The Role of Timing of Exposure to Childhood Bullying on Adult Depression: Evidence from a Longitudinal Study Using a Structured Life Course Modeling Approach

Sarah Bakirci, UCL University College London
Andrew Smith, Mathematics and Statistics Research Group, University of the West of England, Bristol, UK,
Jean Baptiste Pingault, 3 Department of Clinical, Educational and Health Psychology, University College London, London, UK

Background: Bullying victimization during development is a significant risk factor for psychopathology, particularly depression, with lasting effects into adulthood. However, the impact of bullying may vary based on developmental timing. Life course epidemiology proposes three timing hypotheses: (1) accumulation of risk, where additional exposures increase effect; (2) recency, where proximal experiences have a greater effect than distal ones; and (3) sensitive periods, where specific timing windows increase vulnerability. Despite this framework, little is known about how bullying timing affects adult depression. This study explores these lifecourse hypotheses in relation to bullying victimization and adult depression. Methods: Using data from the Avon Longitudinal Study of Parents and Children (N=6,782), we applied the structural life course modelling approach (SLCMA). Bullying was measured with the Strengths and Difficulties Questionnaire at ages 4, 7, 8, 9, 11, 13, and 16. Depression symptoms were assessed with the Mood and Feelings Questionnaire at ages 16, 17, 21, 22, and 23. SLCMA tested the accumulation of risk, recency, and sensitive periods hypotheses. Results: Preliminary analyses indicate no evidence for sensitive periods for childhood bullying and adult depression. Final results are pending. Conclusion: Understanding the timing of bullying’s impact on adult depression can guide more effective prevention strategies.

Keywords: Children, Adolescents, and Youth, Longitudinal studies

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