Research on Child and Adolescent Psychopathology最新文献

A person-centered approach studying cognitive emotion regulation profiles rather than single strategies can shed light on adaptive and maladaptive cognitive emotion regulation in youths. This study extends previous research by examining self-reported cognitive emotion regulation profiles not only cross-sectionally but also longitudinally, in the transition from childhood to adolescence. To examine the adaptive or maladaptive nature of the profiles, cross-sectional associations with parent-reported internalizing problems were tested in a subsample. Data came from a 3-wave longitudinal project on Dutch youths (Wave 1: N = 526, mean age = 10.1 years). Youths and parents completed questionnaires yearly. Latent Profile Analyses revealed three profiles at each wave: (1) a "Generally low" profile, consisting of little use of all cognitive emotion regulation strategies, (2) a "High adaptive, low maladaptive" profile, and (3) a "Low adaptive, high maladaptive" profile. Latent Profile Transition Analyses showed substantial stability in profiles over time but also transitions; most towards a less adaptive profile, some towards a more adaptive profile. The maladaptive nature of the third profile was confirmed by cross-sectional associations with parent-reported internalizing problems (at Wave 1 and 2 but not Wave 3). The results showing profile transitions in some youths may yield insights into the development of cognitive emotion regulation abilities.

Sibling aggression is the most common form of domestic violence, which can have a negative impact on both child and adolescent mental health. The few previous studies that investigated aggression between siblings, assessed aggression primarily through self- or parent-report, with the limitation of reporter bias. The current study examined whether an interactive Virtual Reality (VR) experiment can provide a valid assessment of adolescents' aggressive responses towards their sibling by testing congruence with other similar measures and by examining associations of known risk factors for sibling aggression with the aggression observed in the VR experiment. Pairs of young adolescent siblings (N = 26; aged 8-15 years) were invited to the lab to complete several questionnaires and participate in a custom-made interactive VR experiment. In the VR experiment, participants interacted with their virtual sibling both verbally and physically. Participants' responses to the virtual sibling's behavior, designed to provoke anger and aggression, were observed during two different VR scenarios. Results showed that observed aggression as measured in the VR experiment was related to self-reported aggression, but not to parent- or sibling-reported aggression. Individual factors (e.g., behavioral problems) or sibling factors (e.g., age difference between siblings) were not related to observed aggression. Of the investigated family factors, only the perceived quality of the father-child relationship was associated with observed aggression. Despite the limited alignment with parent- and sibling-reported aggression, these findings highlight the potential of VR-based assessments to complement self-report methods, emphasizing the need for a multimethod approach to capture the complexities of sibling aggression.

Conduct Disorder (CD) and callous-unemotional (CU) traits are associated with persistent antisocial behavior, emotional processing deficits, and poor treatment response. CU traits designate a subgroup of youth with CD who are at greater risk of violence and long-term mental health challenges. It is well-established that CU traits, CD, and aggression are tied to deficits in emotion recognition, social information processing, and interpersonal functioning, yet few interventions directly target these mechanisms. This randomized controlled trial tested the effects of Impact VR, a brief virtual reality program designed to improve emotion recognition and build social-emotional skills in youth with CD. One hundred and ten youth diagnosed with CD were randomly assigned to either Impact VR or a treatment control group. Youth and caregivers completed assessments at baseline, post-intervention, and 3-month follow-up. Youth in the Impact VR group had lower levels of self-reported and caregiver-reported CU traits at follow-up. Caregiver ratings also indicated that youth who received Impact VR had significantly lower conduct problems at both follow-up time points. Youth reported immediate reductions in reactive aggression, which was sustained until the 3-month follow-up. However, the intervention groups did not significantly differ on proactive aggression. These findings suggest that CU traits may be modifiable through brief, engaging interventions like Impact VR.

