External Publications Using GUI Data

New research, conducted by the ESRI and funded by the Arts Council, shows that young people become less involved in cultural activities as they prepare for the Leaving Certificate and leave school. Using data from the Growing Up in Ireland study, the report charts a decline in reading for pleasure and taking music/drama/dance lessons between 13 and 17 years of age.

Worldwide, children do not meet the recommended guidelines for physical activity (PA) and a unified approach is required to increase children’s engagement in PA. Parents, are increasingly regarded as playing a key role in children’s PA behaviours. Physical activity parenting (PAP) is growing as a research field and refers to parental behaviours intended to influence children’s investment in PA. Using the perspectives of both parent and child, this research aims to identify PAP practices (positive and negative) engaged by Irish parents and to examine how PAP is embedded within a socioecological context. A purposive sample of 116 families in Ireland were included in the study. Families were stratified by social class, location, and family structure. Parents and children were interviewed and a secondary analysis of the interview data was completed. A theoretical model and conceptual framework relating to PAP guided data analysis to identify and understand parenting practices that influence children’s PA behaviour. Data was deductively analysed and key findings indicated that PAP practices of encouragement, involvement, and facilitation were positively associated with children’s engagement in structured sport activities. Co-participation was positively associated with children’s participation in unstructured PA. Mothers and fathers differed in their PA roles, with fathers engaged to a greater extent in involvement parental practices. Children from middle and higher socio-economic class families participated in a greater repertoire of structured PA and benefited from a greater diversity of PAP practices. Family context (social class, structure, size), community resources and organisational factors mediated the presence of PAP practices. Parents’ PA attributes and parents perceptions of PA attributes were less important influencers. Successful and effective engagement of parents in PA interventions is dependent on consideration of the various social contexts that are embedded in families.

Keywords
Physical activity parenting, physical activity, sport, children, social context

Background
Adolescence is a critical transition point for body weight. Personality traits are associated consistently with weight and obesity risk in adulthood. We examined whether personality, particularly Conscientiousness (the tendency to be organized, disciplined, and responsible), is associated with weight outcomes between ages 13 and 17.

Methods
Data are drawn from the Growing Up in Ireland suites of studies. Parents rated their child’s personality at age 13, and trained staff measured weight and height at ages 13 and 17 (N = 4962). Logistic regression was used to predict risk of incident obesity and obesity remission between ages 13 and 17.

Results
Among children who were not in the obesity category at age 13, higher Conscientiousness was associated with lower risk of moving into the obesity category by age 17, and, among children with obesity at age 13, Conscientiousness was associated with greater likelihood of moving to the nonobesity category by age 17. These associations were independent of sociodemographic characteristics, parent body mass index, and were similar across gender. The other five-factor model personality traits were unrelated to weight outcomes.

Conclusions
Conscientiousness is one trait psychological factor implicated in weight transitions across a critical period during adolescence.

Background
Parental incarceration (PI) is associated with adverse developmental outcomes for children affected. However, research in this area often reports conflicting results with few studies following children across time in non-U.S. populations. Additionally, more research is called for using multi-informant perspectives rather than relying on adult reports of child outcomes alone.

Methods
This study used data from the first two waves of a nationally representative cohort study of 8,568 children aged 9 years and followed up at age 13 living in the Republic of Ireland (2007–2012). Propensity score matching was used to match children who had experienced PI by the age of nine to children who had not experienced PI by sociodemographics and experience of other stressful events. Mental health, as measured by self-concept (Piers-Harris II) and externalizing and internalizing difficulties (strength and difficulties questionnaire), was compared across both groups.

Results
Fifty of the 8,568 children (weighted percentage 0.9%) reported experiencing PI by the age of nine. These children came from more socially disadvantaged homes and were more likely to have experienced other potentially stressful life events. In comparison to a matched sample of children not affected by PI, children affected by PI reported higher levels of anxiety at age nine. Longitudinal analysis indicated these children affected by PI also reported lower levels of happiness at age 13 with higher levels of emotional difficulties reported by their primary caregiver.

