Xiaolan Liao, Julia P Ruggiero, David E Bard, Adon F G Rosen, Elizabeth A Skowron
Background: Parent-child interaction therapy (PCIT) improves parenting and child behavior, yet little is known about how dosage of its two phases, warm relationship building focused child-directed interaction (CDI) sessions and safe, effective discipline skills-focused parent-directed interaction (PDI) sessions, contributes to outcomes, particularly in child welfare-involved families. Understanding these dose-response patterns can clarify the pathways through which PCIT produces change.
Methods: In a sample of 204 child welfare families with young children, we examined the dose-response relationship between each PCIT phase and key intervention outcomes of positive and negative parenting skills and disruptive child behavior problems. We also used sequential mediation models to test time-ordered intervention dosage effects (i.e., number of CDI sessions completed and subsequent number of PDI sessions completed) on the parent and child outcomes.
Results: Sequential mediation models showed that the PCIT intervention exerted significant indirect effects on increased positive parenting skills and decreased negative parenting behaviors and child behavior problems through higher dosage of relationship-enhancing CDI sessions followed by higher dosage of safe discipline-focused PDI sessions. Further, CDI dosage interacted with PDI dosage to predict greater gains in positive parenting skills outcomes.
Conclusions: These results contribute new insights into the pathways through which PCIT shapes outcomes in a sample of child welfare-involved families. Findings also highlight the significant unique contribution that limit-setting-oriented PDI, a relatively understudied phase of PCIT, plays in enhancing positive parenting skills and mitigating child behavior problems.
{"title":"Effects of parent-child interaction therapy dosage on child and parent outcomes: differentiating child-directed interaction and parent-directed interaction session impacts in child welfare-involved families.","authors":"Xiaolan Liao, Julia P Ruggiero, David E Bard, Adon F G Rosen, Elizabeth A Skowron","doi":"10.1111/jcpp.70106","DOIUrl":"https://doi.org/10.1111/jcpp.70106","url":null,"abstract":"<p><strong>Background: </strong>Parent-child interaction therapy (PCIT) improves parenting and child behavior, yet little is known about how dosage of its two phases, warm relationship building focused child-directed interaction (CDI) sessions and safe, effective discipline skills-focused parent-directed interaction (PDI) sessions, contributes to outcomes, particularly in child welfare-involved families. Understanding these dose-response patterns can clarify the pathways through which PCIT produces change.</p><p><strong>Methods: </strong>In a sample of 204 child welfare families with young children, we examined the dose-response relationship between each PCIT phase and key intervention outcomes of positive and negative parenting skills and disruptive child behavior problems. We also used sequential mediation models to test time-ordered intervention dosage effects (i.e., number of CDI sessions completed and subsequent number of PDI sessions completed) on the parent and child outcomes.</p><p><strong>Results: </strong>Sequential mediation models showed that the PCIT intervention exerted significant indirect effects on increased positive parenting skills and decreased negative parenting behaviors and child behavior problems through higher dosage of relationship-enhancing CDI sessions followed by higher dosage of safe discipline-focused PDI sessions. Further, CDI dosage interacted with PDI dosage to predict greater gains in positive parenting skills outcomes.</p><p><strong>Conclusions: </strong>These results contribute new insights into the pathways through which PCIT shapes outcomes in a sample of child welfare-involved families. Findings also highlight the significant unique contribution that limit-setting-oriented PDI, a relatively understudied phase of PCIT, plays in enhancing positive parenting skills and mitigating child behavior problems.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":7.0,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146111660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Oonagh Coleman,Jessie R Baldwin,Louise Arseneault,Helen L Fisher,Terrie E Moffitt,Andrea Danese
BACKGROUNDProspective and retrospective measures of childhood maltreatment often identify different individuals and are differentially associated with psychopathology. This study examines psycho-social factors that may explain discrepancies between these measures.METHODSData were drawn from the Environmental Risk Longitudinal Twin Study, a nationally representative birth cohort of 2,232 children born in 1994-1995 across England and Wales and followed to age 18 (93% retention). Childhood maltreatment was assessed through: (a) prospective assessments from caregivers, researchers, and clinicians at ages 5-12, and (b) retrospective self-reports at age 18 using the Childhood Trauma Questionnaire (for maltreatment occurring up to age 12). For the analyses, we focused on participants identified as maltreated from either measure (n = 290) and an a-priori selected array of potential explanatory variables assessed between ages 5-18. We conducted two sets of analyses: comparing individuals with only prospectively identified maltreatment to those identified by both prospective and retrospective measures to understand why some participants did not retrospectively report or recall maltreatment; and comparing individuals with only retrospective self-reports to those identified by both prospective and retrospective measures to understand why maltreatment had not been detected prospectively.RESULTSParticipants in the prospective-only group reported greater social support over the life course and lower psychopathology at age 18 compared to those identified through both prospective and retrospective measures. Individuals in the retrospective-only group had higher socioeconomic status, higher self-reported adult involvement at age 12, and less exposure to domestic violence compared to those identified through both prospective and retrospective measures.CONCLUSIONSOur findings suggest that perceptions of social support and better mental health may buffer retrospective recall of childhood maltreatment in those with prospective measures. Furthermore, more positive family functioning and socioeconomic factors may hamper prospective detection of childhood maltreatment in those who retrospectively report it.
