Psychology News
The Transformation of Warwick Psychology
The retrofit of the Psychology Building within the University of Warwick campus marks a significant milestone in the broader development of the campus, while simultaneously supporting the continued growth and success of the Department of Psychology.
This transformative project will enhance the university’s infrastructure by providing state-of-the-art teaching spaces, collaborative areas, and the opportunity to showcase key lab spaces to the public.
These upgraded facilities will not only accommodate a variety of teaching methods but also foster an environment that encourages innovation and interdisciplinary collaboration, ensuring the department remains one of the UK's leading research hubs.
New JAMA Pediatrics study highlights long-term outcomes after very preterm birth
A new study published in JAMA Pediatrics by researchers from the University of Warwick, led by Dr Elif Gönen and Professor Dieter Wolke, has found that the majority of adults born very preterm or with very low birth weight go on to lead positive and satisfying lives in adulthood.
Using data from the Bavarian Longitudinal Study, which followed participants from birth to age 34, the researchers found that while most adults born very preterm were functioning well across social, economic and relationship domains, around one in five experienced persistent challenges in employment, friendships and romantic relationships.
The study also identified childhood cognitive ability (IQ) as the strongest predictor of positive adult functioning, highlighting the importance of supporting cognitive development from an early age.
Childhood Experiences Help Explain Adult Outcomes After Very Preterm Birth
A follow-up study from birth to age 26, led by Professor Dieter Wolke as part of the Bavarian Longitudinal Study, has found that the impact of very preterm birth (<32 weeks' gestation) on adult outcomes is largely influenced by experiences during childhood.
The research showed that differences in outcomes such as wealth and social relationships were mostly explained by factors including positive and supportive parenting, school support, and academic achievement. These findings highlight the important role that families and educational environments can play in shaping long-term outcomes.
The study suggests that supporting children through positive parenting and educational success may help improve adult outcomes not only for those born very preterm, but also for children born full term.