CLASSES, COVARIATES, AND CHANGE: TAKING A PERSON-ORIENTED APPROACH TO INVESTIGATE CHILD AND ADOLESCENT MENTAL HEALTH

Abstract

This thesis presents four empirical studies that investigated child mental health and potential risk and protective factors, with a particular focus on perceived social support. Person-oriented statistical techniques (i.e., latent class analysis [LCA] and its extensions) were used because they are able to model complex multifaceted phenomenon, such as mental health, change over time, and associated factors. To comprehensively assess mental health, a dual-factor approach was taken, meaning that both mental health symptoms and wellbeing were considered. Study One was a systematic review that examined how LCA had previously been used to investigate child mental health. Study Two applied LCA to identify distinct mental health classes among 8-9 year-olds (N = 3340) and examined the reliability and external validity of those classes. Study Three investigated different profiles of perceived social support among adolescents (N = 2179) and the extent to which those profiles were associated with mental health. Study Four investigated change in dual-factor mental health from childhood (age 8-9 years) to early adolescence (age 10-11 years; N = 2402) and whether sex or perceived peer support predicted any specific mental health transitions. Findings indicated the importance of simultaneously investigating mental health symptoms and subjective wellbeing when assessing child mental health, and demonstrated a nuanced relationship between mental health and perceived social support. High levels of peer support were associated with good mental health, but low levels were associated with specific profiles of suboptimal mental health, and difficulties, particularly among females. Findings have theoretical implications (e.g., providing support for the dual-factor model), methodological implications (e.g., demonstrating how LCA can be used to investigate child mental health), and implications for mental health practice (e.g., identification of children and adolescents in need of mental health support).

Date of Award	1 Aug 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Neil Humphrey (Supervisor) & Pamela Qualter (Supervisor)