{"title":"Psycho-social factors associated with disagreement between prospective and retrospective measures of childhood maltreatment.","authors":"Oonagh Coleman,Jessie R Baldwin,Louise Arseneault,Helen L Fisher,Terrie E Moffitt,Andrea Danese","doi":"10.1111/jcpp.70129","DOIUrl":"https://doi.org/10.1111/jcpp.70129","url":null,"abstract":"BACKGROUNDProspective and retrospective measures of childhood maltreatment often identify different individuals and are differentially associated with psychopathology. This study examines psycho-social factors that may explain discrepancies between these measures.METHODSData were drawn from the Environmental Risk Longitudinal Twin Study, a nationally representative birth cohort of 2,232 children born in 1994-1995 across England and Wales and followed to age 18 (93% retention). Childhood maltreatment was assessed through: (a) prospective assessments from caregivers, researchers, and clinicians at ages 5-12, and (b) retrospective self-reports at age 18 using the Childhood Trauma Questionnaire (for maltreatment occurring up to age 12). For the analyses, we focused on participants identified as maltreated from either measure (n = 290) and an a-priori selected array of potential explanatory variables assessed between ages 5-18. We conducted two sets of analyses: comparing individuals with only prospectively identified maltreatment to those identified by both prospective and retrospective measures to understand why some participants did not retrospectively report or recall maltreatment; and comparing individuals with only retrospective self-reports to those identified by both prospective and retrospective measures to understand why maltreatment had not been detected prospectively.RESULTSParticipants in the prospective-only group reported greater social support over the life course and lower psychopathology at age 18 compared to those identified through both prospective and retrospective measures. Individuals in the retrospective-only group had higher socioeconomic status, higher self-reported adult involvement at age 12, and less exposure to domestic violence compared to those identified through both prospective and retrospective measures.CONCLUSIONSOur findings suggest that perceptions of social support and better mental health may buffer retrospective recall of childhood maltreatment in those with prospective measures. Furthermore, more positive family functioning and socioeconomic factors may hamper prospective detection of childhood maltreatment in those who retrospectively report it.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"82 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Minhae Cho,C Hyung Keun Park,Misa Kayama,Sujin Seo,Jungjoon Ihm
BACKGROUNDThe issue of suicide among youth with disabilities transitioning into adulthood is a serious public health issue. In navigating this transition, youth with disabilities encounter unique obstacles that require careful consideration and support. This study aims to identify resource profiles among youth with disabilities and their association with suicide attempts in early adulthood.METHODSUsing data from the National Longitudinal Study of Adolescent Health (Add Health), this study included 1,472 youth with disabilities. A Gaussian finite mixture model (GMM) was employed to identify underlying distinct groups of youth with disabilities based on their available resources.RESULTSFour latent classes emerged: (1) Socioeconomically Advantaged and Socially Supportive (37%); (2) Socioeconomically Advantaged, but Socially Isolated (28%); (3) Socioeconomically Disadvantaged and Socially Isolated (20%); and (4) Socioeconomically Disadvantaged, but Socially Supportive (15%). Results from the generalized linear mixed model (GLMM) considering a longer transition period into adulthood up to age 32 and relevant time-varying factors found that youth in Socioeconomically Advantaged, but Socially Isolated and Socioeconomically Disadvantaged, but Socially Supportive had a significantly lower likelihood of suicide attempts compared to those in Socioeconomically Advantaged and Socially Supportive. The likelihood of suicide attempts for youth with learning disabilities was significantly lower than for those with physical disabilities, while a history of suicide attempts in adolescence and experience with a death by suicide of family members or friends increased the odds of suicide attempts.CONCLUSIONSThe study highlights the heterogeneity of youth with disabilities, demonstrating how demographic characteristics, disability-specific needs, family and school environments and social support systems intersect to influence suicide attempt prevention.
