Social Isolation In Adolescence Research Articles

SOCIAL MEDIA USAGE

The use of social media has contributed to rising aggression and social isolation in adolescents. Current research examined the relationship of social media use, aggression, and social isolation among adolescents. Meezan International School and Divisional Public School were selected for data collection from Sahiwal city. Sample was included 200 participants as 100 girls and 100 boys. This study used UCLA Loneliness Scale, Aggression Questionnaire and Social Use Survey to measure social isolation, aggression, and social media use, respectively. SPSS (27 version) was used for statistical analyses and remarkable findings were obtained. Results of current study depicted that social media usage does not increase the level of aggression and social isolation in adolescents. Further, social isolation increases due to the increase of aggression and vice versa. Moreover, current study depicted that social media use was a significant predictor of aggression and non-significant predictor of social isolation in our society. Furthermore, there was a prominent difference of social media use, aggression and social isolation in adolescent boys and girls. Girls use more social media as compared to boys and boys are more socially isolated and aggressive than girls in adolescence.

Development and validation of a scale to measure social isolation in adolescents.

There is a lack of questionnaires specifically designed to assess social isolation in adolescents. We developed and validated a self-report measure of social isolation in adolescents, the Social Isolation Questionnaire (QIS). A literature review on social isolation and mental health in adolescents indicated 20 questions to form QIS. Two cross-sectional surveys with 48 and 1135 adolescents, respectively, evaluated the reproducibility and validity of QIS. The Bland-Altman plot did not indicate a systematic difference between measurements 15 days apart. Bartlett's sphericity test verified a correlation between the questions and the Kaiser-Meyer-Olkin test showed good adequacy (.896) to the factor analysis. Exploratory factor analysis suggested the exclusion of three questions (loading factors <0.3), and eigenvalues (4.9-0.8) indicated that the questionnaire should be composed of three factors (dimensions). The Cronbach's alpha indicated high internal consistency of the 17 questions (0.850 overall; Dimensions: 0.815 'feeling of loneliness'; 0.760 'friendship'; and, 0.680 'Family support'). The QIS score ranged from 0 to 131 (maximum social isolation score). The correlation between QIS and depressive symptoms (r = .543) indicated the construct validity of QIS. We evaluated QIS in the Portuguese version, thus translation and cultural adaptation are necessary to evaluate the questionnaire in other settings. We constructed and validated the QIS questionnaire, a self-administered questionnaire to assess social isolation in adolescents, composed of three dimensions; feelings of loneliness, friendship and family support. The QIS questionnaire seems a very promising tool to support practitioners and researchers in assessing social isolation among adolescents.

Social isolation during adolescence causes increased generalised anxiety-like behaviour in male rats and increased sociability in male and female rats

As one of the main characteristics of adolescence is the increased desire for social interaction and formation of meaningful relationships, it represents a particularly vulnerable period for social stressors. Moreover, social isolation during adolescence can significantly alter brain function and increase the likelihood of anxiety disorders in early adulthood. The aim of this retrospective meta-analysis and prospective behavioural experiment was to investigate whether chronic isolation stress during adolescence causes generalised and social anxiety-like behaviour in rodents. The meta-analysis of previously published data showed that social isolation during adolescence leads to an increase in generalised anxiety-like behaviour exclusively in male isolated rodents and has ambiguous effect on social anxiety-like behaviour. In the subsequent prospective experiment, Sprague-Dawley rats of both sexes were subjected to six weeks of social isolation and their behaviour was investigated in the open field, elevated plus maze, and three-chamber test. Consistent with the retrospective literature analysis, social isolation in adolescence increased generalised anxiety-like behaviour exclusively in males, as indicated by a decrease in time spent in the centre of the open field and open arms of the elevated plus maze, compared to controls. Both male and female isolated rats showed an increase in sociability in the three-chamber test, as indicated by the increase in the preference ratio for social versus neutral stimuli, compared to controls. Altogether, social isolation leads to an increase in generalised anxiety-like behaviour exclusively in males and to increased sociability in both males and females.

