Impact of childhood trauma on educational achievement in young people at clinical high risk of psychosis

TY - JOUR

T1 - Impact of childhood trauma on educational achievement in young people at clinical high risk of psychosis

AU - Tognin, S

AU - Calem, M

AU - Modinos, G

AU - Avila, A

AU - Antoniades, Mathilde

AU - Kempton, M

AU - McGuire, P

AU - Valmaggia, L

PY - 2017

Y1 - 2017

N2 - Background: Several studies reported that childhood trauma is associated with the emergence of psychosis as well as with several cognitive defcits including impaired memory, attention and emotion discrimination (Varese et al 2013; Kraan et al 2015). However, little is known about the impact of early adverse experiences on educational achievement in people at clinical high risk (CHR) of developing psychosis. This study examines the relationship between specifc types of childhood trauma and academic achievements in CHR. Methods: Ninety-six CHR participants were recruited after consecutive referrals to the Outreach and Support in South London early intervention team and 39 healthy comparisons (HC) were recruited from the same area. The Childhood Trauma Questionnaire (CTQ) was used to examine type and severity of childhood trauma and a semi-structured interview was used to collect data on educational achievement. Data was analyzed using multiple linear regressions and multinomial logistic regression on years and level of education with primary predictors CTQ scales and potential con-founders age, gender and IQ. Results: Compared to HC, CHR reached a signifcantly lower level of education (P

AB - Background: Several studies reported that childhood trauma is associated with the emergence of psychosis as well as with several cognitive defcits including impaired memory, attention and emotion discrimination (Varese et al 2013; Kraan et al 2015). However, little is known about the impact of early adverse experiences on educational achievement in people at clinical high risk (CHR) of developing psychosis. This study examines the relationship between specifc types of childhood trauma and academic achievements in CHR. Methods: Ninety-six CHR participants were recruited after consecutive referrals to the Outreach and Support in South London early intervention team and 39 healthy comparisons (HC) were recruited from the same area. The Childhood Trauma Questionnaire (CTQ) was used to examine type and severity of childhood trauma and a semi-structured interview was used to collect data on educational achievement. Data was analyzed using multiple linear regressions and multinomial logistic regression on years and level of education with primary predictors CTQ scales and potential con-founders age, gender and IQ. Results: Compared to HC, CHR reached a signifcantly lower level of education (P

M3 - Article

C2 - 616524676

SN - 0586-7614

VL - 43

SP - S255

JO - Schizophrenia Bulletin

JF - Schizophrenia Bulletin

ER -