{"title":"Resource profiles and suicide attempts in youth with disabilities.","authors":"Minhae Cho,C Hyung Keun Park,Misa Kayama,Sujin Seo,Jungjoon Ihm","doi":"10.1111/jcpp.70122","DOIUrl":"https://doi.org/10.1111/jcpp.70122","url":null,"abstract":"BACKGROUNDThe issue of suicide among youth with disabilities transitioning into adulthood is a serious public health issue. In navigating this transition, youth with disabilities encounter unique obstacles that require careful consideration and support. This study aims to identify resource profiles among youth with disabilities and their association with suicide attempts in early adulthood.METHODSUsing data from the National Longitudinal Study of Adolescent Health (Add Health), this study included 1,472 youth with disabilities. A Gaussian finite mixture model (GMM) was employed to identify underlying distinct groups of youth with disabilities based on their available resources.RESULTSFour latent classes emerged: (1) Socioeconomically Advantaged and Socially Supportive (37%); (2) Socioeconomically Advantaged, but Socially Isolated (28%); (3) Socioeconomically Disadvantaged and Socially Isolated (20%); and (4) Socioeconomically Disadvantaged, but Socially Supportive (15%). Results from the generalized linear mixed model (GLMM) considering a longer transition period into adulthood up to age 32 and relevant time-varying factors found that youth in Socioeconomically Advantaged, but Socially Isolated and Socioeconomically Disadvantaged, but Socially Supportive had a significantly lower likelihood of suicide attempts compared to those in Socioeconomically Advantaged and Socially Supportive. The likelihood of suicide attempts for youth with learning disabilities was significantly lower than for those with physical disabilities, while a history of suicide attempts in adolescence and experience with a death by suicide of family members or friends increased the odds of suicide attempts.CONCLUSIONSThe study highlights the heterogeneity of youth with disabilities, demonstrating how demographic characteristics, disability-specific needs, family and school environments and social support systems intersect to influence suicide attempt prevention.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"30 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146073062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Children often experience both posttraumatic stress (PTS) and depression after potentially traumatic events (PTEs). Latent class analyses (LCAs) identify subgroups with different co‐occurring symptoms, but little is known about what predicts transitions between these symptom classes over time. Analyzing these transitions could reveal factors that influence the shift to classes with fewer internalizing symptoms. Methods Using harmonized individual participant data ( n = 787) from nine studies (United States, United Kingdom, Australia, and Switzerland) included in the Prospective studies of Acute Child Trauma and Recovery Data Archive (PACT/R), internalizing symptom classes (using PTS and depression items) were identified using LCAs for T1 (0–2 months posttrauma) and T2 (3–15 months posttrauma) separately. Latent transition analysis was used to examine predictors of transitions across symptom classes over time. Included predictors were age, gender, minority status, and trauma type. Results Five classes were identified at both time points: ‘low internalizing’ class (T1: 20%; T2: 40%), ‘low PTS/moderate‐high depression’ class (T1: 20%; T2: 27%), ‘moderate internalizing’ class (T1: 25%; T2: 12%), ‘moderate PTS/high depression’ class (T1: 17%, T2: 14%), and ‘high internalizing’ class (T1: 16%, T2: 6%). ‘Low internalizing’ was the most common and stable response (87% stayed in this class). At both time points, 40% of all children were classified into either a ‘low PTS/moderate‐high depression’ class or a ‘moderate PTS/high depression’ class. Children belonging to minority groups in their country of residence and children exposed to interpersonal PTEs were less likely to transition from the ‘high internalizing’ class to lower symptom classes. Conclusions Most children show low PTS and depression symptoms after PTEs. When symptoms do develop, they usually involve both high depression and PTS, rather than high PTS with low depression. This underscores the importance of assessing both conditions and developing interventions that target multiple disorders. Minority children exposed to interpersonal trauma require special focus in research and treatment.
