American journal of preventive medicine · 2025
Paternal Depression at Kindergarten Entry and Teacher-Reported Behavior at Age 9 Years.
СтатьяПоддержка NIH: внешняя программаПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Schmitz Kristine, Noonan Kelly, Corman Hope, Nguyen Jenny M, Jimenez Manuel E, Reichman Nancy E
Аннотация
INTRODUCTION: This study investigated associations between paternal depression when children were age 5 years and teacher-reported behavioral problems at age 9 years.
METHODS: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998-2000. Behavioral outcomes were measured in 2009-2010, when the children transitioned to middle school. Analysis was conducted in 2023-2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated.
RESULTS: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills.
CONCLUSIONS: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.
METHODS: 1,422 children in a U.S. cohort study of mostly nonmarital births were studied. Data collection, which is ongoing, began in 1998-2000. Behavioral outcomes were measured in 2009-2010, when the children transitioned to middle school. Analysis was conducted in 2023-2024. Negative binomial regression models of associations between paternal depression and children's behavior and social skill scores and logistic regression models of associations between paternal depression and high (≥1 sSD above mean) or low (≥1 SD below mean) scores were estimated.
RESULTS: Adjusting for child/paternal/family characteristics and maternal depression, paternal depression was associated with a 36% higher oppositional score (IRR=1.36; 95% CI=1.02, 1.82), 37% higher hyperactive score (IRR=1.37; 95% CI=1.11, 1.69) and 25% higher ADHD score (IRR=1.25; 95% CI=1.08, 1.46) but not associated with cognitive problem/inattention score. A similar pattern was apparent for high behavior problem scores, with AORs from 1.78 to 1.85. Paternal depression was associated with an 11% lower positive social skills score and a 25% higher problematic behavior score with similar associations across subscales. Similar patterns were apparent for some high problematic and low positive social skills.
CONCLUSIONS: Paternal depression when children transitioned to kindergarten was associated with poorer teacher ratings of behaviors and social skills at age 9 years. These findings suggest a need for interventions that identify and support fathers with depressive symptoms and their children.