neural tube defects but its effect on oral clefts has generated debate.

Aim
To identify factors associated with suboptimal periconceptional use of folic acid and its potential effect on oral clefts.

Design and setting
The population-based infant cohort of the national Growing Up in Ireland study, which consists of 11 134 9-month-old infants.

Method
Data collection comprised questionnaires conducted by interviewers with parents in parents’ homes. Characteristics of mothers who did or did not take folic acid before and during pregnancy, as well as the effect of folic acid use on the prevalence of cleft lip and palate were recorded.

Results
The prevalence of cleft lip and palate was 1.98 (95% confidence interval [CI] = 1.31 to 2.99) per 1000 9-month-olds. The odds ratio for cleft lip was 4.36-fold higher (95% CI = 1.55 to 12.30, P = 0.005) for infants of mothers who did not take folic acid during the first 3 months of pregnancy, when compared with those who did have a folate intake during the first trimester. Folic acid use was suboptimal in 36.3% (95% CI = 35.4 to 37.2) of the sample.

Conclusion
These findings support the hypothesis that taking folic acid may partially prevent cleft lip and palate. They are particularly relevant for GPs, because they are usually the first port of call for women before and during early pregnancy.

Keywords
cleft lip, epidemiology, folic acid, general practice, infant

This report draws on the Growing Up in Ireland (GUI) study to look at pornography use among over 4,500 young adults at 20 years of age. Pornography use was captured as part of a module of questions on different types of internet use. The rich information provided by the GUI study allows us to explore the potential influence of a range of factors on pornography use and to examine the way use is related to key aspects of wellbeing and sexual behaviour among young adults. Pornography use is found to be highly gendered, with 64 per cent of young men and 13 per cent of young women reporting use. For this reason, analyses in the report look separately at the factors for young women and men.

The first 1000 days of life are a period of unique sensitivity and plasticity during which critical cognitive abilities are formed. Routine developmental screening tools aim to identify infants who would benefit from early intervention. While these tools have been validated for detecting children with more severe neurodevelopmental disorders, their ability to identify the larger proportion with below average cognitive function has not been sufficiently explored. The aim of this study was to examine the validity of the Ages and Stages Questionnaire (ASQ), for identifying children with later below average cognitive function.

The study population (n=8260) is formed from two national cohort studies, the Growing Up in Ireland (GUI) Infant cohort (n=7,444) and the Cork BASELINE cohort (n=816). The ASQ was completed at 8 months and 24-27 months respectively. Cognitive assessments were performed at age 5. Those scoring <1 standard deviation (SD) below the mean were categorised as below average cognitive function. Applying the currently used onward referral criterion (one fail in any domain) the sensitivity, specificity, positive and negative predictive values of the 8- and 24-27- month ASQ for detecting children with later below average cognitive function were calculated.

In the GUI cohort n=905 participants (12.5%) had scores <1SD below the mean on the Picture Similarities Scale. In the BASELINE cohort n=101 participants (13.4%) had an IQ <1SD below the cohort mean. Applying the currently used onward referral criterion (failing in any one domain in the ASQ), the sensitivity of the 8-month ASQ for detecting children scoring <1SD below the mean on the Picture Similarities Scale at age 5 was 16.4% (95% CI 14.0-19.0). The specificity was 92.0% (95% CI 91.3-92.6), with a positive predictive value (PPV) of 22.6% (95% CI 19.5-26.0) and a negative predictive value (NPV) of 88.5% (95% CI 87.7%-89.2%).

In the BASELINE cohort n=468 participants completed the 24-month ASQ and n=316 the 27-month ASQ. Applying the same onward referral criterion to the 24- and 27- month ASQ combined, the sensitivity for detecting those with an IQ <1SD below the cohort mean was 20.8% (95% CI 13.6-30.2) and the specificity was 91.1% (95% CI 88.6-93.2).

The ASQ has a low sensitivity for identifying children with below average cognitive function at age 5. The findings of this study suggest that if we are to intervene early in the developmental trajectory for children with below average cognitive function alternative methods of identifying high risk infants are needed.

Aims
This study aims to replicate Przybylski and Weinstein (Psychol Sci 28(2):204–215, 2017), using a large population cohort to examine the validity of the proposed Goldilocks Hypothesis, which states that moderate digital media engagement may be beneficial and that both high and low usage may have a negative relationship with mental wellbeing.

Methods
Using the GUI98 cohort, we used separate weekday and weekend time-based categorical variables indicating time spent online, playing video games, watching TV/films as well as a frequency variable indicating multiscreening, and their associations with SDQ internalizing and externalizing symptoms using linear and quadratic regression parameters. We followed procedures for confounder adjustments outlined in Przybylski and Weinstein (Psychol Sci 28(2):204–215, 2017).