Conclusions
Children of incarcerated parents face a greater array of life challenges. PI had an association with child-reported levels of anxiety at age nine. PI also had a medium-term association on caregiver assessments of emotional difficulties of children affected as well child-reported levels of happiness over time.

Objective
This study aims to examine the associations between prenatal exposure to maternal smoking, birth weight and persistent offspring psychiatric symptoms. Additionally, we aim to examine whether the relationship between prenatal maternal smoking and persistent offspring psychiatric symptoms is mediated by offspring birth weight.

Methods
This study used the Growing Up in Ireland (GUI) longitudinal cohort. The GUI is a nationally representative longitudinal study of children which consisted of three data collection waves, at ages 9, 13, and 17 years. Logistic regression analysis was used to examine associations between prenatal tobacco exposure, and offspring psychiatric symptoms. Linear regression was used to examine associations between prenatal tobacco exposure and offspring birth weight. We conducted a mediation analysis examining potential etiological pathways linking maternal smoking during pregnancy, offspring birth weight, and later offspring psychiatric symptoms. All analyses were adjusted for confounders including household income, maternal level of education, and family psychiatric history. Additionally, examination of birth weight and subsequent psychiatric symptoms also was controlled for prematurity.

Results
We found that the association between prenatal tobacco exposure and later psychiatric symptoms is mediated by birth weight.

Conclusions
This work provides further evidence that maternal smoking during pregnancy is an important modifiable lifestyle factor that has an impact not just on the physical health of offspring but also their mental wellbeing. Supporting women with structured smoking cessation programs at the earliest stages of pregnancy should be a public health priority.

The aim of this paper is to quantify the effect of economic, parental and lifestyle factors on the psychological health of children at significant points in recent economic history in Ireland. The paper uses data from the Growing Up in Ireland study and employs a dynamic random effects ordered logistic regression model to test the magnitude of these effects. The results indicate that proxy income variables, such as ability to make ends meet and homeownership, are relevant in predicting child psychological health outcomes. Equally important are intergenerational health associations between the mother and the psychological health of children.

Background
Abnormal body mass index (BMI) has been associated with development of psychopathology. This association in children is well documented, for both overweight and underweight children. However, the association between change in BMI and the development of psychopathology has been less investigated.

Aim
To investigate the association between change in BMI between childhood and adolescence and psychopathology in adolescence.

Methods
Data from the Growing Up in Ireland cohort were used. We investigated the ’98 cohort (also known as the child cohort) at age 9/13. BMI, defined using internationally recognised definitions as underweight, healthy or overweight, was used as the exposure, and abnormal Strength and Difficulties Questionnaire scores were used as the outcome. Logistic regression was undertaken for the analysis. All analyses were adjusted for confounders.

Results
A change to overweight from healthy BMI was significantly associated with increased risk of psychopathology (adjusted OR 1.66; 95% CI 1.19–2.32). Both change from underweight to healthy (adjusted OR 0.12; 95% CI 0.03–0.43) or from overweight to healthy (adjusted OR 0.47; 95% CI 0.79–0.8) was associated with a significantly reduced risk of developing psychopathology.

Discussion
As a child’s BMI returns to within the healthy range, their risk of adolescent psychopathology is reduced. Interventions to restore healthy BMI, in both underweight and overweight, children may reduce their risk of adolescent psychopathology.

Keywords
adolescence, body mass index, childhood, psychopathology, weight change

Purposes
Dietary free sugars (FS) are the most important risk factor for dental caries and can contribute to excess energy intake. Measuring FS intake is limited by food composition databases and appropriate dietary assessment methods. The aim of this analysis was to estimate total sugar (TS) and FS intakes for Irish pre-schoolers and examine the proportion of dietary TS and FS captured using a short food questionnaire (SFQ).