{"title":"Analyzing transdiagnostic internalizing symptoms in a global sample of trauma‐exposed children using pooled individual participant data: a latent transition analysis","authors":"Yaara Sadeh, Leila Graham, Marthe R. Egberts, Lonneke I.M. Lenferink, Nancy Kassam‐Adams","doi":"10.1111/jcpp.70113","DOIUrl":"https://doi.org/10.1111/jcpp.70113","url":null,"abstract":"Background Children often experience both posttraumatic stress (PTS) and depression after potentially traumatic events (PTEs). Latent class analyses (LCAs) identify subgroups with different co‐occurring symptoms, but little is known about what predicts transitions between these symptom classes over time. Analyzing these transitions could reveal factors that influence the shift to classes with fewer internalizing symptoms. Methods Using harmonized individual participant data ( <jats:italic>n</jats:italic> = 787) from nine studies (United States, United Kingdom, Australia, and Switzerland) included in the Prospective studies of Acute Child Trauma and Recovery Data Archive (PACT/R), internalizing symptom classes (using PTS and depression items) were identified using LCAs for T1 (0–2 months posttrauma) and T2 (3–15 months posttrauma) separately. Latent transition analysis was used to examine predictors of transitions across symptom classes over time. Included predictors were age, gender, minority status, and trauma type. Results Five classes were identified at both time points: ‘low internalizing’ class (T1: 20%; T2: 40%), ‘low PTS/moderate‐high depression’ class (T1: 20%; T2: 27%), ‘moderate internalizing’ class (T1: 25%; T2: 12%), ‘moderate PTS/high depression’ class (T1: 17%, T2: 14%), and ‘high internalizing’ class (T1: 16%, T2: 6%). ‘Low internalizing’ was the most common and stable response (87% stayed in this class). At both time points, 40% of all children were classified into either a ‘low PTS/moderate‐high depression’ class or a ‘moderate PTS/high depression’ class. Children belonging to minority groups in their country of residence and children exposed to interpersonal PTEs were less likely to transition from the ‘high internalizing’ class to lower symptom classes. Conclusions Most children show low PTS and depression symptoms after PTEs. When symptoms do develop, they usually involve both high depression and PTS, rather than high PTS with low depression. This underscores the importance of assessing both conditions and developing interventions that target multiple disorders. Minority children exposed to interpersonal trauma require special focus in research and treatment.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"180 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146071502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BACKGROUNDStrong daily living skills (DLS) are associated with positive outcomes. Prior studies have documented intellectual quotient (IQ)-DLS discrepancies in autistic individuals with average or higher cognitive abilities. Little work in this area includes individuals with co-occurring intellectual disability (ID) or examines IQ-DLS discrepancies at the level of DLS subdomains (i.e., Personal, Domestic, and Community skills). This study examined trajectories of IQ-DLS discrepancies from ages 2-25 in autistic individuals with ID.METHODSA total of 127 individuals from a well-characterized longitudinal cohort with verbal IQ < 70 at age 9 were included. IQ-DLS discrepancy scores were calculated by subtracting DLS AEs from nonverbal mental age (NVMA) estimates. Group-based trajectory modeling identified IQ-DLS discrepancy trajectory groups for the DLS domain and Personal, Domestic, and Community subdomains. One-way ANOVA and chi-square analyses were used to compare trajectory groups on demographic and phenotypic characteristics.RESULTSTwo DLS domain discrepancy trajectory groups emerged: IQ > DLS (cognitive abilities exceeded DLS) and IQ < DLS (DLS exceeded cognitive abilities); most participants (78%) were in the IQ > DLS group. An additional group, IQ = DLS (cognitive abilities and DLS were commensurate), emerged in each of the DLS subdomains, for a total of three trajectory groups. Within DLS subdomains, approximately 80% of participants were in either the IQ = DLS or the IQ < DLS trajectory group. In other words, examining scores at the DLS domain-level indicated most participants had cognitive abilities that exceeded DLS, but subdomain scores indicated most participants had DLS that equaled or exceeded cognitive abilities.CONCLUSIONSThese results challenge the notion that autism is usually associated with weaknesses in DLS compared to IQ. At the subdomain level, 80% of participants had DLS commensurate with or stronger than their cognitive abilities, indicating domain-level scores may obscure important variability in daily functioning. This work highlights the importance of including autistic individuals with ID in research; patterns observed in samples without ID may not be generalizable.
{"title":"Relative strengths in daily living skills among autistic individuals and individuals with related developmental conditions who have co-occurring intellectual disability.","authors":"Elaine B Clarke,Catherine Lord,Vanessa Hus Bal","doi":"10.1111/jcpp.70124","DOIUrl":"https://doi.org/10.1111/jcpp.70124","url":null,"abstract":"BACKGROUNDStrong daily living skills (DLS) are associated with positive outcomes. Prior studies have documented intellectual quotient (IQ)-DLS discrepancies in autistic individuals with average or higher cognitive abilities. Little work in this area includes individuals with co-occurring intellectual disability (ID) or examines IQ-DLS discrepancies at the level of DLS subdomains (i.e., Personal, Domestic, and Community skills). This study examined trajectories of IQ-DLS discrepancies from ages 2-25 in autistic individuals with ID.METHODSA total of 127 individuals from a well-characterized longitudinal cohort with verbal IQ < 70 at age 9 were included. IQ-DLS discrepancy scores were calculated by subtracting DLS AEs from nonverbal mental age (NVMA) estimates. Group-based trajectory modeling identified IQ-DLS discrepancy trajectory groups for the DLS domain and Personal, Domestic, and Community subdomains. One-way ANOVA and chi-square analyses were