Self-help parenting programs that are aimed at reducing child behavioral difficulties may be effective and accessible alternatives to face-to-face parenting programs. Insight into the mechanisms of change for such programs is important to enhance their effectiveness. The goal of this study was to examine whether changes in supportive and unsupportive parenting (measured by the Parenting Practices Interview; PPI) and parenting sense of competence (measured by the Parenting Sense of Competence scale; PSOC) mediated the effects of a self-help parenting program on child behavioral difficulties. A total of 110 families were randomized to a 15-week self-help program or waitlist. Outcomes and mediators were measured at pre-, mid- and post-measurement. Outcomes were parent-rated child behavioral difficulties, assessed by the Eyberg Child Behavior Inventory, Intensity Scale (ECBI-I), and ecologically momentary assessments (EMA) of child behavior problems. Results showed that reductions in unsupportive parenting significantly mediated reductions in child behavioral difficulties assessed with the ECBI-I. We did not find this mediating effect for the EMA. Supportive parenting and parenting sense of competence did not mediate changes in child behavioral difficulties. Although future research into self-help parent training should provide insight into possible reciprocal interactions between changes in parents and children, reducing unsupportive parenting practices may play a key role in reducing child behavioral difficulties.

Depressive symptoms increase in adolescence, especially for female adolescents at risk for depression due to dispositional factors, such as temperament. Emotion dynamics, or change in emotional experience over time, may serve as a mutable mechanistic factor for depression. In a sample of 117 adolescents assigned female at birth ages 11-13 (M[SD] = 12.22[0.81], 68% white, 21% Black, 10% Hispanic/Latino, 9% biracial), oversampled for temperamental risk for the development of depression, this study examined emotion variability in association with depressive symptoms, both concurrently and longitudinally over an 18-month period. Further, this study extends the literature by examining associations between emotion variability and depressive symptoms by accounting for individuals' typical levels of positive/negative emotion using two distinct methods: set-points or most frequent emotional state (i.e., mode adjustment) and average levels (i.e., mean adjustment). Results of mode-adjusted longitudinal growth curve models indicated that modal negative emotion, negative emotion variability, and positive emotion variability were all positively associated with adolescent females' depressive symptoms at baseline but were not associated with change in depressive symptoms over time. By contrast, in mean-adjusted models, mean negative emotion was associated with baseline depressive symptoms, whereas variability in negative emotion was not. By contrast, only positive emotion variability was associated with depressive symptoms at baseline, whereas mean positive emotion was not. Neither was associated with change in depressive symptoms over time. Findings suggest that the putative difficulties with reactivity and regulation captured by emotion variability measures are related to adolescent females' depressive symptoms - at least at non-clinical levels.

Exclusionary school discipline practices (EDPs), such as school suspensions, are increasingly linked to poorer academic outcomes and increased contact with the legal system. However, the short-term effects of EDPs on other aspects of adolescent well-being, including mental health concerns and perceived unfair treatment, have received limited attention. Using five waves of data from the Adolescent Brain Cognitive Development^SM Study^® (n = 11,831, 48% female, 52% White, 15% Black, 19% Hispanic), the current study examined how EDPs predict changes in externalizing and internalizing symptoms as well as perceived unfair treatment by a teacher. After adjusting for baseline EDPs, externalizing concerns, and covariates, we found that EDPs reported at follow-up waves were associated with increased odds of youth- and caregiver-reported externalizing symptoms, youth-reported internalizing symptoms, and youth-reported perceived unfair treatment by a teacher at the subsequent wave. These associations were observed above and beyond each outcome's predicted trajectory. However, baseline EDPs showed limited and inconsistent associations with overall symptom trajectories, suggesting that single time point EDP effects on adolescents' overall trajectories may underestimate the cumulative impact of repeated discipline over time. This is particularly concerning given that most disciplined adolescents experienced repeated EDPs. Race and ethnicity did not consistently or robustly moderate these associations. Findings underscore the need for interventions that minimize the repeated use of exclusionary discipline.

Adolescence is a critical developmental stage in which family dynamics strongly influence behaviors such as binge drinking and emotional regulation. This study examined whether future orientation mediates the effects of parental behaviors on adolescents' internalizing and externalizing problems, as well as binge drinking. Data came from a three-wave longitudinal study conducted at Social Assistance Reference Centers (SARCs) in 12 Brazilian municipalities. The sample included 1,610 participants from 805 families, each with one adolescent aged 10-14 years and one caregiver. Assessments occurred at baseline, six months, and 12 months. Parenting variables included positive parental relationships, family communication skills, problem-solving skills, and parental expectations. Models tested the direct and indirect effects of these variables on adolescent outcomes, with future orientation as a potential mediator. Future orientation mediated the association between positive parental relationships and externalizing problems. Positive parental relationships and problem-solving skills were directly linked to reductions in externalizing problems and binge drinking. Family communication skills and parental expectations also showed direct effects on externalizing problems, though without mediation by future orientation. These findings underscore the role of positive parenting practices in reducing behavioral problems and promoting healthy adolescent development. Interventions aimed at strengthening family relationships, problem-solving, and communication may effectively address externalizing behaviors and decrease binge drinking, particularly in socioeconomically vulnerable contexts.

