Journal of Child & Adolescent Trauma最新文献

Bullying, both traditional and cyber, is a pervasive issue affecting adolescents, leading to mental health issues and risky sexual behaviors. This study investigates the sex-specific relationship between bullying victimization and unprotected sex among school-going adolescents in Argentina, examining the moderating role of parental emotional support. Secondary data from the 2018 Argentina Global School-based Student Health Survey was analyzed, including 25,892 sexually active adolescents aged 12-17. Logistic regression models were used to assess the association between traditional bullying/cyberbullying and unprotected sex, stratified by sex. The moderating effect of parental emotional support was examined among bullying victims. Traditional bullying was higher among male students (27% vs. 23% in females) and was associated with higher odds of unprotected sex among males (AOR: 1.39, 95% CI: 1.10, 1.75) but not among females. Cyberbullying was higher among females (21% vs. 14% in males) and significantly increased the likelihood of unprotected sex among females (AOR: 1.41, 95% CI: 1.14, 1.74) but not among males. Parental emotional support showed a protective effect against unprotected sex for cyberbullied females (AOR: 0.75, 95% CI: 0.59, 0.96) but not for traditionally bullied adolescents of either sex. The study reveals gender-specific associations between bullying victimization and unprotected sex among Argentine adolescents. Parental emotional support appears to moderate this relationship, particularly for cyberbullied females. These findings highlight the need for gender-sensitive interventions addressing both bullying prevention and sexual health education, emphasizing the importance of parental support in mitigating risky sexual behaviors among bullied adolescents.

The article delves into the indispensable requirement for integrating trauma-informed education within pre-service teacher training programs, particularly spotlighting the context of ongoing military confrontations in Ukraine and focusing attention on stress the pupils undergo every day. It underscores the escalating armed conflicts' contribution to significant social and emotional challenges within communities, thereby stressing the pivotal role of teachers in offering essential support and care. The research underscores the significance of equipping future teachers with the knowledge and skills necessary to address and support the complex social and emotional needs of students affected by war-related trauma. It refers to the Council of Europe's Trauma-Informed Youth Work Program as a key initiative in building resilience among Ukrainian students facing such trauma. An empirical study surveying 120 students reveals the significant impact of war on their well-being, with many struggling with stress directly linked to conflict. The research advocates for trauma-informed education as essential for ensuring equal access to education and inclusivity in areas affected by conflict, aligning with the UN's goal of reducing inequalities. It positions trauma-informed education as a crucial element of educational reform, vital for empowering educators to support students amid crises.

Supplementary information: The online version contains supplementary material available at 10.1007/s40653-025-00741-x.

Fear of negative evaluation (FNE) impacts adolescent young adult (AYA) college students' mental health through impaired academic and social performance. Adverse childhood experiences (ACEs) are prevalent among college students and may play a role in exacerbating FNE symptoms. Early life stressors are associated with anxiety sensitivity (AS) which may contribute to the development or worsening of FNE. We examined predictors of FNE among college students during the COVID-19 pandemic, hypothesizing that AS would mediate the relationship between ACEs and FNE. Participants were 192 students (M _age =19.90, SD = 1.26; 66.7% female; 78.6% non-Hispanic White) from a public, midwestern university. Participants completed demographics, ACEs, AS, and FNE questionnaires during March and April of 2020. AS fully mediated the relation between ACEs and FNE. Students who experienced greater ACEs reported increased AS and FNE. Findings suggest AS may be a help prevent further psychological distress from FNE among students who have been impacted by childhood adversity.