used to compare trajectory groups on demographic and phenotypic characteristics.RESULTSTwo DLS domain discrepancy trajectory groups emerged: IQ > DLS (cognitive abilities exceeded DLS) and IQ < DLS (DLS exceeded cognitive abilities); most participants (78%) were in the IQ > DLS group. An additional group, IQ = DLS (cognitive abilities and DLS were commensurate), emerged in each of the DLS subdomains, for a total of three trajectory groups. Within DLS subdomains, approximately 80% of participants were in either the IQ = DLS or the IQ < DLS trajectory group. In other words, examining scores at the DLS domain-level indicated most participants had cognitive abilities that exceeded DLS, but subdomain scores indicated most participants had DLS that equaled or exceeded cognitive abilities.CONCLUSIONSThese results challenge the notion that autism is usually associated with weaknesses in DLS compared to IQ. At the subdomain level, 80% of participants had DLS commensurate with or stronger than their cognitive abilities, indicating domain-level scores may obscure important variability in daily functioning. This work highlights the importance of including autistic individuals with ID in research; patterns observed in samples without ID may not be generalizable.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"7 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emma Thornton,Danielle Matthews,Praveetha Patalay,Colin Bannard
BACKGROUNDIn a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC).METHODSIn preregistered analyses of the nationally representative UK Millennium Cohort Study data (N = 15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age-5 vocabulary for age-16 educational outcomes and assess whether socioeconomic circumstance moderated this relation.RESULTSWe show that age-5 vocabulary strongly predicted age-16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR = 1.62, 95% CIs = [1.52; 1.72]; β = .22, 95% CIs = [0.19; 0.24]). SEC also predicts educational attainment (OR = 2.05, 95% CIs = [1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR = 1.09 [1.03; 1.15]).CONCLUSIONSEarly child vocabulary is a strong predictor of children's educational outcomes - even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16.
在一个纯粹的精英社会中，教育结果将反映能力，而且只反映能力。词汇量是一种常见的认知能力测量方法，可以预测教育成果，但与社会经济环境相混淆。方法对具有全国代表性的英国千禧年队列研究数据（N = 15,576）进行预登记分析，我们使用一系列多元线性和逻辑回归分析来研究5岁词汇量对16岁教育成果的预测价值，并评估社会经济环境是否会调节这种关系。结果5岁的词汇量对16岁的受教育程度有很强的预测作用，即使在调整了SEC和照顾者词汇量之后(OR = 1.62, 95% ci = [1.52; 1.72]; β =。22, 95% ci = [0.19]；0.24])。SEC还能预测受教育程度（OR = 2.05, 95% ci =[1.92; 2.19]），并修正了词汇量与受教育程度之间的关系，即中等SEC组的词汇量越大越有利（交互项OR = 1.09[1.03; 1.15]）。结论：幼儿词汇是儿童教育成果的一个强有力的预测指标，即使在控制家庭环境和遗传的替代措施时也是如此。尽管如此，那些入学时词汇能力很强但社会经济环境不利的孩子，在16岁时获得入门资格的机会仍然只有50%。
{"title":"Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances.","authors":"Emma Thornton,Danielle Matthews,Praveetha Patalay,Colin Bannard","doi":"10.1111/jcpp.70117","DOIUrl":"https://doi.org/10.1111/jcpp.70117","url":null,"abstract":"BACKGROUNDIn a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC).METHODSIn preregistered analyses of the nationally representative UK Millennium Cohort Study data (N = 15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age-5 vocabulary for age-16 educational outcomes and assess whether socioeconomic circumstance moderated this relation.RESULTSWe show that age-5 vocabulary strongly predicted age-16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR = 1.62, 95% CIs = [1.52; 1.72]; β = .22, 95% CIs = [0.19; 0.24]). SEC also predicts educational attainment (OR = 2.05, 95% CIs = [1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR = 1.09 [1.03; 1.15]).CONCLUSIONSEarly child vocabulary is a strong predictor of children's educational outcomes - even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"4 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jean-Francois Trani,Yiqi Zhu,Saria Bechara,Shuya Yin,Parul Bakhshi,Ian Kaplan,Ramkrishna K Singh,Mohammed A Modaber,Hashim Rawab,Madelyn Yoo,Kim Thuy Seelinger,Ganesh G Babulal,Ramesh Raghavan
BACKGROUNDConflict and crises have long-lasting and dramatic consequences on the mental health of children. We aimed to investigate the effectiveness of a psychosocial intervention on child mental health in Afghanistan.METHODSA two-arm cluster-randomized controlled trial was conducted in 83 rural primary schools within three provinces of Afghanistan. Children in Grades 3-6, their teachers, and one adult family member were enrolled. Schools were randomly assigned (1:1) to one of two groups: a treatment group composed of entire classes receiving a week-long classroom-based teacher-and-child psychosocial training, a one-day family engagement component, and a community-based system dynamics workshop; and a control group. Primary outcomes were anxiety, depression, life skills, self-efficacy, and resilience of the child. Secondary outcomes included reading and mathematical literacy, mathematical problem-solving, and school-based discrimination and stigma. This trial is registered with the International Standard Randomized Controlled Trials Number registry (ISRCTN83632872).RESULTSIn June 2021, 40 schools and n = 2,262 children were randomly assigned to the intervention group and 43 schools and n = 2,277 children to the control group. Preintervention survey started October 2, 2021 (first batch) and April 10th, 2023 (second batch). After a minimum of 4-month intervention, a postintervention survey took place. No treatment effects were found on anxiety, depression, resilience, self-efficacy, life skills, or stigma. Effects were found for academic outcomes and school-based discrimination. Shorter interventions displayed reductions in depression, anxiety, stigma, and discrimination, and an increase in life skills. Additional analyses showed significant effects on several outcomes for boys, on a few outcomes for girls, and in areas where the governmental did not disrupt the process.CONCLUSIONSClassroom-based interventions delivered by trained field-based educational staff can effectively promote child mental health, social-emotional skills, and academic outcomes, and reduce stigma and discrimination among subgroups of children in conflict and crisis settings and have viable potential for scalability.
