Child Psychiatry & Human Development最新文献

Children of parents with eating disorders (EDs) are at greater risk of developing an ED, likely due to an interplay of genetic and environmental factors. The familial high-risk (FHR) study design offers a valuable framework for studying development of EDs in individuals at increased risk over time. The study aimed to (1) to explore mothers' with EDs perspectives on the intergenerational transmission of EDs and (2) to explore mothers' with EDs perspective on FHR research related to EDs. Three focus group interviews were conducted in October and November 2023 with a total of eight mothers with a current ED, comprising groups of two, three, and three participants, respectively. All participants had a child of at least five years. Data were analyzed using thematic framework analysis. The first theme focused on navigating motherhood with an ED including experiences and reflections on how having an ED can impact children and had the subtheme: Communicating with children about EDs. The second theme was advancing prevention and early detection of EDs incorporating the promising impact of research on early detection of EDs and targeted preventive interventions and had two subthemes: Protecting children's emotional well-being and willingness to participate in research. Overall, mothers with EDs were deeply concerned about intergenerational transmission and the implications of disclosing their ED to their children, yet they remained highly motivated to participate in prevention research, offering valuable insights into how to engage families more effectively in ED research.

Racial disparities in ADHD diagnoses may be attributable to parent-teacher discrepancies in symptom ratings, as teachers rate Black children as more symptomatic than non-Black children. Implicit racial biases may be a contributor to these parent-teacher differences. This study examined specific forms of racial biases among White teachers and Black parents, and their association with ratings of Black and White children's ADHD behaviors. Participants watched short videoclips and rated children's ADHD symptoms, and completed measures of implicit and explicit racial attitudes and ADHD stereotypes. Results showed that White teachers demonstrated more implicit biases than did Black parents. Implicit racial attitudes toward Black boys were associated with biased ratings of Black boys' ADHD symptoms, and explicit racial attitudes were associated with biased ratings of Black girls' ADHD symptoms. These findings demonstrate a potential role of teachers' implicit racial biases in ratings of Black children's externalizing behaviors, including ADHD.

We examined the factor structure and psychometric properties of the Parent-Child Sleep Interactions Scale (PSIS) in families with children adopted from foster care. Data were collected from adoptive parents of 240 preschool-aged children, ages 3-6 years, (M = 4.24 years, SD = 1.06; 41.67% female) from across the U.S. Parents completed questionnaires assessing demographics, child sleep problems, and child depressive and anxiety symptoms. We randomly split the sample and conducted an exploratory factor analysis (EFA) in sample one, followed by a confirmatory factor analysis (CFA) in sample two. Internal consistency reliability and convergent validity of the final PSIS from the CFA were assessed. The EFA revealed the same three factors identified in the original 12-item measure: Sleep Reinforcement, Sleep Conflict, and Sleep Dependence. However, two items' factor loadings did not meet retention criteria. After removing these items, the three-factor solution was maintained, with good model fit. Internal consistency reliability for all PSIS subscales was good and all subscales were negatively correlated with sleep quality and positively correlated with total child sleep problems and symptoms of separation anxiety. Findings provide evidence for the reliability and validity of the revised PSIS for assessing sleep-related parent-child interactions among preschoolers with a history of placement in foster care.

Attachment- and emotion-focused parenting interventions (AE) and behavioral parenting training (BPT) are evidence-based approaches for reducing child mental health problems and have been widely disseminated across many countries. Notwithstanding this, popular media suggests a potential implementation drift from BPT, though there is a lack of empirical research supporting this claim. Given that providers are often gatekeepers to the quality and types of programs available to parents, this study aimed to provide an updated account of psychologists' perspectives and attitudes regarding AE and BPT. Twenty-four psychologists, with various levels of training in parenting interventions, participated in semi-structured interviews. Interviews explored psychologists' use and acceptability of AE and BPT for treating child mental health problems, including potential factors that may influence their acceptability. Through reflexive thematic analysis, we identified six main themes influencing psychologists' implementation of parenting interventions. These included their professional training; affective experiences; values of safety and parent-child connection; societal parenting trends; beliefs about research and treatment tailoring; and systemic barriers. These findings provide a contemporary understanding on psychologists' perceptions of AE and BPT. Although participants described an awareness of a perceived polarization between AE and BPT amongst psychologists in practice, many participants did not personally hold this view. Our results highlight the importance of considering provider-level factors-such as attitudes, affective experiences, and values-in future research and training on parenting interventions.

Non-suicidal self-injury (NSSI) has become a significant public health issue, garnering attention from across society. While it has been established that family economic hardship serves as a risk factor for adolescent NSSI, the underlying mechanisms connecting these two factors remain to be fully elucidated. Based on a gene-environment interaction perspective, this research explored whether peer victimization acts as a mediator in the link between family economic hardship and adolescent NSSI, and whether the COMT rs4680 polymorphism moderates this indirect path. A total of 477 Chinese adolescents (M_age=12.81 years, SD = 0.48 years, 47.80% girls) participated in two surveys conducted six months apart. After controlling for age, gender, and NSSI at Time 1, peer victimization significantly mediated the relationship between family economic hardship and adolescent NSSI. Furthermore, the impact of family economic hardship on peer victimization was only significant in adolescents with the A allele of the COMT rs4680 polymorphism. Additionally, the positive association between peer victimization and NSSI was much stronger for adolescents with the A allele than for those with the GG genotype. These findings shed light on the risk factors for NSSI in adolescents experiencing family economic hardship. They provide a strong theoretical basis and practical insights for targeted interventions aiming to prevent adolescent NSSI.