Effectiveness of emotional-social skills traning in psychological distress and social isolation by moderating the coping styles in symptoms of depressed adolescents

Introduction: Depressive disorder is associated with various consequences such as psychological distress and social isolation, whichtheir removing is of importance. Aim: The present study was conducted with the aim of determining the effectiveness of socialemotional skills training on psychological disturbance and social isolation in adolescents with depressive symptoms by modulating coping styles. Method: This research is a semi-experimental type. Its statistical population was formed by male students suffering from depression disorder in Baneh city with an age range of 16-18 years in 2020. 30 students were targeted and screening method selected as a statistical sample based on the results of the Lazarus and Folkman coping styles scale and divided into two groups of 15 people (excitement-oriented and problem-oriented) were divided. The questionnaires used in this research included Beck Depression Questionnaire and Depression, Anxiety and Stress Questionnaire and Social Isolation Questionnaire. SPSS version 20 software and multivariate covariance analysis were used for data analysis. Results: The results of data analysis using multivariate analysis of covariance showed that social-emotional skills training was effective in improving psychological disturbance and social isolation. Also, coping styles moderate the effect of social-emotional skills training in psychological disturbance and signs of social isolation (P&lt;0.05). Conclusion: The findings of this study showed that teaching emotional and social skills to adolescents with symptoms of depression was useful and reduces psychological disturbance and social isolation, and the type of coping styles was also effective in these changes. It is suggested to include social-emotional skills training in the treatment program of adolescents with depression.

Social isolation in adolescence leads to different cognitive and emotional dysfunctions in males and females: a preclinical study

Social isolation in adolescence leads to different cognitive and emotional dysfunctions in males and females: a preclinical study

P.0498 Social isolation in adolescence and long-term changes in the gut microbiota composition

P.0498 Social isolation in adolescence and long-term changes in the gut microbiota composition

Social isolation in adolescence and long-term changes in the gut microbiota composition and in the hippocampal inflammation: Implications for psychiatric disorders – Dirk Hellhammer Award Paper 2021

Exposure to early adverse experiences induces persistent changes in physiological, emotional and behavioural functions predisposing the individual to an enhanced vulnerability to develop different disorders during lifespan. The adverse outcomes depend upon the timing of the stressful experiences, and in this contest, adolescence represents a key sensitive period for brain development. Among the biological systems involved, gut microbiota has recently been proposed to act on the interplay between the stress response, brain functions and immune system, through the gut-brain axis communication.In the current study we aimed to evaluate, in a preclinical model, changes over time in the microbiota community structure in physiological condition and in response to stress during adolescence. We also aimed to correlate the microbiota composition to the inflammatory status in brain.We used the preclinical model of social deprivation in rats during adolescence, based on the lack of all social contacts, for four weeks after weaning, followed by re-socialization until adulthood. We collected fecal samples at different post-natal days to investigate the short- and long-lasting effects of social isolation on gut microbiota composition and we collected brain areas (dorsal and ventral hippocampus) samples at killing to measure a panel of inflammatory and microglia activation markers.16 S metataxonomic sequencing analysis revealed that microbial changes were influenced by age in both isolated and controls rats, regardless of sex, whereas social isolation impacted the microbial composition in a sex-dependent manner. A multivariate analysis showed that social isolation induced short-term gut microbiota alterations in females but not in males. We also identified several stress-related genera associated with social isolation condition. In brain areas we found a specific inflammatory pattern, in dorsal and ventral hippocampus, that significantly correlated with gut microbiota composition.Overall, in this study we reported a novel sex-specific association between gut microbiota composition and inflammatory response related to social isolation paradigm during adolescence, suggesting that stressful experiences during this sensitive period could have a long-lasting impact on the development of different biological systems that could in turn influence the vulnerability to develop mental disorders later in life.