{"title":"Improving child mental health and learning outcomes and reducing stigma and discrimination in conflict setting: findings from a cluster randomized controlled trial of a classroom-based psychosocial intervention in rural primary schools in Afghanistan.","authors":"Jean-Francois Trani,Yiqi Zhu,Saria Bechara,Shuya Yin,Parul Bakhshi,Ian Kaplan,Ramkrishna K Singh,Mohammed A Modaber,Hashim Rawab,Madelyn Yoo,Kim Thuy Seelinger,Ganesh G Babulal,Ramesh Raghavan","doi":"10.1111/jcpp.70125","DOIUrl":"https://doi.org/10.1111/jcpp.70125","url":null,"abstract":"BACKGROUNDConflict and crises have long-lasting and dramatic consequences on the mental health of children. We aimed to investigate the effectiveness of a psychosocial intervention on child mental health in Afghanistan.METHODSA two-arm cluster-randomized controlled trial was conducted in 83 rural primary schools within three provinces of Afghanistan. Children in Grades 3-6, their teachers, and one adult family member were enrolled. Schools were randomly assigned (1:1) to one of two groups: a treatment group composed of entire classes receiving a week-long classroom-based teacher-and-child psychosocial training, a one-day family engagement component, and a community-based system dynamics workshop; and a control group. Primary outcomes were anxiety, depression, life skills, self-efficacy, and resilience of the child. Secondary outcomes included reading and mathematical literacy, mathematical problem-solving, and school-based discrimination and stigma. This trial is registered with the International Standard Randomized Controlled Trials Number registry (ISRCTN83632872).RESULTSIn June 2021, 40 schools and n = 2,262 children were randomly assigned to the intervention group and 43 schools and n = 2,277 children to the control group. Preintervention survey started October 2, 2021 (first batch) and April 10th, 2023 (second batch). After a minimum of 4-month intervention, a postintervention survey took place. No treatment effects were found on anxiety, depression, resilience, self-efficacy, life skills, or stigma. Effects were found for academic outcomes and school-based discrimination. Shorter interventions displayed reductions in depression, anxiety, stigma, and discrimination, and an increase in life skills. Additional analyses showed significant effects on several outcomes for boys, on a few outcomes for girls, and in areas where the governmental did not disrupt the process.CONCLUSIONSClassroom-based interventions delivered by trained field-based educational staff can effectively promote child mental health, social-emotional skills, and academic outcomes, and reduce stigma and discrimination among subgroups of children in conflict and crisis settings and have viable potential for scalability.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"142 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this commentary on 'Annual Research Review: Early conduct problems - precursors, outcomes, and etiology' by Hyde and colleagues, I discuss the strengths of that review and its heuristic value in inspiring future research directions. The review is an impressive, comprehensive, scholarly, and up-to-date broad summary of the current state of developmental science related to conduct problems. By embracing biopsychosocial/ecological perspective and reviewing constructs and processes across multiple levels, it has a cutting-edge quality and scope. But perhaps even more importantly, it is heuristically fertile: It inspires new compelling questions and can potentially forge new bridges with other perspectives and areas of research. I discuss two such new directions that can complement - without contradicting - the authors' ideas. One, I argue for expanding the focus to relational experiences and parents' and children's emerging representations in the first years of life to elucidate very early origins of maladaptive cascades leading to conduct problems. And two, I suggest complementing the current emphasis on adverse developmental factors - a natural focus in the study of conduct problems - with research on positive socialization forces that can act as powerful buffers against risks for antisocial behavior.