Methods
This is a secondary analysis of 3-year-old children from two national surveys; Growing Up in Ireland (GUI), N = 9793 of whom 49% were girls and the National Preschool Nutrition Survey (NPNS), N = 126 and 52% were girls. GUI used SFQs and NPNS used semi-weighed food diaries to collect dietary data from 3-year-old children. Dietary intake databases were linked using an established approach. Mean daily TS and FS intakes and frequency were calculated, and consumption patterns from foods and meals are presented. The proportion of foods that were covered or non-covered by the GUI SFQ was calculated by comparison with the NPNS food diary.

Results
75% of 3 year-olds had FS intake greater than the maximum recommended by WHO guidelines for free sugar intake, while 4% met the lower threshold. The median frequency of TS and FS consumption was 5.0 (4.0–6.0) and 4.0 (3.0–5.0) times/day. Less than one-quarter of TS intake (g/day) was non-covered by the GUI SFQ while less than one-third of FS intake was non-covered.

Conclusions
A large majority of 3-year-old Irish children do not meet the WHO recommended guidelines for FS intake and almost none meet the desired conditional recommendation. SFQs only capture two-thirds of FS intake at this early age.

Purposes
Dietary free sugars (FS) are the most important risk factor for dental caries and can contribute to excess energy intake. Measuring FS intake is limited by food composition databases and appropriate dietary assessment methods. The aim of this analysis was to estimate total sugar (TS) and FS intakes for Irish pre-schoolers and examine the proportion of dietary TS and FS captured using a short food questionnaire (SFQ).

Methods
This is a secondary analysis of 3-year-old children from two national surveys; Growing Up in Ireland (GUI), N = 9793 of whom 49% were girls and the National Preschool Nutrition Survey (NPNS), N = 126 and 52% were girls. GUI used SFQs and NPNS used semi-weighed food diaries to collect dietary data from 3-year-old children. Dietary intake databases were linked using an established approach. Mean daily TS and FS intakes and frequency were calculated, and consumption patterns from foods and meals are presented. The proportion of foods that were covered or non-covered by the GUI SFQ was calculated by comparison with the NPNS food diary.

Results
75% of 3 year-olds had FS intake greater than the maximum recommended by WHO guidelines for free sugar intake, while 4% met the lower threshold. The median frequency of TS and FS consumption was 5.0 (4.0–6.0) and 4.0 (3.0–5.0) times/day. Less than one-quarter of TS intake (g/day) was non-covered by the GUI SFQ while less than one-third of FS intake was non-covered.

Conclusions
A large majority of 3-year-old Irish children do not meet the WHO recommended guidelines for FS intake and almost none meet the desired conditional recommendation. SFQs only capture two-thirds of FS intake at this early age.

In the current study, we investigated the developmental dynamics between positive youth development, being bullied in adolescence, gender, and sociocultural risk factors. Participants were 3,509 males (49%) and 3,656 females (51%) studied longitudinally across the ages of 9, 13, and 17 years in the Growing Up in Ireland study. Using structural equation modeling, we discovered that being bullied in early adolescence was most strongly predicted by having fewer close friends, higher family poverty, and living in neighborhoods with higher levels of disorder. However, the social disadvantage of a young person’s school did not impact being bullied. More positive reports of connection and caring in early adolescence were negatively predicted by neighborhood disorder and family poverty, and being female had positive association with relationships with teachers. Developing confidence, competence, and character in late adolescence was notably related to having fewer experiences of family trauma and transitions in childhood and to having higher levels of rapport with parents in early adolescence. The results highlight the importance of studying relationships and psychological development in sociocultural context.