The gut-brain axis: Impact of social isolation in adolescence

The gut-brain axis: Impact of social isolation in adolescence

EphB2 mediates social isolation-induced memory forgetting

Social isolation in adolescence leads to lasting deficits, including emotional and cognitive dysregulation. It remains unclear, however, how social isolation affects certain processes of memory and what molecular mechanisms are involved. In this study, we found that social isolation during the post-weaning period resulted in forgetting of the long-term fear memory, which was attributable to the downregulation of synaptic function in the hippocampal CA1 region mediated by EphB2, a receptor tyrosine kinase which involves in the glutamate receptor multiprotein complex. Viral-mediated EphB2 knockdown in CA1 mimicked the memory defects in group-housed mice, whereas restoration of EphB2 by either viral overexpression or resocialization reversed the memory decline in isolated mice. Taken together, our finding indicates that social isolation gives rise to memory forgetting by disrupting EphB2-mediated synaptic plasticity, which may provide a potential target for preventing memory loss caused by social isolation or loneliness.

Associations between specific physical activity domains and social isolation in 102,072 Brazilian adolescents: Data from the 2015 National School-Based Health Survey.

This study investigated the association among loneliness, number of friends, and participation in physical education classes, leisure-time physical activities, and active commuting. Data from 102,072 adolescents participating in the National School-based Health Survey aged 11-19 years were analyzed. Information about the study variables was self-reported through a questionnaire. Adolescents more active in physical education classes and leisure were less likely of having social isolation. Those more active in commuting were more likely of having social isolation. Interventions aimed at addressing social isolation in adolescence can prioritize school and leisure-time physical activities.

P.537 Social isolation in adolescence: Long-lasting alterations in inflammation and gut microbiota during adulthood

P.537 Social isolation in adolescence: Long-lasting alterations in inflammation and gut microbiota during adulthood

A Novel Neighbor Housing Environment Enhances Social Interaction and Rescues Cognitive Deficits from Social Isolation in Adolescence.

Adolescence is characterized by high levels of playful social interaction, cognitive development, and increased risk-taking behavior. Juvenile exposure to social isolation or social stress can reduce myelin content in the frontal cortex, alter neuronal excitability, and disrupt hypothalamic pituitary adrenal (HPA) axis function. As compared to group housed animals, social isolation increases anxiety-like phenotypes and reduces social and cognitive performance in adulthood. We designed a neighbor housing environment to alleviate issues related to social isolation that still allowed individual homecages. Neighbor housing consists of four standard mouse cages fused together with semi-permeable ports that allow visual, olfactory, and limited social contact between mice. Adolescent C57BL/6J males and females were group housed (4/cage), single housed (1/cage), or neighbor housed (4/complex). As adults, mice were tested for social, anxiety-like, and cognitive behaviors. Living in this neighbor environment reduced anxiety-like behavior in the social interaction task and in the light-dark task. It also rescued cognitive deficits from single housing in the novel object recognition task. These data suggest that neighbor housing may partially ameliorate the social anxiety and cognitive deficits induced by social isolation. These neighbor cage environments may serve as a conduit by which researchers can house mice in individual cages while still enabling limited social interactions to better model typical adolescent development.

Social Isolation in Adolescence Disrupts Cortical Development and Goal-Dependent Decision-Making in Adulthood, Despite Social Reintegration.

