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Editorial: Closing in on causal links between environmental exposures and human development using observational data – “confound those confounders!”

Fearon, P; (2019) Editorial: Closing in on causal links between environmental exposures and human development using observational data – “confound those confounders!”. [Editorial comment]. Journal of Child Psychology and Psychiatry , 60 (2) pp. 115-118. 10.1111/jcpp.13019. Green open access

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Abstract

A central goal of developmental psychopathology research is to understand the mechanisms linking environmental exposures in childhood to variations in mental health and development across the lifespan. The Journal of Child Psychology & Psychiatry has featured many influential studies and reviews addressing this important topic. This month's issue of the journal presents papers which address several specific environmental exposures, including prenatal factors, parenting and adverse childhood experiences, and illustrate important principles that should be used as a basis for taking the field forward.

Type: Article
Title: Editorial: Closing in on causal links between environmental exposures and human development using observational data – “confound those confounders!”
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/jcpp.13019
Publisher version: http://doi.org/10.1111/jcpp.13019
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10069370
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