Results
As hypothesized by the Goldilocks Hypothesis, time spent online watching TV/films at the weekend and multiscreening all had curvilinear relationships with internalizing and externalizing symptoms with significantly higher symptoms for no time as well as for higher exposures. internalizing and externalizing symptoms increased with time spent playing video games.

Conclusions
This brief report supports the Goldilocks Hypothesis, that suggests that moderate use of digital technology is not intrinsically harmful and may instead be beneficial, even necessary in a world becoming ever more increasingly reliant on digital media (Przybylski and Weinstein in Psychol Sci 28(2):204–215, 2017).

A poor quality diet may be a common risk factor for both obesity and dental problems such as caries. The aim of this paper is to use classification tree analysis (CTA) to identify predictors of dental problems in a nationally representative cohort of Irish pre-school children. CTA was used to classify variables and describe interactions between multiple variables including socio-demographics, dietary intake, health-related behaviour, body mass index (BMI) and a dental problem. Data were derived from the second (2010/2011) wave of the ‘Growing Up in Ireland’ study (GUI) infant cohort at 3 years, n = 9793. The prevalence of dental problems was 5.0% (n = 493). The CTA model showed a sensitivity of 67% and specificity of 58.5% and overall correctly classified 59% of children. Ethnicity was the most significant predictor of dental problems followed by longstanding illness or disability, mother’s BMI and household income. The highest prevalence of dental problems was among children who were obese or underweight with a longstanding illness and an overweight mother. Frequency of intake of some foods showed interactions with the target variable. Results from this research highlight the interconnectedness of weight status, dental problems and general health and reinforce the importance of adopting a common risk factor approach when dealing with prevention of these diseases.

Keywords: body mass index; diet; dental problem; classification tree

Aim
To explore the association between weight and bullying; considering victims and perpetrators as two aspects of bullying, and subjective perception and objective measurement as two aspects of weight.

Methods
This study is based on the first wave of data collection from Growing Up in Ireland – the National Longitudinal Study of Children. The two-stage sample design included a sample of 910 primary schools in Ireland, from which a sample of 8568 nine-year-old children and their families was randomly selected. Analysis is based on statistically reweighted data to ensure that it is representative of all 9-year-olds in Ireland.

Results
Significantly (P < 0.001) more girls were overweight or obese (33.1%: 23.1% overweight and 10% obese) than boys (25.2%: 18.3% and 6.9%). Children who were body mass index (BMI) classified as overweight or obese were significantly (P < 0.001) more likely to be victimised when compared with children whose BMI was not classified as overweight or obese. BMI-classified thinness was not significantly associated with victimisation; however, the body image of being skinny or very skinny was significantly (P = 0.015) associated with being victimised. Bullying perpetration was not associated with BMI-derived weight classification but was significantly (P < 0.001) associated with the child’s own self-description of weight.

Conclusions
Overall body image was found to have a stronger association with victimisation and bullying perpetration than objective BMI-derived weight classification. Further research investigating the mediating role of body image in the relationship between weight, victimisation and bullying is necessary to better understand this association.

Psychotic experiences (PEs) are common in early adolescence and are associated with nonpsychotic psychopathology. However, not all adolescents with PEs have subsequent psychopathology, and vice versa. To date, factors mediating the relationship between PEs and psychopathology have been understudied. The aims of this study were to investigate the bidirectional relationship between PEs and psychopathology in adolescence and to investigate potentially malleable mediators of these relationships. Data from 2 waves (age 13 and 17 years) of Cohort ’98 of the Growing Up in Ireland study were examined (n = 6,206). Using KHB pathway decomposition, we investigated the following as potential mediators of the relationship between psychopathology and PEs: parent-child relationship (conflict and positive), self-concept, and child-peer relationship (alienation and trust). Supplementary counterfactual mediation and sensitivity analyses were conducted. Early adolescents with psychopathology had twofold increased odds of late adolescent PEs (internalizing problems: odds ratio [OR] = 2.03, 95% confidence interval [CI; 1.56, 2.62]; externalizing problems: OR = 1.99, CI [1.51, 2.60]). Parent-child conflict explained between 23% and 34% of the associations between internalizing and externalizing problems and subsequent PEs. Early adolescents with PEs had increased odds of late adolescent psychopathology (internalizing problems: OR = 2.01, CI [1.61, 2.50]; externalizing problems: OR = 1.70, CI [1.25, 2.31]). Self-concept alone accounted for 52% of the relationship between PEs and subsequent internalizing problems. There is a bidirectional heterotypic relationship between psychopathology and PEs. Parent-child conflict and self-concept are important characteristics that mediate a proportion of the relationship between PEs and psychopathology. Interventions targeting parent-child conflict in the context of psychopathology and self-concept in the context of PEs may assist in reducing the incidence of poorer outcomes.