Relationships among adverse childhood experience patterns, psychological resilience, self-esteem and depressive symptoms in Chinese adolescents: A serial multiple mediation model

调解 心理弹性 自尊 背景(考古学) 临床心理学 心理干预 医学 干预(咨询) 结构方程建模 潜在类模型 抑郁症状 心理学 发展心理学 精神科 心理治疗师 焦虑 法学 古生物学 统计 生物 数学 政治学
作者
Shanshan Chen,Yang He,Guo-Die Xie,Li-Ru Chen,Tingting Zhang,Meng-Yuan Yuan,Yonghan Li,Jun-Jie Chang,Puyu Su
出处
期刊:Preventive Medicine [Elsevier BV]
卷期号:154: 106902-106902 被引量:25
标识
DOI:10.1016/j.ypmed.2021.106902
摘要

Adverse childhood experiences (ACEs) and adolescent depression are both prevalent social problems that can increase the risk of several negative health consequences throughout life. The original definition of ACEs misdirects the focus of intervention efforts for ACEs to only family dysfunction and parenting practices. We used a broader definition of ACEs and a latent class analysis (LCA) model to examine ACE patterns, aiming to overcome the shortcomings of cumulative and single adversity approaches based on the special social context of China. The data were derived from a middle school in Huaibei City of Anhui Province in 2019 and 2020, which was a prospective study involving 1687 junior high school students. At the initial evaluation (T1), ACEs, psychological resilience, self-esteem, and depressive symptoms were assessed by the students. At Time 2 (T2), the depressive symptoms of students were assessed. LCA and mediation analyses were conducted with Mplus version 8.2. The LCA identified the following three heterogeneous ACE classes: "low adversity" (36.4%), "moderate adversity" (44.2%), and "high adversity" (19.4%). The mediation analysis showed that the ACE patterns affected depressive symptoms through the following two mediation paths only in the moderate but not in the high adversity class: self-esteem alone and a path combining psychological resilience and self-esteem. Psychological resilience separately did not mediate the association between ACE patterns and depressive symptoms. To reduce depressive symptoms, interventions for students with ACEs need to improve self-esteem through many channels.
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