Low Birth Weight Linked To Psychological Distress In Adulthood

Low birth weight is associated with adult psychological distress, according to a new study published in the July/05 issue of the British Journal of Psychiatry.

The research found that children born full term but weighing less than 5.5 lbs (almost 3% of the total sample) had a 50% increased risk of psychological distress in later life. This remained the case after taking into account potential confounding factors, such as the father's social class, maternal age & adult marital status.

Until now it has been unclear whether the effect of low birth weight on common mental health problems in later life is direct, or is affected by childhood factors, such as IQ or behavioural problems.

Dr Nicola Wiles, from Bristol University & lead author on the study, commented: "The findings suggest that low birth weight at full term has a direct effect on adult mental health, rather than simply reflecting a pathway through childhood cognition &/or behaviour. This is an interesting finding that requires replication in other studies but suggests that early factors, before birth, might be important in increasing vulnerability to depression in adult life".  

This study used information on 5572 participants in the Aberdeen Children of the 1950's study for which data collection was funded by the Medical Research Council. The researchers from the Univ. of Bristol & the London School of Hygiene & Tropical Medicine examined the association between birth weight for gestational age & later adult psychological problems, taking into account cognition & behavioral problems in childhood.

No increase in risk was found in those of low birth weight who were born early, before 38 weeks. Similarly, pre-term delivery wasn't associated with an increased risk of psychological distress in adulthood.

As found in previous studies, low birth weight was associated with an increased risk of cognitive deficit (having an IQ of less than 100) at the age of 7 & with childhood behavioral disorder. This effect was observed among those born early as well as those born at term.

IQ of less than 100 at age 7 was associated with an increased risk of psychological distress in adulthood. But taking into account IQ & behavioral factors didn't alter the strength of the association between low birth weight at full term & adult psychological distress.

Low birth weight for gestational age is a marker for impaired foetal growth. The observed association with adult psychological distress provides further evidence for the theory that common mental health problems in adulthood may be due to impaired neuro-development, as has been suggested in schizophrenia.

Further work is needed to explore the biological mechanism underlying this relationship.

Dealing with Distressed Students: (does that describe you?)

Being aware of distress signals, methods of intervention & sources of help for the student can help you feel more in control of situations that may arise.

Distress Signals:

Listed below are some of the more prevalent signs of someone in distress. This list is intended to provide basic information only.

Depression: While we may all feel depressed from time to time, "normal" depressions may consist of only 1 or 2 symptoms & usually pass within days.

Clinically depressed students will exhibit multiple symptoms for a longer period of time. Some of these symptoms are:

• sleep disturbances
• poor concentration
• change in appetite
• loss of interest in pleasurable activities
• withdrawl
• poor hygiene
• loss of self esteem
• preoccupation with death

Referring Distressed Students
University of California, Santa Barbara

The Anxious Student

Anxiety disorders are the most common psychiatric conditions in the US, affecting more than 23 million people. Anxiety disorders are grouped into 12 distinct diagnostic categories, among which are:

• Generalized anxiety

• Social anxiety

• Panic disorder

• Obsessive compulsive disorder

• Post-traumatic stress disorder

• Phobias

Some features of anxiety that may be noted in students who are struggling with anxiety are:

• Intense tension or fear when there's no danger

• Feelings of losing control 

• A sense of doom

• Confusion

• Ruminations

• Excessive worry

• Irrational thoughts

• Catastrophic thinking

• Avoidance behavior

• Hyper vigilance

• Physical agitation

• Inability to sleep & eat properly

Students present with a wide range of anxious conditions. Some may have a generalized anxiety, which can impact their ability to perform academically by affecting:

• Concentration

• Memory

• The processing of information

• The ability to recall information

• The ability to comprehend

Others may struggle with a specific type, such as performance anxiety, that can affect an oral presentation, or test taking anxiety, that impacts the ability to perform on a test.

Research suggests that when treating persons w/high levels of anxiety, the most effective treatment is the combination of psychotherapy & psychotropic medication. When you encounter a student who you suspect is struggling with an anxious condition:

DO:

1. Talk to the student in private, when possible.

2. Remain calm.

3. Assume control over the situation in a soothing manner.

4. Focus on the relevant information.

5. Respectfully help the student focus on items that can be addressed.

6. Speak in an explicit, concrete & concise manner.

7. Assist the student in developing an action plan that addresses the most pressing concern.

8. Refer the student to a Counseling & Career Service 

DON'T:

1. Make solutions complicated.

2. Overwhelm the student with information.

3. Argue with irrational thoughts or catastrophic thinking.

4. Crowd the physical personal space.

5. Try to solve all problems presented.

6. Devalue the information presented.

7. Assume the family knows about the student's anxiety.

8. Assume the student will get over his/her anxiety without treatment.  

The Depressed Student

Depression is a pervasive problem in our society.

It affects 17 million Americans each year & doesn't discriminate demographically.

Depression differs from feeling sad or struggling with life events. Depression has specific symptoms of significant duration & severity. The most common features of depression are the subjective experience of feeling:

• Empty

• Hopeless

• Helpless

• Worthless 

• Unloved

• Adeep sense of sadness 

• Emotional pain

• The inability to experience pleasure in many activities

• Irregular sleep & eating patterns

• Difficulty concentrating, retaining information & making decisions

• Fatigue 

• Social isolation

Some depressed students experience:

• Agitation

• Anxiety

• Intense anger

Some have:

• Recurrent thoughts of destruction 

• Preoccupation with death

Some desire to escape the pain thru suicide.

Fortunately, depression responds to treatment & 80 - 90% of those treated show improvement.

Research supports the use of both medication & psychotherapy for the most effective treatment of major depression. When dealing with a depressed student:

DO:

1. When possible, see the student in private.
2. Validate the student's feelings & experience.
3. Listen to the information the student is sharing.
4. Be supportive & express your concerns about the situation.
5. Be directive & concise about an action plan.
6. Initiate the action plan, such as having the student call from your office for a counseling appointment.
7. Ask if the student has any thoughts of suicide.
8. Refer the student to Counseling & Career Services
9. If the student shares anything with you related to concerns about sexual harassment or gender discrimination, refer the student to the Sexual Harassment / Title IX Complaint Office
10. Be willing to consider a request for, or offer, an accommodation (e.g., extension on a paper, exam or project) if you feel it's appropriate.

DON'T:

1. Ignore the student.

2. Minimize the situation.

3. Argue with the student.

4. Provide too much information for the student to process & retain.

5. Expect the student to stop feeling depressed without some form of intervention.

6. Assume the family knows about the student's depressed.

Helping Your Child Thru A Divorce

Divorce is stressful for parents & children alike. Although children's emotional reactions usually depend on their age at the time of the divorce, many children experience feelings of sadness, anger & anxiety - & it's not uncommon for these