Youth involved in the legal system (YILS) experience higher rates of posttraumatic stress and learning, cognitive, or intellectual disabilities (LCID) than their peers without legal involvement. Trauma-focused treatments often require significant cognitive skills that may present difficulties for youth with LCID; this mismatch could impact the effectiveness of treatment with this subgroup of youth. Although evidence-based trauma treatments exist for YILS and for youth with LCID, there is no published synthesis examining such interventions for youth with LCID who are also legally involved. The current scoping review synthesizes existing literature related to trauma treatments for this population. A search of seven literature databases and backward citation searching using previously published articles on trauma treatments for youth yielded 406 articles, four of which examined the effectiveness of trauma treatments for YILS with LCID. None of the included articles provided specific analyses for YILS with LCID, leading to continued questions about the effectiveness of trauma treatment for this subset of youth. Results demonstrate a paucity of research on trauma-focused treatments for YILS with LCID, which is concerning given the significant cognitive skills required to effectively participate in evidence-based trauma treatments. Specific treatment considerations and adaptations are provided as opportunity for future clinical and empirical work in this area.

Mentalization refers to an individual's ability to understand their own behaviours and those of others in terms of mental states. Its development is closely linked to a child's early life experiences. For its part, the development of the ability to play is also rooted in the relationship with a secure and supportive caregiver. Some children do not have this opportunity and grow up with a caregiver who repeatedly neglects or abuses them over time. These children may experience early relational trauma (ERT). In that situation, the acquisition of mentalization and play skills may be affected. The aim of this research is to describe the development of mentalization and play processes in children with and without ERT in the context of psychodynamic psychotherapy (PP). To achieve this, data concerning the mentalization processes and play of two children taking part in PP were examined: one child who had experienced ERT and another from the general population. Individual case protocols were used to observe the evolution of these two variables. The number and duration of play segments, as well as the mentalization precursors of the child with ERT, changed over the course of PP, whereas they remained stable for the child in the general population. In children who have experienced ERT, the presence of a non-linear evolution of traumatic play has been observed.

Objective: To explore the effect of narrative nursing on a minor patient with HIV infection and posttraumatic stress disorder (PTSD) due to sexual abuse.

Methods: An underage female patient with HIV infection and PTSD due to sexual abuse was treated at the Department of Infection of a tertiary hospital. The five core narrative nursing techniques were used to give the patient affirmation, companionship, and support throughout the entire intervention cycle, with a mindset of acceptance and empathy, patient listening, and skillful communication. The effect of the intervention was evaluated by the PTSD Checklist-Civilian Version (PCL-L) and the Self-Depression Scale (SDS).

Results: After the 1-month narrative nursing intervention, the patient's PCL-L score decreased from 65 to 25 and her SDS score decreased from 55 to 33. The patient's psychological condition significantly improved, her self-identity improved, and she took the initiative to socialize with others.

Conclusion: Narrative nursing can alleviate patients' spiritual wounds through in-depth nurse‒patient communication, enable patients to form a new self-identity, and tap their own energy and resources to combat negative emotions caused by the disease.

Supplementary information: The online version contains supplementary material available at 10.1007/s40653-025-00736-8.

Previous research has primarily focused on the effect of being bullied on mental health; however, little attention has been given to the impact of bullying others on adolescents' mental health. This study aims to investigate the mediating roles of stress and anxiety in the relationship between bullying (both being bullied and bullying others) and depression among Vietnamese adolescents. The sample consisted of 714 adolescents (46.6% male and 53.4% female). The Cyberbullying and Victimization Questionnaire and the Depression Anxiety Stress Scales were administered. The results indicated that stress (B = 0.166, SE = 0.030, CI = [0.112; 0.229]) and anxiety (B = 0.128, SE = 0.022, CI = [0.088; 0.173]) fully mediated the relationship between being bullied and depression. Similarly, stress (B = 0.172, SE = 0.039, CI = [0.102; 0.258]) and anxiety (B = 0.121, SE = 0.028, CI = [0.071; 0.182]) fully mediated the relationship between bullying others and depression. In both models, the direct effects of being bullied and bullying others on depression were not statistically significant after accounting for the mediators. These findings have important implications for educators and psychological counselors.

Introduction: Rates of suicidality are increasing among Black youth, who have higher instances of adverse childhood experiences (ACEs) exposure compared to their White counterparts, despite reporting overall better mental health. This manuscript describes the suicidality trends among Black youth exposed to ACEs.