{"title":"Commentary: An impressive state-of-the-science account and an exciting springboard for new paths: the present and future of research on early conduct problems - a commentary on Hyde et al. (2025).","authors":"Grazyna Kochanska","doi":"10.1111/jcpp.70123","DOIUrl":"https://doi.org/10.1111/jcpp.70123","url":null,"abstract":"In this commentary on 'Annual Research Review: Early conduct problems - precursors, outcomes, and etiology' by Hyde and colleagues, I discuss the strengths of that review and its heuristic value in inspiring future research directions. The review is an impressive, comprehensive, scholarly, and up-to-date broad summary of the current state of developmental science related to conduct problems. By embracing biopsychosocial/ecological perspective and reviewing constructs and processes across multiple levels, it has a cutting-edge quality and scope. But perhaps even more importantly, it is heuristically fertile: It inspires new compelling questions and can potentially forge new bridges with other perspectives and areas of research. I discuss two such new directions that can complement - without contradicting - the authors' ideas. One, I argue for expanding the focus to relational experiences and parents' and children's emerging representations in the first years of life to elucidate very early origins of maladaptive cascades leading to conduct problems. And two, I suggest complementing the current emphasis on adverse developmental factors - a natural focus in the study of conduct problems - with research on positive socialization forces that can act as powerful buffers against risks for antisocial behavior.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"2010 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ryan Baldwin,Bosco Rowland,Glenn Melvin,Ziad Nehme,Dan I Lubman,Rowan P Ogeil
BACKGROUNDPrevious research on the protective effects of school holidays on adolescent suicidal and non-suicidal self-injury (NSSI) has relied on hospital records which underestimate self-harm prevalence and has not been explored in the post pandemic environment. This study utilised ambulance attendance data to explore whether protective effects of school holidays on suicidal and NSSI behaviours were present pre- and post-COVID-19 restrictions.METHODSUsing data from the National Ambulance Surveillance System, weekly ambulance attendances for suicidal and NSSI behaviours among adolescents (12-17) and young adults (18-25) in Victoria, Australia, were analysed. Trends in rates per 10,000 population pre- (2015-2019) and post-COVID-19 restrictions (2022-2023) were modelled using seasonal autoregressive integrated moving average with exogenous variables, stratified by age and gender.RESULTSThere were 20,635 suicidal and NSSI related ambulance attendances among adolescents and 36,510 among young adults. Pre-COVID-19 there was a significant decline in weekly rate of attendances per 10,000 population for adolescent females during the December/January (-0.35, p < .001), June/July (-0.46, p = .007) and September/October (-0.41, p = .004) holidays. Similar declines were seen in adolescent males during the December/January (-0.12, p = .003), April/May (-0.22, p = .001), June/July (-0.26, p = .003) and September/October (-0.15, p = .027) holidays. No significant effects were observed for young adults or post-pandemic.CONCLUSIONSSeasonal trends in adolescent suicidal and NSSI harms were evident prior to COVID-19, but were no longer present post-pandemic. Understanding these changes is crucial for informing targeted mental health interventions and support for adolescents.
{"title":"The association between school holidays and trends in adolescent ambulance attendances for suicidal and non-suicidal self-injurious Behaviours.","authors":"Ryan Baldwin,Bosco Rowland,Glenn Melvin,Ziad Nehme,Dan I Lubman,Rowan P Ogeil","doi":"10.1111/jcpp.70108","DOIUrl":"https://doi.org/10.1111/jcpp.70108","url":null,"abstract":"BACKGROUNDPrevious research on the protective effects of school holidays on adolescent suicidal and non-suicidal self-injury (NSSI) has relied on hospital records which underestimate self-harm prevalence and has not been explored in the post pandemic environment. This study utilised ambulance attendance data to explore whether protective effects of school holidays on suicidal and NSSI behaviours were present pre- and post-COVID-19 restrictions.METHODSUsing data from the National Ambulance Surveillance System, weekly ambulance attendances for suicidal and NSSI behaviours among adolescents (12-17) and young adults (18-25) in Victoria, Australia, were analysed. Trends in rates per 10,000 population pre- (2015-2019) and post-COVID-19 restrictions (2022-2023) were modelled using seasonal autoregressive integrated moving average with exogenous variables, stratified by age and gender.RESULTSThere were 20,635 suicidal and NSSI related ambulance attendances among adolescents and 36,510 among young adults. Pre-COVID-19 there was a significant decline in weekly rate of attendances per 10,000 population for adolescent females during the December/January (-0.35, p < .001), June/July (-0.46, p = .007) and September/October (-0.41, p = .004) holidays. Similar declines were seen in adolescent males during the December/January (-0.12, p = .003), April/May (-0.22, p = .001), June/July (-0.26, p = .003) and September/October (-0.15, p = .027) holidays. No significant effects were observed for young adults or post-pandemic.CONCLUSIONSSeasonal trends in adolescent suicidal and NSSI harms were evident prior to COVID-19, but were no longer present post-pandemic. Understanding these changes is crucial for informing targeted mental health interventions and support for adolescents.