ABSTRACT
Despite the influence of the integrated motivational-volitional (IMV)1 model on research and practice, the supporting literature has not been systematically synthesised. This systematic review aims to synthesise the literature testing the IMV model of suicidal behaviour. Using citation and database searching, PsycINFO, EMBASE, PubMed, Web of Science, and Google Scholar were searched for studies referencing the IMV model (last searched on 28th March 2023). Included studies empirically tested the hypotheses of the model. Quality assessment was conducted using the National Institute of Health tool. Findings from 98 records (100 studies, 138,365 participants) were narratively synthesised. Results from studies directly testing the hypothesised pathways of the model supported the defeat-entrapment-suicidal ideation pathway of the IMV model. Case-control studies comparing differences between control, ideation, and enactment groups were consistent with hypotheses in univariate and cross-sectional analyses. However, support for the model was mixed for case-control multivariate and prospective studies. Due to low overlap in variables studied, the role of specific pre-motivational phase variables and stage-specific moderators was inconclusive. The studies received overall good quality ratings. The IMV model presents a promising framework for understanding and preventing suicide. Defeat, entrapment, and key variables may be useful in informing suicide prevention measures.
ABSTRACT
Associations between family income and child developmental outcomes are well documented. However, family income is not static but changes over time. Although this volatility represents income shocks that are likely to affect children's lives, very few studies have so far examined its effect on early cognitive development. This study investigated associations between family income, volatility, and changes in cognitive outcomes in early childhood and examined whether these associations are dependent on a family's overall income position. Data for the study spanned five waves of the Growing Up in Scotland longitudinal survey (N = 3,621). Findings indicate that income volatility was more prevalent among disadvantaged sociodemographic groups. In addition to average income, short-term volatility was associated with changes in child cognitive outcomes from ages 3 to 5. While upward volatility was associated with gains in expressive vocabulary, downward and fluctuating volatility were associated with declines in child problem-solving abilities. The association between volatility and changes in cognitive outcomes was similar for both children living in poverty and those from medium-high-income households. Our results suggest that policies aiming to cushion all families from negative income shocks, boost family income to ensure stability, and take low-income families out of poverty will have a significant impact on children's cognitive development. Additionally, a more nuanced conceptualization of income is needed to understand its multidimensional impact on developmental outcomes.
ABSTRACT
This study investigated the mechanisms by which experiences of poverty influence the trajectory of conduct problems among preschool children. Drawing on two theoretical perspectives, we focused on family stress (stress and harsh discipline) and investment variables (educational investment, nutrition, and cognitive ability) as key mediators. Structural equation modeling techniques with prospective longitudinal data from the Growing Up in Scotland survey (N = 3,375) were used. Economic deprivation measured around the first birthday of the sample children had both direct and indirect effects on conduct problems across time (ages 4, 5, and 6). In line with the family stress hypothesis, higher levels of childhood poverty predicted conduct problems across time through increased parental stress and punitive discipline. Consistent with the investment model, childhood deprivation was associated with higher levels of conduct problems via educational investment and cognitive ability. The study extends previous knowledge on the mechanisms of this effect by demonstrating that cognitive ability is a key mediator between poverty and the trajectory of childhood conduct problems. This suggests that interventions aimed at reducing child conduct problems should be expanded to include factors that compromise parenting as well as improve child cognitive ability.
