Journal of Adolescent Research最新文献_第8页

Engaging Historically Marginalized Youth in Participatory Research: A Practical Guide to Promote Cultural Specificity in Measurement Validation 参与研究的历史边缘化青年:促进测量验证的文化特异性的实用指南

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-07-07 DOI: 10.1177/07435584221097137

Shereen El Mallah

Racially and ethnically diverse populations from minoritized backgrounds are often exposed to research methodologies that amplify structural racism and negate their sociocultural reality. Although cross-cultural validation of measures is considered a requisite step to multigroup comparisons, researchers apply measures validated and standardized in the dominant White culture to under-researched populations (without assessing measurement equivalence first). Seeking to align with calls for more culturally sensitive measures, an argument is made to leverage youth participatory approaches in the cross-cultural validation of study instruments. Using an illustrative case study, this paper describes how 16 youth researchers (predominantly Hispanic) partnered with an academic team to examine the validity of the Prosocial Behavior Scale. A new tool, the Key Informant Validity Index, is introduced to determine if items maintain adequate levels of content validity when applied to populations that differ from the original norming and validation study samples. Youth researchers rated items on relevance, clarity and coverage, and use a guided protocol to conduct cognitive interviews with 32 youth participants. Recognizing the inherent challenges of reducing hierarchal power dynamics within youth-adult relationships and/or alleviating insider/outsider tensions across lines of cultural difference, an intentional focus is placed on naming key strategies that facilitated the collaboration process.

来自少数民族背景的种族和族裔多样性人群经常接触到放大结构性种族主义并否定其社会文化现实的研究方法。尽管测量的跨文化验证被认为是多群体比较的必要步骤，但研究人员将主流白人文化中验证和标准化的测量应用于研究不足的人群（没有首先评估测量的等效性）。为了与要求采取更具文化敏感性的措施的呼吁保持一致，有人提出了在研究工具的跨文化验证中利用青年参与性方法的论点。通过一个例证性的案例研究，本文描述了16名青年研究人员（主要是西班牙裔）如何与一个学术团队合作，检查亲社会行为量表的有效性。引入了一种新的工具，即关键信息者有效性指数，以确定项目在应用于与原始规范化和验证研究样本不同的人群时是否保持足够的内容有效性水平。青年研究人员对项目的相关性、清晰度和覆盖率进行了评分，并使用指导性协议对32名青年参与者进行了认知访谈。认识到减少青年-成年人关系中的等级权力动态和/或缓解跨文化差异的内部/外部紧张关系的固有挑战，有意将重点放在命名促进合作过程的关键战略上。

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引用次数: 0

Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools 积极的学校氛围与情感参与：马来西亚中学少数民族中国学生的混合方法研究

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-07-03 DOI: 10.1177/07435584221107431

S. Krauss, Emily J. Y. Wong, S. Zeldin, Mageswari Kunasegaran, Janice Nga Lay Hui, Aini Marina Ma'arof, Wendy Yee Mei Tien, I. A. Ismail

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.

过去对少数民族学生的研究表明，持续存在的不平等现象需要更多地关注提高学校成功所需的多种学习支持。本研究旨在通过探索马来西亚中学少数民族中国学生的学校氛围和情感参与来扩展这一领域的研究。我们对724名学生进行了定量调查（Mage = 16.1 年；47.9%为女性），然后对25名学生进行定性访谈（Mage = 16.1 年；52%为女性）。通径分析表明，安全感、来自老师和同伴的社会情感支持以及学生的声音是中国学生情绪参与的预测因素，这进一步预测了认知参与、学习成绩和学校行为。专题分析进一步表明，语言和沟通障碍以及欺凌对学生的安全感和参与感产生了负面影响。与老师之间关爱、尊重的关系使学生有机会指导自己的学习，并在学校范围内的活动中做出决定，促进学生的参与感。同伴的支持通过减少与学校相关的压力源来增加学生的情感参与。研究结果表明，相互尊重、关爱的学校氛围和学生发声的机会可以增强少数民族高中生的批判性学校体验。

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引用次数: 1

Students' beliefs about the nature of intelligence (mindset). 学生对智力本质的看法(心态)

IF 2.2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-07-01 Epub Date: 2020-10-26 DOI: 10.1177/0743558420967113

