Sometimes It's Good to be Short: The Serotonin Transporter Gene, Positive Parenting, and Adolescent Depression

Little, Keriann; Olsson, Craig A.; Whittle, Sarah; Sheeber, Lisa; Youssef, George; Simmons, Julian G; Sanson, Ann; Foley, Debra L.; Allen, Nicholas

doi:10.1111/cdev.12987

Cited by 7 publications

(6 citation statements)

References 86 publications

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“…This finding suggests a dominant G×E effect for concurrent social skills, in which the dominant L allele, rather than the S allele, confers susceptibility to the environment. Several recent studies have found an L-allele driven effect (e.g., Little et al, in press), although findings are mixed (Weeland, Overbeek, de Castro, & Matthys, 2015). Divergent findings have been attributed to differing G×E pathways by allele, in which either the S or L allele confers environmental susceptibility depending on the type of environment and developmental outcome assessed (see Weeland et al, 2015).…”

Section: Discussionmentioning

confidence: 98%

The nature and nurture of social development: The role of 5-HTTLPR and gene–parenting interactions.

Caplan¹,

Morgan²,

Noroña³

et al. 2019

Journal of Family Psychology

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Social skills are traditionally viewed as acquired through social environments including parenting. However, biopsychosocial models highlight the importance of genetic influences and gene-environment interactions (GϫEs) in child development. Extant GϫE investigations often fail to account for developmental changes in the phenotype or rigorously assess the social environment using observational measures. The present study prospectively assessed 110 children (44.5% female) and their parents to explore biologically plausible independent and interactive associations of the serotonin transporter-linked polymorphic region (5-HTTLPR) and observed positive and negative parenting in prediction of (a) initial levels of social skills at school entry (age 6 years) and (b) developmental changes in social skills across the early school years (ages 6 -9 years). Overall, the SS (vs. SL/LL) 5-HTTLPR genotype inversely predicted social skills across all domains, although parenting behavior moderated these associations wherein putative GϫE effects differed by developmental timing and social skills domain. Positive parenting positively predicted concurrent (age 6) overall social skills for children with SL/LL genotypes, but not the SS genotype. However, for the SS group only, age 6 positive parenting positively predicted prospective growth in social responsibility, although negative parenting positively predicted growth in social cooperation. Findings suggest that 5-HTTLPR may signal differential sensitivities to parenting styles and patterns of social development, which may help to inform targeted intervention approaches to enhance person-environment fit.

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Section: Discussionmentioning

confidence: 98%

The nature and nurture of social development: The role of 5-HTTLPR and gene–parenting interactions.

Caplan¹,

Morgan²,

Noroña³

et al. 2019

Journal of Family Psychology

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“…A large body of reviews and empirical studies investigating the association of parenting and adolescent depression showed that warmth, care, acceptance and other positive parenting behaviors were negatively linked to depression (Milevsky et al, 2007; Brand et al, 2009a,b; Yap et al, 2014; Wang Y.C. et al, 2015; Little et al, 2017), while negative parenting characterized by harsh, control and neglect were risks for depression (Aunola et al, 2013; Reising et al, 2013; Frazer and Fite, 2016; Murdock et al, 2018). Regardless of the differences in dimension of parenting practice, there is consistency that parental care and control have a close association with individual depression.…”

Section: Introductionmentioning

confidence: 99%

Family Socioeconomic Status and Adolescent Depressive Symptoms in a Chinese Low– and Middle– Income Sample: The Indirect Effects of Maternal Care and Adolescent Sense of Coherence

Cui

Xing

et al. 2019

Front. Psychol.

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The current study investigated whether socioeconomic status (SES) was associated with adolescent depressive symptoms through maternal parenting and adolescent sense of coherence (SOC). Using a sample of 1220 Chinese adolescents, it was found that SES, maternal care, and adolescent SOC were positively related to each other and negatively related to adolescent depressive symptoms, respectively. Maternal control was positively related to adolescent depressive symptoms and negatively related to their SOC, but not significantly to SES. By analysis of structural equation modeling, we found that SES was associated with adolescent depressive symptoms indirectly through maternal care separately, as well as through maternal care and adolescent SOC sequentially. This study extended our understanding by showing possible indirect pathways by which family contextual factors and individual internal resources for adolescent depressive symptoms may operate separately and sequentially. The overall results highlighted the need to study adolescent depressive symptoms to find external and internal positive factors for maintaining adolescent emotional health, especially in families with relatively lower income.

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“…While disengaged parenting may not provide children ample guidance and support to manage their emotions, disengaged parents’ lack of harsh, punitive responses to children’s emotions may buffer their children from the more severe negative outcomes. It is worth considering that the absence of parenting practices which are optimal for children’s emotion competence, versus the presence of parenting practices found to have a negative impact on children’s emotion competence, likely has distinct developmental impacts on children’s emotion competence ( Little et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Profiles of parents’ emotion socialization within a multinational sample of parents

et al. 2023

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IntroductionSeminal emotion socialization theories classify parents according to two patterns of parent emotion socialization processes: ‘emotion coaching’ (i.e., parents validate and teach children about emotions) versus ‘emotion dismissing’ parenting (i.e., parents minimize and dismiss their children’s emotions). However, empirical evidence supporting this binary distinction of parents remains limited. Our objective was to investigate whether parents can be differentiated by distinct patterns in their (1) beliefs about children’s emotions, (2) emotion regulation, and (3) emotion-related parenting practices.MethodParticipants were parents of children aged 4–10 years from the Child and Parent Emotion Study (N = 869) (https://bmjopen.bmj.com/content/10/10/e038124). Parents completed self-reported measures of emotion socialization processes via an online survey, which took 20–30 min to complete. Data included in the current study were collected May–August 2019. We conducted a latent profile analysis of parents’ emotion socialization (13 indicators). To assess reliability of the profiles, we examined stability of the profiles across (1) parents of children in early versus middle childhood, and (2) fathers versus mothers, via measurement invariance testing. Further, to assess for construct validity of the profiles, we examined concurrent associations between six criterion constructs and parents’ emotion socialization profiles.ResultsA three-profile model emerged characterizing parents by: (1) emotion coaching; (2) emotion dismissing; (3) emotion disengaged. There was strong support for construct validity and reliability.DiscussionOur study provides empirical support for distinct differentiated classifications of emotion coaching and emotion dismissing parenting, aligned with emotion socialization theories. We further extend on extant theory and suggest a third ‘emotion disengaged’ classification, describing parents with moderate levels of emotion dismissing parenting and low levels of emotion coaching parenting. It should be noted that the profiles were derived with self-report data, therefore, data may have been biased by contextual factors. Furthermore, the study sample consisted of Western families from affluent backgrounds. The field should focus efforts on conducting person-centered studies with more diverse samples in future.

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Sometimes It's Good to be Short: The Serotonin Transporter Gene, Positive Parenting, and Adolescent Depression

Cited by 7 publications

References 86 publications

The nature and nurture of social development: The role of 5-HTTLPR and gene–parenting interactions.

The nature and nurture of social development: The role of 5-HTTLPR and gene–parenting interactions.

Family Socioeconomic Status and Adolescent Depressive Symptoms in a Chinese Low– and Middle– Income Sample: The Indirect Effects of Maternal Care and Adolescent Sense of Coherence

Profiles of parents’ emotion socialization within a multinational sample of parents

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