Methods: One hundred fifteen Black adolescents aged 11-16 participated in one of two interventions from 2022 to 2024 focused on substance use prevention and sexual health promotion. Both interventions consisted of eight sessions offered twice weekly over four weeks. To be eligible, youth were required to report exposure to at least one household challenge (i.e., a caregiver with a history of substance use, incarceration, or mental illness). Baseline and posttest assessments asked about exposure to nine adversities as well as about suicidal thoughts, plans, and attempts. Descriptive statistics were used to summarize the sample's suicidality and adversity.

Results: The cohort reported being exposed to an average of three ACEs. Experiencing peer victimization (77.7%), discrimination (61.3%), and having an incarcerated family member (52.3%) were the most common types of adversity within the sample. From baseline to posttest, the frequency of suicidal thoughts increased nearly 4% among younger adolescents (ages 11-13) but decreased 5% among older adolescents (ages 14-16). A similar trend was observed for suicidal attempts but not plans.

Conclusions: Understanding the persistence and timing of ACEs exposures may be a critical factor in understanding suicidality among Black youth. Efforts to reduce suicidality among this group should focus on age-appropriate strategies to reduce ACEs exposures.

Early life adversity (ELA) is associated with diminished social cognition in populations with a neuropsychiatric diagnosis however less is known about general populations. Examining the association between ELA and social cognition in non-clinical populations allows determinants of social cognition to be explored in the absence of psychiatric classifications. The aim of this study was to examine the association between ELA and social cognition in the general adult population. The protocol for this study was preregistered on Prospero (preregistration-ID: CRD42023433358). Four databases and reverse citation searches were performed to identify relevant articles examining the relationship between social cognitive domains and ELA. Fisher's r-to-z transformed correlation coefficients were synthesised using inverse variance weighted random effects modelling to provide a mean effect size estimate, with 95% confidence intervals. The limited number of included studies precluded subgroup, sensitivity and publication bias analysis. 1,314 articles were identified with 20 articles representing 18 study populations meeting the inclusion criteria. There is preliminary evidence that ELA is associated with diminished theory of mind (z _r  = -.247, p = .002) and emotion recognition (z _r  = -.121, p < .001) in the general adult population. Sexual abuse as a subdomain of ELA is also associated with diminished emotion recognition (z _r  = -.056, p < .001). Correlational findings on the association between retrospective accounts of ELA and social cognitive deficits during adulthood suggest a continuing impact of trauma in later life. Longitudinal research is best situated to further explore causative and mediating factors underlying this relationship. These results have helped to clarify the ELA-social cognition association without potential confounds of concurrent mental health status, and, further elucidate a possible risk mechanism for functional disability.

Supplementary information: The online version contains supplementary material available at 10.1007/s40653-025-00724-y.

Background: Physical punishment (PP) of children is banned in > 50 countries, motivated by ethical arguments as well as empirically ascertained negative effects in adulthood. There is ample social pressure against PP in Sweden.

Aims: How common is a history of PP among randomly selected Malmö adolescents, is PP explained by certain social background factors and/or individual characteristics, and how do physically punished individuals differ with respect to antisocial outcomes at age 18.

Method: Participants (N = 518, a 20% sample of children born in Malmö 1995) responded to a comprehensive self-report questionnaire in three waves, age 15, 16 and 19.

Results: PP was reported by appr. 20% of the participants. Several differences were observed between participants who experienced PP and those who did not. These differences can be summarized as follows: parents' country of birth, the importance of religion, conflicts with parents, poor bonding with family, exposure to antisocial peers, perceived victimization by peers and teachers, victimization from crime, and difficulties with certain aspects of self-regulation.

Conclusion: In spite of being illegal, PP is relatively common. There were some significant associations suggesting differences between those exposed to PP and the others, but no serious effects at age 19, except violent behaviour for boys.

Supplementary information: The online version contains supplementary material available at 10.1007/s40653-025-00725-x.