Child & Youth Care Forum最新文献

Background

A singular ecological risk factor did not accurately reflect the reality of adolescents’ lives and could not fully elucidate the developmental mechanisms of adolescent suicidal ideation. The cumulative effect of multiple ecological risk factors (which may interact synergistically) could have provided a more comprehensive understanding of the developmental mechanism of adolescent suicidal ideation from a systemic perspective.

Objective

Based on the ecosystem theory, this study aimed to explore the relationship between cumulative ecological risk and adolescent suicidal ideation, and the moderating effect of meaning in life.

Method

A sample of 16,508 adolescents completed the Cumulative Ecological Risk Questionnaire, the Meaning in Life Questionnaire, and the Depressive Symptom Index Suicidality Subscale.

Results

The results showed that: (1) Cumulative ecological risk was positively correlated with suicidal ideation, and meaning in life was negatively correlated with suicidal ideation; (2) Cumulative ecological risk could predict adolescent suicidal ideation, showing an ‘exacerbation model’: wherein the already positive association between an individual risk factor and suicidal ideation was worsened by the simultaneous presence of other risks; (3) The protective effect of meaning in life on adolescent suicidal ideation decreased with the increase of cumulative ecological risk, presenting a ‘protective-reactive’ moderating model.

Conclusions

The results revealed that once the capacity of ecological risk factors exceeded the capacity of protective resources, meaning in life alone was no longer sufficient as a protective resource. Instead, it would be necessary to also intervene in ecological risks to improve individual development.

Background

Research indicates that parents’ involvement in early literacy, particularly through book reading, matters for young children’s language and literacy development. OBJECTIVE: However, little is known about the nature and extent of family book reading across the U.S. nation or about which factors support parents’ involvement in book reading. In particular, parents’ beliefs about promoting literacy may be linked to their book-reading actions, which can foster their children’s learning. 

Method

We investigated several questions using the nationally representative Early Childhood Longitudinal Study-Kindergarten 2011 (ECLS-K) dataset: (1) How are demographic characteristics (ethnicity, SES, and child age) predictive of parents’ literacy beliefs and home reading practices during children’s kindergarten year?; (2) How do parents’ literacy beliefs contribute to parents’ home reading practices during children’s kindergarten year?; and (3) How do parents’ literacy beliefs and home reading practices relate to children’s literacy development during their kindergarten year? We focused on data from Fall 2010 through Spring 2011, spanning the kindergarten year, and utilized descriptive and multivariate regression techniques. 

Results

Regressions reveal that parents’ literacy beliefs are linked to their literacy practices, net of the effects of a variety of covariates. In turn, both beliefs and practices are uniquely linked to increases in children’s reading performance over the kindergarten year, demonstrating incremental validity for both sets of variables and reinforcing the importance of both beliefs and practices as part of the home learning environment. 

Conclusions

The findings of this study underscore the critical role of parents’ beliefs in contributing to their home reading practices, which, in turn, are positively related to kindergarteners’ literacy development, net of the effects of variety of important covariates.

Background

Social validity in the field of applied behaviour analysis is the measurement of the social significance of goals, the social appropriateness of procedures, and the social importance of the effects of a treatment. There is a paucity of rigorous research on social validity measurement as it relates to feeding treatment.

Objective

To our knowledge, this is the first systematic review aiming to identify the gaps in and assess the current state of the science regarding comprehensive social validity measurement of paediatric feeding treatment.

Method

We conducted a systematic review following PRISMA guidelines using four ProQuest databases.

Results

The systematic review resulted in the identification of 26 eligible articles reporting findings related to social validity post-intensive treatment or describing new measurement systems that could be used to assess social validity more comprehensively. Collectively, caregivers rated behaviour-analytic treatments high in social validity and treatments were highly effective. Caregivers reported increased broader quality of life and lasting positive impacts, decreased stress, and lack of negative effects.

Conclusion

In the context of these results, we discuss behaviour-analytic feeding treatment within social validity’s comprehensive definition. We identify additional data-based research needs in this area and provide recommendations to spur new investigations. Social validity measurement requires refinement to further inform the standard of care. Paediatric feeding expertise and competency are crucial in navigating social validity considerations. Accurate dissemination is needed to increase earlier access to effective feeding treatment for families and specialised training for professionals to promote data-based and individualised decision-making in this vital area.

Background

Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce.

Objective

This study examined effects of two established 8-week SBMTs and the role of implementation quality. Interventions were hypothesized to enhance emotion regulation, social well-being, and emotional well-being. Furthermore, higher responsiveness of participants and quality of delivery were hypothesized to be associated with better program effectiveness.

Method

Nineteen elementary school classes (second through sixth grade) from German-speaking regions of Switzerland, with 246 students (aged 9 to 12 years), chose to implement either intervention and were then randomly assigned to the intervention or a waitlist control group (cluster-randomized).

Results

Multilevel modeling revealed that SBMT enhanced some aspects of social well-being (self-reported social participation), and further partially stabilized emotion regulation (self-reported anger control). However, there were also unexpected effects (enhanced self-reported stress vulnerability and hiding of emotions, as well as reduced parent-reported social participation and prosocial behavior). Effects were small, quite robust when controlling for covariates, and not consistent across informants and SBMTs. No robust associations between higher quality of delivery and better effectiveness of SBMT were found, and higher responsiveness of participants was only associated with higher anger control after the intervention.

Conclusions

We discuss in-depth the reasons for unexpected findings and provide directions for future research.

Background

The Proposed Specifiers for Conduct Disorder (PSCD) assesses psychopathy components of grandiose-manipulative (GM), callous-unemotional (CU), daring-impulsive (DI), and conduct disorder (CD). Research on PSCD is still in its infancy, and further research is necessary to examine its psychometric properties.