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"3 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146033962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zui C Narita,Jordan DeVylder,Gemma Knowles,Syudo Yamasaki,Mitsuhiro Miyashita,Daniel Stanyon,Satoshi Yamaguchi,Tomohiro Shinozaki,Ryo Sasaki,Rui Zhou,Shuntaro Ando,Craig Morgan,Paola Dazzan,Toshiaki A Furukawa,Kiyoto Kasai,Ian Kelleher,Atsushi Nishida
BACKGROUNDEvidence on the association between loneliness and psychotic experiences in adolescents remains limited. Moreover, loneliness has typically been assessed at a single time point, which fails to capture its dynamic nature. We hypothesized that persistent loneliness, assessed across repeated measures, would be associated with psychotic experiences and other mental health problems.METHODSUsing longitudinal data from 3,171 participants in the Tokyo Teen Cohort, we applied the g-formula. We analyzed how loneliness patterns at ages 12 and 14 were associated with psychotic experiences, depression, anxiety, and diminished well-being at age 16, accounting for time-fixed and time-varying confounders. Missing data were handled using multiple imputation by chained equations.RESULTSPersistent loneliness was associated with increased risk and greater severity of psychotic experiences (RD 7.1%, 95% CI: 0.8-14.3; RR 2.44, 95% CI: 1.16-4.11; β 0.28, 95% CI: 0.10-0.48). Incident loneliness at age 14 showed similar associations. No association was found for adolescents whose loneliness had remitted by age 14 (RD -1.3%, 95% CI: -3.6 to 1.2; RR 0.73, 95% CI: 0.31-1.26; β 0.01, 95% CI: -0.04 to 0.08). Sensitivity analyses using marginal structural models yielded results that were largely unchanged. Findings were generally similar for other mental health problems. Associations were consistent across genders, although the association with well-being appeared particularly important for girls.CONCLUSIONSThe dynamics of loneliness are associated with a wide range of mental health problems in adolescents. The risk may not be permanent and could be mitigated if loneliness remits. Further research examining interventions that target loneliness is warranted.
{"title":"Loneliness patterns across time and subsequent risk of psychotic experiences, depression, anxiety, and diminished well-being in adolescents.","authors":"Zui C Narita,Jordan DeVylder,Gemma Knowles,Syudo Yamasaki,Mitsuhiro Miyashita,Daniel Stanyon,Satoshi Yamaguchi,Tomohiro Shinozaki,Ryo Sasaki,Rui Zhou,Shuntaro Ando,Craig Morgan,Paola Dazzan,Toshiaki A Furukawa,Kiyoto Kasai,Ian Kelleher,Atsushi Nishida","doi":"10.1111/jcpp.70114","DOIUrl":"https://doi.org/10.1111/jcpp.70114","url":null,"abstract":"BACKGROUNDEvidence on the association between loneliness and psychotic experiences in adolescents remains limited. Moreover, loneliness has typically been assessed at a single time point, which fails to capture its dynamic nature. We hypothesized that persistent loneliness, assessed across repeated measures, would be associated with psychotic experiences and other mental health problems.METHODSUsing longitudinal data from 3,171 participants in the Tokyo Teen Cohort, we applied the g-formula. We analyzed how loneliness patterns at ages 12 and 14 were associated with psychotic experiences, depression, anxiety, and diminished well-being at age 16, accounting for time-fixed and time-varying confounders. Missing data were handled using multiple imputation by chained equations.RESULTSPersistent loneliness was associated with increased risk and greater severity of psychotic experiences (RD 7.1%, 95% CI: 0.8-14.3; RR 2.44, 95% CI: 1.16-4.11; β 0.28, 95% CI: 0.10-0.48). Incident loneliness at age 14 showed similar associations. No association was found for adolescents whose loneliness had remitted by age 14 (RD -1.3%, 95% CI: -3.6 to 1.2; RR 0.73, 95% CI: 0.31-1.26; β 0.01, 95% CI: -0.04 to 0.08). Sensitivity analyses using marginal structural models yielded results that were largely unchanged. Findings were generally similar for other mental health problems. Associations were consistent across genders, although the association with well-being appeared particularly important for girls.CONCLUSIONSThe dynamics of loneliness are associated with a wide range of mental health problems in adolescents. The risk may not be permanent and could be mitigated if loneliness remits. Further research examining interventions that target loneliness is warranted.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"101 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146015163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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