Children live in a technology-mediated world, and most young people use a variety of technologies in their daily lives. However, despite intense public discourse, we have little empirical evidence on how technology use impacts on children’s development across a number of psycho-social domains. Research that has been conducted tends to be largely small-scale or cross-sectional in nature and most often focused on (young) adults rather than children. Using longitudinal data on one-in-eight Irish children, we use econometric methods to test for associations between early mobile phone ownership and two measures of children’s psycho-social development between 9 and 13 years of age. We examine the Piers Harris Self-Concept Scale, reported by children, and the Strengths and Difficulties (SDQ) score, completed by the primary caregiver. We find no generalised associations between early mobile phone ownership and psycho-social outcomes. However, there is evidence that associations differ by gender and across psycho-social sub-domains. We find no robust associations affecting boys, but girls who receive phones earlier fare less well in terms of their behavioural adjustment and academic self-concept scores at 13 years of age, all else being equal. Further research is needed to identify causal mechanisms and explore possible mediating effects of family/social context.

KEYWORDS: Mobile phone ownership; psychological adjustment; self-concept; gender; longitudinal data; Piers Harris; SDQ

The Growing Up Healthy in Families Across the Globe project is an international collaboration examining the potential for harmonised analysis using five longitudinal studies (from New Zealand, Ireland and Scotland). All five studies follow the lives of children, are interested in the dynamics of family change and work to inform policy to potentially improve population well-being across the life-course. Comparative analysis from harmonised longitudinal studies, where change over time is emphasised, provides a unique view to determine how and why environments change, which environments are supportive and which are not. This paper discusses the challenges and tasks involved when preparing and conducting harmonised analysis, and initial findings from the Growing Up Healthy project are discussed. The studies were, from New Zealand, Te Hoe Nuku Roa, the Pacific Island Families Study and Growing Up in New Zealand, and from Scotland and Ireland Growing Up in Scotland and Growing Up in Ireland. Post hoc data harmonisation of measures resulted in the identification of several closely aligned variables. The harmonised descriptive variables from the five studies highlight many similarities across the studies. A risk factor model to predict child development outcomes (using the Strengths and Difficulties Questionnaire) was developed and resulted in very similar patterns of risk in New Zealand, Ireland and Scotland. Risks included: maternal relationship status, maternal education, smoking in pregnancy, maternal self-reported health and maternal long-standing illness. The insights will be of interest to all those concerned with child development in contemporary New Zealand, Ireland, Scotland and other similar countries.

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.

With screen use becoming more prevalent at a younger age, it is important to research the possible impact screen use has on early cognitive development. The current study examines the screen use of 9001 5-year-olds and their reasoning abilities, using data from the Growing Up in Ireland study. Results show that both the amount of daily screen time, along with the type of screen activity children mostly engage in (video games, educational games, TV/video watching, or a mix of all of these activities), have an impact on 5-year-olds’ reasoning ability. Children who mostly engaged in a mix of activities for under three hours a day scored higher on a reasoning ability task than those who engaged in more than three hours of screen time, or those who engaged in an individual screen activity (e.g., television watching) rather than a mix of activities. However, the results also show screen use plays a very minor role in the development of reasoning ability. Consequently, other factors (e.g., home learning environment, parental education levels) should also be investigated when examining the role of screen use in cognitive development. The implications of these findings may therefore be of interest to parent, educators and policy-makers.

Background
Population-based studies provide important data to inform policy and service planning for vulnerable children in society. The aim of this study was to characterise social and educational circumstances and self-concept among a nationally representative sample of 13 year olds with developmental disabilities in Ireland.

Methods
A cross-sectional, secondary analysis of data collected from the Growing Up in Ireland (GUI) study was conducted. Descriptive statistics were used to calculate the reported prevalence of disabilities as reported by parents. Differences across the groups (those with and without disabilities) were analysed in relation to gender, socio-economic and school factors. Special education support received in school was described. The association between low self-concept scores (as measured by the Piers Harris Self-Concept Scales 2) and disability type was examined by use of multi-level logistic regression.

