Non-suicidal self-injury trajectories among adolescents during the COVID-19 pandemic: The role of parenting dimensions and stress reactions.

Adolescents COVID-19-related stress Longitudinal study Non-suicidal self-injury Parenting

Journal

Journal of affective disorders
ISSN: 1573-2517
Titre abrégé: J Affect Disord
Pays: Netherlands
ID NLM: 7906073

Informations de publication

Date de publication:
13 Aug 2024
Historique:
received: 25 05 2024
revised: 02 08 2024
accepted: 11 08 2024
medline: 16 8 2024
pubmed: 16 8 2024
entrez: 15 8 2024
Statut: aheadofprint

Résumé

The literature on the trajectories of NSSI behavior during the pandemic is scarce and mainly short-term. Furthermore, studies have not explored the buffering mechanisms that may have altered risk trajectories during this vulnerable period. This study aims to analyze the univariate change of NSSI during adolescence and to examine the alteration of the univariate growth due to the time-varying effect of COVID-19-related stress, parenting dimensions (i.e., positive and negative parenting), and their interaction. Participants included 830 Italian adolescents (44.2 % females; M The Latent Growth Curve Analyses show a linear increase in NSSI over time. In regards to time-varying, at T1, the results highlight that higher levels of negative parenting are associated with higher levels of NSSI at the same time point. Instead, at T2, results show that pandemic stress is associated with higher levels of NSSI at T2. Regarding the interaction effect, positive parenting significantly buffered the effect of COVID-19 stress on NSSI at both T2 and T3. Only some dimensions of parenting style (i.e., positive and negative parenting) are included. This study attempts to deepen the trajectory of NSSI behavior during the two years of the pandemic and examine the changes caused by the time-varying effects, thus providing suggestions for designing programs to prevent engagement in NSSI.

Sections du résumé

BACKGROUND BACKGROUND
The literature on the trajectories of NSSI behavior during the pandemic is scarce and mainly short-term. Furthermore, studies have not explored the buffering mechanisms that may have altered risk trajectories during this vulnerable period. This study aims to analyze the univariate change of NSSI during adolescence and to examine the alteration of the univariate growth due to the time-varying effect of COVID-19-related stress, parenting dimensions (i.e., positive and negative parenting), and their interaction.
METHODS METHODS
Participants included 830 Italian adolescents (44.2 % females; M
RESULTS RESULTS
The Latent Growth Curve Analyses show a linear increase in NSSI over time. In regards to time-varying, at T1, the results highlight that higher levels of negative parenting are associated with higher levels of NSSI at the same time point. Instead, at T2, results show that pandemic stress is associated with higher levels of NSSI at T2. Regarding the interaction effect, positive parenting significantly buffered the effect of COVID-19 stress on NSSI at both T2 and T3.
LIMITATIONS CONCLUSIONS
Only some dimensions of parenting style (i.e., positive and negative parenting) are included.
CONCLUSIONS CONCLUSIONS
This study attempts to deepen the trajectory of NSSI behavior during the two years of the pandemic and examine the changes caused by the time-varying effects, thus providing suggestions for designing programs to prevent engagement in NSSI.

Identifiants

pubmed: 39147162
pii: S0165-0327(24)01272-2
doi: 10.1016/j.jad.2024.08.058
pii:
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Informations de copyright

Copyright © 2024. Published by Elsevier B.V.

Déclaration de conflit d'intérêts

Declaration of competing interest The authors declare that there are no conflicts of interest.

Auteurs

Lisa De Luca (L)

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Italy. Electronic address: lisa.deluca@unifi.it.

Annalaura Nocentini (A)

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Italy.

Fulvio Tassi (F)

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Italy.

Ersilia Menesini (E)

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Italy.

Classifications MeSH