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1

The influence of oral contraceptives on brain development during adolescence.

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2

OC AND MECHANISM OF ACTION

GnRH

LH

FSH

(Brooke et Graham, 2025; De Leo et al., 2016; Hampson, 2023; Marques et al., 2024; Porce et al., 2019; Rotermann, 2025; Stanczyk et al., 2013, Taylor et al., 2020)

E2

P

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3

OC AND PSYCHOPATHOLOGIES

(Anderl et al., 2022; de Wit et al., 2020; Hall et al., 2012 ; Johansson et al., 2024; Keyes et al., 2013; Larsson et al., 1997 ; Lindh et al., 2009 ; Lundin et al., 2022; Ott et al., 2008 ; Rosenberg et Waugh, 1998 ; Sanders et al., 2001 ; Skovlund et al., 2016; Toffol et al., 2011; 2012; Zettermark et al., 2018; Zimmerman et al., 2022

antidepressant use

diagnosis of depression

symptoms of anxiety

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4

EMOTION REGULATION CIRCUITRY

amygdale

striatum ventral

hippocampe

PAG

insula

dACC

rACC

vmPFC

(Braunstein et al., 2017; Dalton et al., 2025; Egner et al., 2008; Etkin et al., 2015; Feng et al., 2018; Gyurak et al., 2011; Phillips et al., 2003)

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5

SEX HORMONES AND EMOTIONAL CIRCUIT MORPHOLOGY

ENDOGENOUS

OC

(Brouillard et al., 2023; Brouillard et al., 2024; Heller et al., 2024; Lisofsky et al., 2016))

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6

ADOLESCENCE AS A SENSITIVE PERIOD

(Anderl et al., 2022 ; Beltz, 2022; Brønnick et al., 2020; Brouillard et al., 2024; Cahill, 2006 ; Costello et al., 2003; Davis et al., 2020; de Wit et al., 2020 ; Skovlund et al., 2016

2x

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7

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Article 1

Hypothèses

Conclusions potentielles

Hypothèse 1. Les trajectoires de régulation émotionnelle des utilisatrices de CO seront distinctes de celles des non-utilisatrices et des garçons, se traduisant par des niveaux moyens plus faibles et/ou un rythme de développement différent.

R1. On retrouve des différences significatives dans les moyennes de RÉ ou les pentes du développement de la RÉ des utilisatrices en comparaison avec les non-utilisatrices et les garçons.

R0. Il est possible qu’aucune différence significative n’émerge dans l’évolution des scores à la tâche de RÉ. En effet, certaines divergences pourraient apparaître plus tard au cours de l’adolescence et ne pas être détectables dans un échantillon âgé de 15 ans. Il se peut aussi que la tâche de RÉI ne soit pas assez sensible pour détecter les différences entre les groupes.

Hypothèse 2. Chez les utilisatrices, un âge d’initiation plus précoce sera associé à des trajectoires de régulation émotionnelle caractérisées par des niveaux moyens plus faibles et/ou un rythme de développement différent.

R1. On retrouve une association significative entre l’âge d’initiation et le développement de la RÉ.

R0. Il est possible que l’âge d’initiation ne prédise pas significativement le développement de la RÉ en raison d’un manque de variabilité puisque l’échantillon est trop jeune.

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Article 2

Hypothèses

Conclusions potentielles

Hypothèse 1. Les trajectoires de développement cérébral des utilisatrices de CO seront distinctes de celles des non-utilisatrices et des garçons, se traduisant par des niveaux moyens plus faibles et/ou un rythme de développement différent de la matière grise et de l’épaisseur corticale dans les régions impliquées dans le circuit émotionnel.

R1. On retrouve des différences significatives dans les moyennes ou les pentes du développement de la matière grise et de l’épaisseur corticale des utilisatrices en comparaison avec les non-utilisatrices et les garçons.

R0. Il est possible qu’aucune différence significative n’émerge dans l’évolution des régions du circuit émotionnel. En effet, certaines divergences pourraient apparaître plus tard au cours de l’adolescence et ne pas être détectables dans un échantillon âgé de 15 ans.

Hypothèse 2. Chez les utilisatrices, un âge d’initiation plus précoce sera associé à des trajectoires cérébrales caractérisées par des différences de moyenne et/ou un rythme de développement différent de la matière grise et de l’épaisseur corticale dans les régions du circuit émotionnel.

R1. On retrouve une association significative entre l’âge d’initiation et le développement de la matière grise et de l’épaisseur corticale.

R0. Il est possible que l’âge d’initiation ne prédise pas significativement le développement cérébral en raison d’un manque de variabilité puisque l’échantillon est trop jeune.

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Introduction

Objectifs

Méthodes

Historique des Contraceptifs oraux (CO)

(Burkman et al., 2011; Chasan-Taber et Stampfer, 1998; Derman, 1989; Lederer, 2005; Liao et Dollin, 2012; Liu et Fisher, 2002)

1960

1969

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Introduction

Objectifs

Méthodes

    • 30% des Canadiennes entre 15 et 19 ans
    • Contraceptifs hormonaux les plus utilisés en Amérique du Nord et en Europe
    • Médication la plus prescrite aux adolescents entre 12 et 19 ans

Prévalence et tendances d’utilisation

(Black et al., 2009; Canadian Institute for Health Information, 2023; Evans et Sutton, 2015; Hassoun et al., 2016; ; Rotermann, 2025; Rotermann et McKay, 2020; Rotermann et al., 2014; 2015; Teal et Edelman, 2021; United Nations Department of Economic and Social Affairs, 2019)

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Introduction

Objectifs

Méthodes

(Ahmed et al., 2015; Crowell et al., 2021; Gyurak et al., 2011; Mauss et al., 2008; Sperduti et al. 2017; Zeman et al., 2006)

Développement de la ré

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Introduction

Objectifs

Méthodes

(Alex et al., 2024; Backhausen et al., 2024; Bethlehem et al., 2022; Dima et al., 2022; Gogtay et al., 2004; Kolk et Rakic, 2022; Konrad et al., 2013; Mills et al., 2014; Roeske et al., 2025; Russell et al., 2021)

Développement cérébral