Results
Seventeen percent (17.36%) of the sample was reported to have a diagnosis of one or more developmental disabilities. Those with a disability were more likely to live in poorer households, have poorer health status, to experience more episodes of bullying at school, and to have more negative views of school (p<0.05) than their typically-developing peers.

Forty nine percent of children with developmental disabilities were not receiving support in school as reported by parents. Discrepancies in the nature of support received were identified across disability types. Adjusting for individual and school level factors, a disability diagnosis was associated with increased odds of low self-concept scores on three of five self-concept domains. Further associations were identified which differed across disability type.

Conclusions
The findings show that 13 year olds with a disability in Ireland have complex social and educational needs. Findings also suggest significant levels of unmet educational need across this age group. Apparent inequities in access to support in school require further investigation. Reliable measures to provide robust prevalence figures about childhood disabilities in Ireland are needed.

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.

In an effort to promote optimal health in all children, 24-hour movement guidelines that provide specific recommendations for physical activity, screen-time, and sleep have been developed (≥ 1 hour of physical activity, ≤ 2 hours of screen-time, 9-11 hours of sleep). Children who meet the recommendations for these health behaviours are less likely to be obese than those who do not meet them. This study compared the degree to which children with autism spectrum disorder (ASD) and typically developing (TD) children met the newly developed 24-hour movement guidelines. A propensity-score matched sample of 72 children (36 children with ASD, 36 TD children) from the “Growing Up in Ireland” study was included in the analysis. Based on parents’ completion of time-use diaries, fewer children with ASD, compared to TD children, met the recommendations for screentime (58.3% vs. 80.6%, p=0.07, V=0.24) and physical activity (41.7% vs. 69.4%, p=0.03, V=0.28). Children with ASD were most likely to meet two guidelines (44.4%), whereas TD children most commonly met all three guidelines (55.6%). The findings highlight the breadth of health behaviours that require intervention among children with ASD. The current study suggests that examining the movement behaviours that constitute a 24-hour period for children with ASD may be useful to inform interventions to reduce their risk for sub-optimal health.

Keywords: Physical activity; Screen-time; Sleep; Autistic; exercise; sedentary behaviour; health; overweight; obesity

The purpose of the study was, 1) to identify risk and protective factors that predict academic achievement in low socioeconomic status (SES) pupils in Ireland; and 2) to establish if these predicting factors are unique and applicable only in low-SES pupils. Using two waves of the Irish nationally representative longitudinal data, a multi-informant design was applied to analyse data from over 7,000 children along with their caregivers and teachers. A series of multilevel regression analyses were performed to compare data from low-SES and high-SES pupils. After controlling for prior achievement, findings suggested that academic achievement in both low and high-SES pupils are promoted by educational aspirations, attentional skills and being in the rural area. The strength of the association between protective factors and academic achievement, however, varies between the two groups. Nonetheless, close parent-child relationship in low-SES female pupils appears to be a unique factor that promotes academic resilience that does not apply to the rest of the pupils. The study contributes credible evidence and fresh insights into protective factors that exclusively promote academic resilience in low-SES pupils. From the perspective of policy and intervention, the differentiated knowledge gained is useful to inform the provision of targeted efforts aimed at closing the gap in achievement between pupils from different socioeconomic backgrounds.

This paper examines mobility and changes in Body Mass Index (BMI) for a sample of Irish children/adolescents across three waves of the longitudinal Growing Up in Ireland dataset. Particular attention is paid to transitions across the key BMI thresholds of overweight and obesity. Analysis is carried out by gender and by maternal education. In general, mobility is observed, with intra-generational rank-rank BMI coefficients of around 0.63 compared to coefficients of around 0.77 for the mothers of the children over the same time period. Across the distribution as a whole there is relatively little variation by gender and maternal education. However there a gender difference in terms of mobility out of obesity with the Shorrocks mobility index across categories of normal weight/overweight/obesity taking a value of 0.56 for females as opposed to 0.71 for males. This relative lack of mobility is more observed in later rather than earlier adolescence.