Adolescent Research Review最新文献

Young people who self-harm require support and resources to address their self-harm. However, they are often reluctant to seek help for their self-harm. Despite efforts to increase help-seeking, the rates of self-harm in this population continue to increase. A better understanding of the factors that influence help-seeking for self-harm in young people is necessary. This systematic review aimed to synthesize the existing literature on the known facilitators and barriers to help-seeking for self-harm in young people. Across the 33 studies included in this review, the age range of young people was 11 to 30 years. Facilitators and barriers to help-seeking for self-harm were extracted and mapped onto a systems thinking framework. The synthesis indicated that there were 17 known facilitators and twice as many barriers across the help-seeking system hierarchy. Most of these facilitators and barriers were related to lower levels of the system (i.e., service delivery and the social environment, and young people who self-harm). There was limited consideration of broader systemic factors that influence help-seeking for self-harm and the interactions between these facilitators and barriers in influencing help-seeking. Future research should consider the use of systems thinking frameworks and methods in understanding and addressing this complex problem.

Anxiety and depression are among the most common mental health problems in children and adolescents, and evidence-based digital programs may help in their prevention. However, existing reviews lack a detailed overview of effective program elements, including structural features and supporting content. This umbrella review synthesizes the main elements of effective, evidence-based digital programs which facilitate the prevention of anxiety and depression in children and adolescents. Based on an analysis of 11 existing reviews that describe 45 programs, key components and content contributing to program effectiveness were identified. These included a focus on modular and linear structure, which means organizing the program in a clear and sequential manner. Additionally, approaches based on cognitive behavioral therapy and gamification to engage and motivate users, were identified as effective components. The findings provide a better understanding of what makes digital programs effective, including considerations for sustainability and content, offering valuable insights for the future development of digital programs concerning the prevention of anxiety and depression in children and adolescents. Critically noted is that the differentiation between prevention and intervention in the program description is not always clear and this could lead to an overestimation of prevention effects.

Social capital provides young people with a web of supportive relationships that can be leveraged in pursuit of education, career, and life goals. Organized activities, an umbrella term for extracurricular activities, after-school programs, and youth development programs, are important developmental contexts for building social capital. The purpose of this study was to illuminate the developmental pathway through which social capital development occurs in organized activities. A qualitative meta-synthesis was conducted using 33 articles that met inclusion criteria across five databases (e.g., ERIC, PsycINFO) between June 2022 and May 2023. Thematic analysis was used to identify malleable organized activity features that act as levers for social capital promotion. Seven thematically aligned features were identified, including (1) organizational partnerships, (2) organizational supporting structures, (3) relationally strong climate, (4) staff mindsets and skills, (5) youth mindsets and skills, (6) increased social capital opportunities, and (7) increased social capital activation. These seven themes were used to construct an empirically-grounded model that posits a process through which organized activities support youth social capital development. Implications for intentionally strengthening organized activities’ capacity to support youth social capital are discussed.

Parental experiences of discrimination can impact ethnic minority adolescents’ developmental outcomes. To explicate this link, this study reviewed 30 articles in which the research sample includes target adolescents in the age range of 10 to 18, examining the effect of parental discriminatory experiences on adolescent adjustment and how family factors (parenting, racial socialization, family relationships, parental mental health, familism, family economic factors) function in the association between parental discriminatory experiences and adolescent outcomes. Findings reveal that parental discriminatory experiences can have a direct effect on adolescent adjustment, most notably on psychological adjustment. Moreover, family factors (especially parenting, racial socialization, family relationships, and parental mental health) often function as mediators, and different family factors may work sequentially (e.g., from parental mental health to parenting) in the pathway from parental discriminatory experiences to adolescent outcomes. A few studies focused on the moderating role of family factors. When functioning as moderators, familism may be a protective factor and low family income may be a risk factor for ethnic minority adolescents whose parents experience discrimination. Study findings suggest that interventions focused on family factors may be effective at reducing the negative impact of parental discriminatory experiences on adolescent outcomes.

The increasing prevalence of the Internet gaming disorder has created an interest in identifying the factors associated with its development, including emotional intelligence, which has been negatively associated with many addictions. This work aimed to provide a narrative and quantitative synthesis of the association between emotional intelligence and Internet gaming disorder symptomatology. An online search of four electronic databases and an additional manual search identified 49 studies that met the inclusion criteria provided 54 independent samples (N = 43,289) and a total of 166 correlation coefficients. The selected studies used different definitions of emotional intelligence (i.e., emotional regulation, social-emotional competence, ability and trait). Random-effect models were used to estimate the pooled correlation coefficient between emotional intelligence and Internet gaming disorder symptomatology. The results revealed a small-to-moderate negative association between any measure of emotional intelligence and Internet gaming disorder symptomatology. However, the various characteristics involved in its study, such as methodological quality, research design, geographical location and the means of assessing emotional intelligence, could modify the association between both variables. In short, any deficits in emotional regulation or social competence could be a risk factor for developing Internet gaming disorder.