Objective

We investigated the correlations between PSCD scores and their corresponding Antisocial Process Screening Device (APSD) and Youth Psychopathic Traits Inventory-Short Version (YPI-S) scores. We also compared their associations with external variables and explored the incremental contribution of PSCD scores over APSD and YPI-S scores. The incremental contribution of PSCD GM, CU, and DI subscales over its CD component was also examined.

Method

A total of 444 students, ranging in age from 9 to 18 years, completed measures assessing psychopathic traits and externalizing and internalizing problems.

Results

Findings indicated expected correlation coefficients between PSCD and its corresponding APSD/YPI-S scores, but APSD CU did not show hypothesized associations with PSCD/YPI-S CU. Overall, PSCD and YPI-S scores showed more expected/consistent correlations with external variables than the APSD. Furthermore, the PSCD GM/CU scores provided incremental contributions over corresponding APSD and YPI-S scores. Finally, the three psychopathic personality components of PSCD offered significant incremental contributions over the PSCD CD subscale in explaining external correlates.

Conclusion

Findings highlight the importance for clinicians and researchers to carefully select psychopathy measures, recognizing that outcomes can differ as a function of chosen measures. Furthermore, results encourage future studies to examine the utility of multiple psychopathy components as specifiers for CD. The implications for practice and avenues for future research are explored.

Background

Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention.

Objective

This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program.

Methods

We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year.

Results

We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels.

Conclusion

Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.

Background

Anxiety impairs adolescent development and is a risk factor for psychopathology. However, factors related to anxiety impairment’s severity remain poorly studied.

Objective

This study aims to document anxiety impairment across different domains in adolescents and to study associated factors (sociodemographic, specific anxiety, and depressive symptoms, psychological vulnerabilities).

Methods

Adolescents aged 11 to 17 (N = 4616) participated in this cross-sectional correlational study. They were recruited from several schools in Canada and answered questionnaires.

Results

Anxiety impairment was higher in the school domain, compared to the social and family domains. Respectively, 9.64%, 5.23% and 2.02% of adolescents reported experiencing moderate or high impairment in these domains. Controlling for symptom severity, anxiety impairment seemed higher in females, adolescents from regular programs and those starting high school. All types of symptoms predicted school impairment, except the obsessive–compulsive (OC) ones. Symptoms of panic, generalized anxiety, post-traumatic stress (PTS), as well as depressive symptoms were moderately related to impairment, while the other symptoms were weakly related. Only OC and PTS symptoms did not predict impairment in the social domain, and only PTS, separation anxiety and depressive symptoms predicted impairment in the family domain. Perfectionism, intolerance of uncertainty and negative problem orientation predicted impairment levels after controlling for symptom severity.

Conclusions

This study notes relatively high rates of anxiety impairment in high school and suggests more school impairment. It offers possible explanatory factors that could be useful to establish more detailed models and interventions.

Background

The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective.

Objective

This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events.

Methods

An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey.

Results

Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling.

Conclusions

Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.

Background

Excessive worry during adolescence can significantly impact mental health. Understanding adolescent concerns may help inform mental health early intervention strategies.

Objective

This study aimed to identify frequent concerns among Australian secondary school students, exploring individual and demographic differences. Whether adolescents’ most frequently reported concern was associated with mental health and wellbeing was also investigated.

Methods

A total of N = 4086 adolescents (Mage = 13.92) participated in an online survey, reporting their top concerns alongside demographic characteristics, mental health, and wellbeing. Data were analysed using both qualitative and quantitative approaches.

Results

Thematic analysis identified 11 different themes of adolescent concerns. A frequency analysis showed concerns relating to ‘School and Academics’ were most common (24.52% of all responses), consistent across females, males, school location (regional vs metropolitan areas), and socioeconomic background. Sexuality and gender diverse adolescents more frequently reported concerns about ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Linear mixed models found ‘School and Academic’ concerns were associated with lower symptoms of depression (p < .001, d = 0.16) and anxiety (p < .001, d = 0.19) and higher wellbeing (p = .03, d = 0.07) compared to all other concerns.

Conclusion

‘School and Academic’ concerns were most common, however not associated with poorer mental health or wellbeing. Sexuality and gender diverse adolescents were more likely to report concerns regarding ‘Mental Health and Wellbeing’ and ‘Social Relationships’. Efforts aimed solely at reducing academic stress may not be the most effective approach to improving adolescent mental health. Longitudinal data into how concerns evolve over time could provide a nuanced understanding of their relationship with future mental health challenges.

Background

There is evidence to suggest that undocumented, unaccompanied migrant youths confront emotional and physical hardships while working in the U.S. agriculture industry. However, little is known about the type of support available to these youths that could protect them from negative developmental outcomes.

Objective

This qualitative research was designed to explore Guatemalan migrant youths’ available support types, expectations of coming to the U.S. for work, and the life lessons learned from being undocumented, unaccompanied minors in the agriculture industry.

Methods

A total of 10 unaccompanied Guatemalan youths (age range 15–17 years, Mage = 16.4 years; 100% male; 100% undocumented) participated in individual semi-structured audio-voice-recorded interviews in the Southeast. Interview responses were transcribed, coded, and analyzed.

Results

Thematic analysis yielded three primary interconnected themes: (1) “Coping and managing sadness by reaching out to others,” (2) “I have a dream but then, reality hits,” and (3) “Life lessons for future migrants.”

Conclusion

Findings suggest that despite their vulnerable social position, Guatemalan migrant youth in U.S. agriculture displayed an optimistic attitude, exercised persistence, and developed resourcefulness. Besides these competencies, youth possessed social networks with left-behind families, developed and leveraged new social ties to “manage sadness,” and built a tight-knit community away from their countries of origin.