The social environment influences neurodevelopment. Investigations using rodents to study this phenomenon commonly isolate subjects, then assess neurobehavioral consequences while animals are still isolated. This approach precludes one from dissociating the effects of on-going versus prior isolation, hindering our complete understanding of the consequences of social experience during particular developmental periods. Here, we socially isolated adolescent mice from postnatal day (P)31 to P60, then re-housed them into social groups. We tested their ability to select actions based on expected outcomes using multiple reinforcer devaluation and instrumental contingency degradation techniques. Social isolation in adolescence (but not adulthood) weakened instrumental response updating, causing mice to defer to habit-like behaviors. Habit biases were associated with glucocorticoid insufficiency in adolescence, oligodendrocyte marker loss throughout cortico-striatal regions, and dendritic spine and synaptic marker excess in the adult orbitofrontal cortex (OFC). Artificial, chemogenetic stimulation of the ventrolateral OFC in typical, healthy mice recapitulated response biases following isolation, causing habit-like behaviors. Meanwhile, correcting dendritic architecture by inhibiting the cytoskeletal regulatory protein ROCK remedied instrumental response updating defects in socially isolated mice. Our findings suggest that adolescence is a critical period during which social experience optimizes one’s ability to seek and attain goals later in life. Age-typical dendritic spine elimination appears to be an essential factor, and in its absence, organisms may defer to habit-based behaviors.

Social isolation in adolescence and Gut microbiota: Long-lasting alterations during adulthood

Social isolation in adolescence and Gut microbiota: Long-lasting alterations during adulthood

Sex and Estrous Cycle Effects on Anxiety- and Depression-Related Phenotypes in a Two-Hit Developmental Stress Model.

Stress during sensitive developmental periods can adversely affect physical and psychological development and contribute to later-life mental disorders. In particular, adverse experiences during childhood dramatically increase the risk for the development of depression and anxiety disorders. Although women of reproductive age are twice as likely to develop anxiety and depression than men of the corresponding age, little is known about sex-specific factors that promote or protect against the development of psychopathology. To examine potential developmental mechanisms driving sex disparity in risk for anxiety and depression, we established a two-hit developmental stress model including maternal separation in early life followed by social isolation in adolescence. Our study shows complex interactions between early-life and adolescent stress, between stress and sex, and between stress and female estrogen status in shaping behavioral phenotypes of adult animals. In general, increased locomotor activity and body weight reduction were the only two phenotypes where two stressors showed synergistic activity. In terms of anxiety- and depression-related phenotypes, single exposure to early-life stress had the most significant impact and was female-specific. We show that early-life stress disrupts the protective role of estrogen in females, and promotes female vulnerability to anxiety- and depression-related phenotypes associated with the low-estrogenic state. We found plausible transcriptional and epigenetic alterations in psychiatric risk genes, Nr3c1 and Cacna1c, that likely contributed to the stress-induced behavioral effects. In addition, two general transcriptional regulators, Egr1 and Dnmt1, were found to be dysregulated in maternally-separated females and in animals exposed to both stressors, respectively, providing insights into possible transcriptional mechanisms that underlie behavioral phenotypes. Our findings provide a novel insight into developmental risk factors and biological mechanisms driving sex differences in depression and anxiety disorders, facilitating the search for more effective, sex-specific treatments for these disorders.

Long-term social isolation inhibits autophagy activation, induces postsynaptic dysfunctions and impairs spatial memory

Social isolation in adolescence leads to lasting deficits in hippocampal-dependent tasks. The reported effects of isolation on learning and memory in the Morris water maze and synaptic-related proteins have been inconsistent. Moreover, the autophagy level and its effect on cognition in the isolation model are also not clear. In the present study, we did an extended isolation period up to six months to establish a stable and appropriate isolation model to investigate the cognitive changes associated with it. The mTOR inhibitor rapamycin was systemically administered to mice to determine the roles of autophagy activation on cognitive changes. We discovered that long-term post-weaning social isolation (L-PWSI) produced marked deficits in spatial learning and memory and inhibited CA1 long-term potentiation (LTP), but paired-pulse facilitation (PPF) and input/output (I/O) curve were unaffected. The results further showed that the L-PWSI significantly decreased the protein expression levels of PSD-95, GluA1, NR1 and NR2B in the hippocampus, and no significant changes in the extracellular release of glutamate and the protein expression levels of synaptophysin, synapsin I, GAP-43, NR2A and GABAA. Moreover, we found that L-PWSI increased the protein expression of p-AKT/AKT, p-mTOR/mTOR and p62, whereas the protein levels of LC3B and Beclin1 were decreased indicating an inhibition in autophagy activity. Intraperitoneal injection of rapamycin significantly potentiated fEPSP slope and cognition-related proteins expression in the L-PWSI mice. These results therefore suggest that L-PWSI induces postsynaptic dysfunction by disrupting the interaction between AMPAR, NMDAR and PSD-95, and inhibit the autophagy activity which led to impaired spatial memory and cognitive function.

