Objective: To summarize the existing cohort study evidence between adverse childhood experience(ACEs) and adolescent depression, to explore the influence of ACEs on adolescent depression, so as to provide evidence for the prevention of adolescent depression. Methods: Chinese and English literatures on the cohort study on the correlation between ACEs and adolescent depression published by WanFang, VIP databases, CNKI, CBM, PubMed and Web of Science were searched. We only selected orginal articles that their either reported on Chinese and English retrieval words of "adverse childhood experiences" "ACE" "abuse" "maltreat" "mistreat" "neglect" "bully" "bullying" "family dysfunction" "family violence" "adversities" "trauma" "victimization" "victim" "adverse events" "adverse experiences" "longitudinal" "follow-up" "prospective" "cohort" "depression" "depressive". Meta-analysis was performed on the literatures that met the inclusion criteria, and statistical analysis was conducted using Stata software. Results: Twelve references (11 in English and 1 in Chinese) were included in the Meta-analysis, and the results showed that ACEs were positively correlated with adolescent depression (pooled OR=1.75，95%CI=1.43-2.15). Among them, The effect of neglect was most prominent (pooled OR=2.42, 95%CI=1.31-4.46) while the influence of abuse was least strong (pooled OR=1.77, 95%CI=1.25-2.52). The pooled odds ratio associated with bully was 2.09 with the 95% confidence intervals from 1.38 to 3.16. The pooled odds ratio of boys is greater than girls(boys: pooled OR=3.77, 95%CI=2.31-6.15; girls: pooled OR=1.44, 95%CI=1.04-2.01). Funnel plot and Egger test suggested publication bias in the included literatures, and the sensitivity analysis indicated that the meta analysis results were relatively stable. Conclusion The adverse childhood exprience is positively associated with adolescent depression.Adolescent depression is strongly affected by neglected,and is least affected by abuse.

Objective: This study aimed to explore the relationship between childhood sexual abuse (CSA) and sexual orientation among college students, and to explore possible sex difference. Methods: By using multi-stage stratified cluster sampling method, 4 034 students were selected from 4 college schools. Self-made questionnaire was used to collect the demographic information, CSA experiences and sexual orientation. Logistic regression models were conducted to examine sex differences in the relationship between different types and timing of CSA and sexual orientation. Results: The reporting rates of heterosexual, homosexual, bisexual and asexual orientation of college students were 93.2%, 0.7%, 3.7% and 2.4%, respectively. For males, contact CSA (OR=14.70, 95%CI=5.73-37.72), both contact and noncontact CSA (OR=4.33,95%CI=1.91-9.84) in elementary school or earlier were associated with sexual orientaion. non-contact CSA (OR=4.20, 95%CI=2.21-7.98), both contact and noncontact CSA (OR=3.57, 95%CI=1.65-7.70) in middle school were related to sexual orientation. However, for females, non-contact CSA (OR=1.78, 95%CI=1.02-3.13) and both contact and non-contact CSA (OR=3.13, 95%CI=1.35-7.23) in elementary school or earlier were associated with sexual orientation. Conclusion CSA experiences are associated with sexual orientation in sex-specific manner, with significant stronger association among males.

Objective: To explore the effects of precollege peer bullying at different stages, on quality of life (QOL) among college students. Methods: A stratified cluster sampling method was used to select participants in October, 2018. Cluster sampling method was adopted to recruit a sample of 4 034 college students from four universities in Hefei city, Anhui province. Relations between peer bullying at different stages before entering college, and the quality of life, were investigated. t test and analysis of variance were used to compare the differences of QOL in different groups. Multiple linear regression models were used to assess the associations between various types of peer bullying at different stages and the QOL at precollege days. Results: Among all the 4 034 college students under study, mean scores of the 4 dimensions of QOL appeared as physical (12.61±2.02), psychological (14.09±2.62), social relationship (13.72±2.71) and environment (13.77±2.46), respectively. After adjusting the confounding factors, data from multiple linear regression showed that, factors as verbal bullying victimization during primary school (β=-0.21)/secondary school (β=-0.27)/or at both periods (β=-0.56), relational (β=-0.21) and physical (β=-0.38) bullying victimization in secondary school, and physical bullying victimization in both periods (β=-0.67) were negatively correlated with the physical dimension of QOL. Verbal bullying victimization in both periods (β=-0.41) and relational bullying victimization in secondary school (β=-0.42) were negatively correlated with psychological dimension of QOL. Factors as relational (β=-0.32) and physical (β=-0.51) bullying victimization in secondary school, physical/cyber bullying victimization in both periods (β=-0.57) were negatively correlated with the social dimension of QOL. Verbal bullying victimization during primary school (β=-0.20) and both periods (β=-0.46), relational bullying perpetration during primary school (β=-0.35) or at both periods (β=-0.90) were negatively correlated with the environmental dimension of QOL (All P<0.05). Index related to bullying victimization (β=-0.33, -0.36, -0.30, -0.33) and bullying perpetration β=-0.28, -0.31, -0.23, -0.28) were both negatively correlated to all the 4 dimensions (physical, psychological, social relationship and environment) of QOL (P<0.001). Conclusions Various forms of peer bullying experiences occurring before college, were associated with the decreased scores of QOL in different domains, among the university students. Programs on prevention and control of peer bullying in different stages before college days seemed important thus should be strengthened.

Objective: To explore the relationship between childhood abuse, adult attachment and borderline personality disorder (BPD) in college students, and to provide reference for promoting the physical and mental health of college students. Methods: We selected undergraduate students from four colleges in Hefei, a total of 4 034 college students were surveyed by the childhood trauma questionnaire short form(CTQ-SF), the state adult attachment measure (SAAM) and the Personality Diagnostic Questionnaire(PDQ). Results: BPD was found in 4.2% of subjects, 4.5% of males and 3.7% of females. The score of BPD in non-single-parent families was lower than that in single-parent families, in families with average family economic status was lower than that in families with poor and good family economic status, and in families with medium father education level was lower than that in fathers with low and high education level(Z=-2.30, 29.25, 9.63, P<0.05). Childhood abuse, avoidant attachment and anxious attachment positively predicted BPD(β=0.21, 0.10, 0.23, P<0.01), secure attachment negatively predicted BPD(β=-0.15, P<0.01). Adult attachment played a partial mediating role in the effects of childhood abuse on BPD, with the mediating effect accounting for 16.7% of the total effect. Conclusion Adult attachment plays a mediating role in the effects of childhood abuse on BPD.