Sleep Schedules and Daytime Functioning in Adolescents

Wolfson, Amy R.; Carskadon, Mary A.

doi:10.1111/j.1467-8624.1998.tb06149.x

Cited by 1,353 publications

(960 citation statements)

References 20 publications

(20 reference statements)

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“…Also Padez and colleges demonstrated that 45.9% of Portuguese children aged 7 to 9 years (n = 4511) sleep less than 9 hours [22]. 25% of American adolescents report sleeping 6 hours or less per night [23]. Loessl and colleges confirmed this phenomenon and emphasized that 91.6 % of 601 German students aged 12 to 18 years sleep less than 9.2 hours per night during the week [24].…”

Section: Introductionmentioning

confidence: 91%

Sleep Duration and Sleep Problems in a Representative Sample of German Children and Adolescents

Schlarb¹,

Gulewitsch²,

Weltzer³

et al. 2015

Health

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Objective: The main purpose of the present study was to evaluate sleep duration for nighttime sleep from early infancy to late adolescence in a German sample to illustrate the developmental course and age-specific variability of these variables among subjects. Methods: A total of 17,641 subjects from the KiGGS study were evaluated. The questionnaires contained questions about physical health, living circumstances, health behavior and risks, health supply, mental health, health-related quality of life and sleep. KiGGS assessed sleep by using parent questionnaire of children aged 0 to 10 years (n = 9944) and self-reports of adolescents (n = 7697) aged 11 to 17 years. Results: Total sleep duration decreased from 14.28 hours (SD = 2.33) at the ages 0 -0.5 to 9.50 hours (SD = 0.82) at the ages of 10.5 -11. Above the age of 11 adolescents report a decrease of sleep at night from 9.41 hours (SD = 1.33) at the age of 11 -11.5 to 7.42 (SD = 1.73) at the age of 17.5 -18 years. Unspecified sleep problems were reported of 19.5%, 13.0% of the children had difficulties falling asleep, difficulties sleeping through the night showed 8.8% of the children, whereas 3.0% report both symptoms-difficulties falling asleep and difficulties sleeping through the night. Conclusions: Age-specific variability of sleep duration is reported as well as sleep difficulties from infancy to adolescence. This is important knowledge for the health care professional who deals with sleep problems in pediatric practice.* The items concerning sleep problems used in KiGGS do not provide diagnostics of sleep disorders-for this reason, the terms "sleep difficulties" or "sleep problems" will be used synonymously. A. A. Schlarb et al.1398

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Section: Introductionmentioning

confidence: 91%

Sleep Duration and Sleep Problems in a Representative Sample of German Children and Adolescents

Schlarb¹,

Gulewitsch²,

Weltzer³

et al. 2015

Health

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“…Students who sacrificed sleep to study were more likely to have difficulties with classwork and test performance the following day (i.e., the impact was immediate). In another study of adolescents (ages 13-19), Wolfson and Carskadon (1998) found that students with a grade point average (GPA) of C's or below slept an average of 3 h less per night in comparison to adolescents with GPAs equivalent to B's and higher. In pointing to potential benefits of optimal sleep for youth's academics, adolescents with better sleep functioning have greater school competence in comparison to adolescents with poorer sleep functioning (Storfer-Isser et al 2013).…”

Section: Academic Factorsmentioning

confidence: 98%

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Becker

Langberg

Byars

2015

J Youth Adolescence

154

130

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Sleep problems in adolescence have been identified as an international public health issue. Over the past few decades, notable advances have been made in our understanding of the patterns and consequences of sleep in adolescence. Despite these important gains, there is much about the role of sleep in adolescence that remains to be understood. This Special Issue brings together studies that examine sleep as it specifically pertains to adolescent development and adjustment. In this introductory article, we argue for the importance of grounding the study of sleep and adolescence in developmental science and a developmental psychopathology framework. First, a review of the literature is used to outline a biopsychosocial and contextual model of sleep in adolescence. Second, attention-deficit/hyperactivity disorder (ADHD) is used as an exemplar of the proposed model given the pervasiveness of sleep problems among youth with ADHD and the likelihood that sleep problems and ADHD symptoms are interconnected in complex ways. Finally, a brief introduction to the empirical articles included in the Special Issue is provided, with particular attention given to how these articles fit within the proposed biopsychosocial and contextual model. Along with the framework proposed in this article, the studies included in this Special Issue advance the current literature and point to critical directions for future research.

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“…Studies have also found that between 54% and 87% of adolescents report the need for more sleep (Mercer et al, 1998;Strauch & Meier, 1988;Wolfson & Carskadon, 1998) and most wake feeling unrefreshed at least a few times per week (Gradisar et al, 2013).…”

mentioning

confidence: 99%

The SENSE study: Post intervention effects of a randomized controlled trial of a cognitive–behavioral and mindfulness-based group sleep improvement intervention among at-risk adolescents.

Blake

Waloszek

Schwartz

et al. 2016

Journal of Consulting and Clinical Psychology

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Objective: Sleep problems are a major risk factor for the emergence of mental health problems in adolescence. The aim of this study was to investigate the post intervention effects of a cognitive–behavioral/mindfulness-based group sleep intervention on sleep and mental health among at-risk adolescents. Method: A randomized controlled trial (RCT) was conducted across High schools in Melbourne, Australia. One hundred forty-four adolescents (aged 12–17 years) with high levels of anxiety and sleeping difficulties, but without past or current depressive disorder, were randomized into either a sleep improvement intervention or an active control ‘study skills’ intervention. Both programs consisted of 7 90-min-long group sessions delivered over 7 weeks. One hundred twenty-three participants began the interventions (female = 60%; mean age = 14.48, SD = 0.95), with 60 in the sleep condition and 63 in the control condition. All participants were required to complete a battery of mood and sleep questionnaires, 7 days of wrist actigraphy (an objective measure of sleep), and sleep diary entry at pre- and-post intervention. Results: The sleep intervention condition was associated with significantly greater improvements in subjective sleep (global sleep quality [with a medium effect size], sleep onset latency, daytime sleepiness [with small effect sizes]), objective sleep (sleep onset latency [with a medium effect size]), and anxiety (with a small effect size) compared with the control intervention condition. Conclusion: The SENSE study provides evidence that a multicomponent group sleep intervention that includes cognitive–behavioral and mindfulness-based therapies can reduce sleep initiation problems and related daytime dysfunction, along with concomitant anxiety symptoms, among at-risk adolescents.

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Sleep Schedules and Daytime Functioning in Adolescents

Cited by 1,353 publications

References 20 publications

Sleep Duration and Sleep Problems in a Representative Sample of German Children and Adolescents

Sleep Duration and Sleep Problems in a Representative Sample of German Children and Adolescents

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

The SENSE study: Post intervention effects of a randomized controlled trial of a cognitive–behavioral and mindfulness-based group sleep improvement intervention among at-risk adolescents.

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