Weak parental monitoring has been identified as a risk factor for self-injurious behavior. However, there remains a dearth of research identifying mechanisms underpinning this relationship. Variance in dual systems model cognitive development (impulse control, sensation-seeking) was tested as a set of mediators of this relationship. The Adolescent Brain Cognitive Development data were analyzed. Generalized structural equation modeling was used to test for direct and indirect effects of interest. Weak parental monitoring predicted increased risk for self-injurious behavior at follow-up. Low impulse control significantly mediated this relationship, whereas sensation-seeking was not a significant mediator. These findings indicated the importance of strengthening parental monitoring and fostering healthy impulse control development to prevent self-injurious behavior. A multi-arm program could address these factors at the parent and child level.

Youth living in low-resource geographical areas may have a greater need for and/or poorer access to mental health care. Neighborhood disadvantage is associated with a range of adverse mental health symptoms for adults, but relatively fewer studies have examined the impacts of neighborhood disadvantage on mental health symptoms in youth. This study used the Area Deprivation Index to examine neighborhood disadvantage among a large sample of youth seeking (N = 935) and receiving (n = 544) transdiagnostic cognitive-behavioral treatment using the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents at a university-based research clinic in the southeastern United States. Neighborhood disadvantage did not impact rates of treatment enrollment but was associated with older youth age at the time of treatment enrollment and greater clinician- and caregiver-reported (although not youth self-reported) emotional symptom severity at pre-treatment. Neighborhood disadvantage was not associated with attendance or response to the transdiagnostic cognitive-behavioral treatment. Together, findings suggest that neighborhood disadvantage may have a greater impact on delays in accessing specialty care than on the benefits of such care once it is initiated. Delays in treatment access may lead to an exacerbation of youth emotional symptoms in the period prior to treatment initiation. Findings can inform future efforts to leverage community-integrated recruitment approaches to better understand and address barriers to care for youth from disadvantaged neighborhoods for the goal of improving youth mental health outcomes.

Numerous studies have demonstrated that Cognitive-Behavioral Therapy (CBT) is effective in treating emotional disorders in children and adolescents. Over the years, various group interventions have proven successful in reducing symptomatology, both in anxiety-focused programs and transdiagnostic approaches. However, few studies have identified the factors that influence the effectiveness of these interventions, particularly in a group setting. Identifying predictors of treatment response is crucial for better tailoring interventions to children's needs, yet existing findings are limited and often inconsistent. This study examines predictors of treatment response in a sample of 61 children (M = 9.57, SD = 1.52) who received either the Unified Protocol for Children in a blended format (UP-C) or the Coping Cat group intervention. Treatment response, assessed through reductions in child-reported anxiety and depressive symptoms from pre- to post-treatment, indicated that higher levels of interference in the child's daily life at pre-intervention and receiving the UP-C predicted better therapeutic outcomes. When improvement was based on reductions in parent-reported anxiety and depressive symptoms, factors such as child age and parents' pre-treatment depressive symptoms emerged as predictors of better outcomes. Finally, parental involvement, as rated by the psychologist, was the strongest predictor of improvement based on the clinician's report. These findings suggest that group interventions are particularly beneficial for older children experiencing greater symptom interference and whose parents are more actively engaged in treatment, highlighting the importance of developing tailored approaches for younger children and families with lower levels of involvement.

Resilience, the capacity to adapt positively in adversity, is a key protective factor for adolescent well-being, particularly for depression and anxiety, which are highly prevalent among adolescents in Nepal. Accurate measurement across cultural contexts is essential to identify at-risk adolescents and understand protective mechanisms. This study culturally adapted and evaluated the psychometric properties of the Child and Youth Resilience Measure-Revised (CYRM-R) and Rugged Resilience Measure (RRM) in Nepal to ensure cultural relevance, reliability, and validity. This mixed-method study focused on poverty-affected adolescents in Kathmandu, using focus group discussions, cognitive interviews, pilot assessments, and a cross-sectional survey. The findings indicated Nepali versions of CYRM-R and RRM were acceptable, comprehensible, and relevant based on qualitative feedback. Most items showed item-total correlations between 0.2 and 0.5, indicating good discrimination, and internal consistency was satisfactory (α and ω > 0.7). Exploratory and confirmatory factor analyses supported a unidimensional structure, with an alternative two-factor solution explored for CYRM-R. Test-retest reliability was moderate overall, with some subscales less consistent. Both tools demonstrated strong psychometric properties, including face, content, convergent, and known-groups validity. The Nepali CYRM-R and RRM provide culturally robust tools for assessing adolescent resilience, supporting researchers, educators, and policymakers in designing targeted interventions.

Parenting significantly influences youth development, yet there's a dearth of research on measuring parenting among LGBTQIA+ caregivers, or caregivers of LGBTQIA+ children (hereafter LGBTQIA+ families). In this systematic review we identified and evaluated the psychometrics of parenting scales validated for this population. The inclusion criteria encompassed studies with LGBTQIA+ families in major databases and secondary sources, psychometric assessment, and English language. Eight studies validating ten scales measuring parenting practices, parental attitudes, beliefs, and perceptions were identified. Generally, studies reported promising psychometrics, showing evidence of construct validity in all and reliability in seven. However, the review also unveiled crucial gaps: a paucity of scales validated among LGBTQIA+ fathers, and predominantly featured non-Hispanic White participants. Findings underscore the necessity for more inclusive samples that reflect the diversity of LGBTQIA+ families. The validation of parenting scales is crucial for understanding parenting in LGBTQIA+ families and developing parenting interventions to promote their well-being.