Emmy de Kraker-Pauw, Floryt van Wesel, Lydia Krabbendam, Nienke van Atteveldt

Important adolescents' career-related decisions might be influenced by their beliefs about malleability of intelligence and learning (mindset). We combined quantitative and qualitative data to provide in-depth insights in the beliefs that 13-14-year-olds hold about learning and intelligence, the factors influencing these beliefs, and the consequences of these beliefs in relation to classroom behaviour and study choices. To establish students' mindsets quantitatively, we categorised theory of intelligence questionnaire (TOI; Dweck, 1999) averaged scores into three levels: entity, intermediate or incremental mindsets, to provide insight into the distribution of the different mindset types in our sample (N = 492). The results of this quantitative study show that more than half of the students believed intelligence is "fixed" (entity mindset), these data showed no effect of gender. To gain more in-depth insight in the views of these students, focus groups about mindset and its influences and consequences were held in a subsample (n = 176). The qualitative data provide more nuanced insights, for example they reveal subtle gender differences regarding effort beliefs and motivation. Integrated discussion of the quantitative and qualitative results demonstrates that this multi-method approach reflects the complexity of the concept mindset better than only the widely used TOI questionnaire.

重要青少年的职业相关决策可能会受到他们对智力和学习（心态）可塑性的信念的影响。我们结合了定量和定性数据，对13岁和14岁的青少年对学习和智力的信念、影响这些信念的因素以及这些信念与课堂行为和学习选择的关系提供了深入的见解。为了定量地建立学生的心态，我们将智力理论（TOI）问卷的平均得分分为三个层次：实体心态、中间心态或增量心态，以深入了解样本中不同心态类型的分布（N=492）。这项定量研究的结果表明，超过一半的学生认为智力是“固定的”（实体心态），这些数据没有显示性别的影响。为了更深入地了解这些学生的观点，在一个子样本中举行了关于心态及其影响和后果的焦点小组（n=176）。定性数据提供了更细微的见解，例如，它们揭示了在努力信念和动机方面的细微性别差异。对定量和定性结果的综合讨论表明，这种多方法比仅广泛使用的TOI问卷更能反映概念心态的复杂性。

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引用次数: 0

Motivating Positive Youth Outcomes Through Proximal, Relevant, and Attainable Inspirational Figures 通过近距离、相关和可获得的启发性人物激励青年取得积极成果

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-22 DOI: 10.1177/07435584221100813

J. Quinn, E. D. Roberts, Wei-lin Chen, R. Doubledee, Jennifer Brown Urban, M. Linver

This paper focuses on data from a study of middle- to upper-middle class Scottish S2 (~seventh grade) students who participated in Inspiring Purpose, a school-based character development program, during the 2016 to 2017 school year. Directed by their teachers, participating youth reflected on values and future aspirations and researched and wrote about an inspiring person. We examine the hypotheses that youth who select a more proximal inspiring figure and/or make a personal connection with that person will demonstrate higher developmental outcomes in the areas of confidence, contribution, self-reflection, goal development, and self-concept. We connected 230 student posters of inspirational figures, 34 youth interviews, and 462 student surveys. Mixed-method analysis revealed students were more likely to describe proximal figures as inspiring and make explicit personal connections over the course of their engagement with the Inspiring Purpose program. Moreover, youth who made personal connections were more likely to score higher on confidence, general self-concept, and contribution. These results suggest that when youth see themselves in inspiring figures and firmly articulate this connection, this can spur beneficial developmental outcomes.

本文重点研究了2016至2017学年期间参加学校性格发展项目“激励目标”的苏格兰S2（七年级）中上阶层学生的数据。在老师的指导下，参与活动的年轻人反思价值观和未来抱负，并研究和写作一个鼓舞人心的人。我们检验了这样的假设，即选择一个更接近鼓舞人心的人物和/或与该人建立个人联系的年轻人将在信心、贡献、自我反思、目标发展和自我概念方面表现出更高的发展成果。我们将230张励志人物的学生海报、34次青年访谈和462次学生调查联系起来。混合方法分析显示，在参与“激励目标”计划的过程中，学生更有可能将近端人物描述为鼓舞人心的人物，并建立明确的个人联系。此外，建立人际关系的年轻人更有可能在信心、总体自我概念和贡献方面得分更高。这些结果表明，当年轻人以鼓舞人心的形象看待自己，并坚定地表达这种联系时，这可以促进有益的发展成果。