Cannabis use is common among US youth who become involved in the juvenile legal system (JLS), yet substance use treatment rates remain low, particularly among youth diverted away from formal JLS involvement. Diverted youth encounter multiple barriers to receiving services in the community that could be addressed via digital approaches offered by the JLS. This multiphase work details development of the TECH (Teen Empowerment through Computerized Health) app, a tailored digital adjunct to usual JLS services. First, qualitative interviews with diverted youth (n = 14) aged 14-18 years and their caregivers (n = 8) established youths' cannabis-related treatment needs and preferences; youth were asked to specifically consider several theory-driven app components (personalization, behavior change, social interaction, gamification, and motivation enhancement). After building the TECH app, 10 diverted youth beta-tested the prototype over one month, to inform its preliminary feasibility (i.e., participation and app metadata) and acceptability (i.e., app quality and user satisfaction). Qualitative results indicated diverted youth and caregivers were open to an app to reduce cannabis use. Interviewed youth were divided about theoretically driven features, likely due to their unique preferences and needs. Prototype beta testing demonstrated diverted youth were willing to engage; metadata indicated all beta-testers used TECH independently after their baseline appointment, demonstrating feasibility. Participants rated satisfaction as slightly above average, reporting the app was of good quality and recommending ways to increase acceptability. We discuss implications of these preliminary findings on the app itself and the broader field of digital health for youth diverted from the JLS.

Evidence supports the efficacy of transdiagnostic interventions to prevent emotional problems in adolescents. Recently, the role of booster sessions on treatment gains over time has been suggested. However, the underlying mechanisms that explain treatment outcomes after booster dosage are unknown. This study examined possible mediation effects of booster in a sample of 100 adolescents at risk of developing emotional problems who received the selective, personalised, preventive, transdiagnostic intervention named as PROCARE+. Participants were allocated into three conditions according to the number of booster sessions received after PROCARE + was implemented: none, one (at 6 months) or two (one at 6 and another at 12 months). Mediation models were conducted to examine the role of changes in emotional regulation and resilience on several outcome measures: self-perceived and parent-rated emotional risk, emotional symptomatology and quality of life. Results showed that emotional regulation, but not resilience, significantly mediated the improvements observed after receiving the booster sessions, emerging as a key psychological mechanism. In particular, participants who received one booster session compared to those who received no booster session evidenced improvements in their levels of emotional regulation, which partially mediated the effects on emotional symptomatology and quality of life. In addition to benefits after one booster dosage, adolescents who received two booster dosage also expressed a decrease of their risk of developing emotional problems.

The study examined neurodevelopmental and psychosocial outcomes in adolescents aged 12 and 16 with childhood diagnoses of ADHD, autism, dyscalculia, or dyslexia. Participants were drawn from the Twins Early Development Study based on parent-reported diagnoses between ages 7 and 9 of ADHD (n = 54), autism (n = 50), dyscalculia (n = 282), and dyslexia (n = 695). A comparison group included 6,882 participants without neurodevelopmental diagnoses. Differences in ADHD and autistic traits, academic challenges, peer difficulties, and internalizing issues were explored between the comparison group and each neurodivergent group at ages 12 and 16. Across timepoints, neurodivergent groups showed distinct patterns of difficulties across domains relative to the comparison group. The ADHD group had higher levels of inattention and hyperactivity/impulsivity at 12 and 16, lower academic performance at 16, and elevated mental health challenges at 12. The autism group showed higher degrees of inattention, hyperactivity/impulsivity, autistic traits, and peer difficulties at 12 and 16. The dyscalculia group had challenges in all domains except for peer relationships at 12, with only mathematical underachievement persisting to 16. The dyslexia group showed difficulties in all domains at 12 with issues related to inattention, hyperactivity/impulsivity, academic achievement, and peer relationship persisting to 16. Whereas at age 12 the neurodivergent groups showed diagnosis-specific difficulties and broader neurodevelopmental and psychosocial challenges, by age 16 they were characterized by distinctive trajectories with persisting and resolved difficulties. These findings underscore the need for repeated, broad-based assessments to understand the changing needs of children with early neurodevelopmental diagnoses.