Different Kinds of Lonely: Dimensions of Isolation and Substance Use in Adolescence.

Social isolation is broadly associated with poor mental health and risky behaviors in adolescence, a time when peers are critical for healthy development. However, expectations for isolates' substance use remain unclear. Isolation in adolescence may signal deviant attitudes or spur self-medication, resulting in higher substance use. Conversely, isolates may lack access to substances, leading to lower use. Although treated as a homogeneous social condition for teens in much research, isolation represents a multifaceted experience with structurally distinct network components that present different risks for substance use. This study decomposes isolation into conceptually distinct dimensions that are then interacted to create a systematic typology of isolation subtypes representing different positions in the social space of the school. Each isolated position's association with cigarette, alcohol, and marijuana use is tested among 9th grade students (n = 10,310, 59% female, 83% white) using cross-sectional data from the PROSPER study. Different dimensions of isolation relate to substance use in distinct ways: unliked isolation is associated with lower alcohol use, whereas disengagement and outside orientation are linked to higher use of all three substances. Specifically, disengagement presents risks for cigarette and marijuana use among boys, and outside orientation is associated with cigarette use for girls. Overall, the adolescents disengaged from their school network who also identify close friends outside their grade are at greatest risk for substance use. This study indicates the importance of considering the distinct social positions of isolation to understand risks for both substance use and social isolation in adolescence.

Association between physical activity, participation in Physical Education classes, and social isolation in adolescents

ObjectiveTo analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. MethodsThis was an epidemiological study based on secondary analysis of data from a representative sample of students (14‐19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School‐based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. ResultsMost of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in physical education classes. After adjustment for confounding variables, binary logistic regression showed that attending physical education classes was identified as a protective factor in relation to the indicator of social isolation ‘having few friends,’ but only for girls. ConclusionsIt was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents.

Association between physical activity, participation in Physical Education classes, and social isolation in adolescents

ObjectiveTo analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. MethodsThis was an epidemiological study based on secondary analysis of data from a representative sample of students (14–19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. ResultsMost of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation ‘having few friends,’ but only for girls. ConclusionsIt was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents.

Social isolation in adolescence alters behaviors in the forced swim and sucrose preference tests in female but not in male rats

Social interactions in rodents are rewarding and motivating and social isolation is aversive. Accumulating evidence suggests that disruption of the social environment in adolescence has long-term effects on social interactions, on anxiety-like behavior and on stress reactivity. In previous work we showed that adolescent isolation produced increased reactivity to acute and to repeated stress in female rats, whereas lower corticosterone responses to acute stress and decreased anxiety-related behavior were noted in isolated males. These results indicate a sex specific impact on the effects of social stress in adolescence. However, little is known about whether social isolation impacts behaviors related to affect and whether it does so differently in male and female rats. The present study investigated the impact of adolescent social isolation from day 30–50 of age in male and female Sprague Dawley rats on behavior in the forced swim test at the end of adolescence and in adulthood and on behavior in the sucrose preference test in adulthood. Adult female rats that were isolated in adolescence exhibited increased climbing on the first and second day of the forced swim test and showed an increased preference for sucrose compared to adult females that were group-housed in adolescence. There were no effects in male rats. The results indicate that social isolation in adolescence produces a stable and active behavioral phenotype in adult female rats.