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引用次数: 0

A Critical Race Theory of Psychology as Praxis: Proposing and Utilizing Principles of PsyCrit 心理学作为实践的批判种族理论:心理学原理的提出与运用

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-21 DOI: 10.1177/07435584221101930

Adrianna E. Crossing, Divya Gumudavelly, N. Watkins, Caroline Logue, R. Anderson

Historically, psychological science has contributed to maintaining the hegemony of white normativity and a fallacious belief in objective science that speaks to one singular truth about race. Due to a widespread unfamiliarity with critical theories and research methods in the field, novel approaches to psychological scientific inquiry are warranted to support scholars in pursuing racially-just empirical inquiries with socially-just implications. This manuscript aims to (1) introduce an evolution from critical race theory in psychology to a set of principles to guide research praxis: PsyCrit and (2) demonstrate its utility through use in an exemplar qualitative study. Qualitative coding analysis of semi-structured interviews with four Black mothers and one Black father ( n = 5) participating in the Engaging, Managing, and Bonding through Race intervention was conducted to model the use of PsyCrit in practice and deepen our understanding of parent factors in Black families. This manuscript unpacks four aspects of the exemplar study utilizing four of the seven tenets of PsyCrit. The depth of analysis provided by the framework suggests that these principles may serve in guiding psychological researchers toward more nuanced investigations, especially as they relate to issues of race or racism.

从历史上看，心理科学为维护白人规范的霸权和对客观科学的错误信仰做出了贡献，客观科学讲述了一个关于种族的单一真理。由于对该领域批判理论和研究方法的普遍不熟悉，有必要采用新颖的心理科学探究方法来支持学者们追求具有社会公正含义的种族公正实证调查。本文旨在(1)介绍从心理学中的批判种族理论到指导研究实践的一套原则的演变:PsyCrit;(2)通过在一个典型的定性研究中使用它来证明它的效用。本研究通过对四位黑人母亲和一位黑人父亲(n = 5)的半结构化访谈进行定性编码分析，以模拟在实践中对PsyCrit的使用，并加深我们对黑人家庭中父母因素的理解。这份手稿揭示了范例研究的四个方面，利用了七个原则中的四个。该框架提供的深度分析表明，这些原则可以指导心理学研究人员进行更细致的调查，特别是当它们与种族或种族主义问题有关时。

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引用次数: 0

“There wasn’t any build up to it, it was just like, now you have to go over.” Disengagement during the Child to Adult Community Mental Health Service Transition “没有任何积累，就像，现在你必须过去。”儿童到成人社区心理健康服务过渡期间的脱离

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-17 DOI: 10.1177/07435584221102914

D. Cohen, Tatiana Londoño, Vanessa V. Klodnick, Kaleigh R. Emerson, Laura Stevens

This study explored the personal, real-time experience of accessing adult mental health services after aging out of child mental health services. Mean age of the 19 participants at enrollment was 18. Eleven identified as women, five as men, and two as gender non-conforming. Over half of the sample identified as Hispanic or Latinx. This study employed a longitudinal, qualitative design with three interviews over 12-months (e.g., baseline, 6-months, 12-months), and monthly check-ins to prevent study attrition. Interviews explored previous and current mental health service experiences; the transition experience from child-to-adult services, and perceived service barriers and facilitators. Research team members used thematic coding to code each interview individually, focusing on identifying the disengagement timeline, experience, and related factors. Universally, participants saw a benefit in continuing mental health services, but almost all disengaged due to difficulty in navigating care and getting their needs met during the transition from child to adult services. This study provides a young adult perspective on the real gap between child and adult services within one community mental health agency. Improved transition practices and tailoring services to young adult development may prevent mental health disengagement during the transition from child to adult service systems.

本研究探讨了老年人退出儿童心理健康服务后获得成人心理健康服务的个人实时体验。19名参与者入组时的平均年龄为18岁。11人被认定为女性，5人被认定为男性，2人被认定为性别不一致。超过一半的样本被认定为西班牙裔或拉丁裔。本研究采用纵向定性设计，在12个月内(如基线、6个月、12个月)进行了三次访谈，并每月进行一次检查，以防止研究人员流失。访谈探讨了以前和现在的心理健康服务经验;从儿童到成人服务的过渡经验，以及感知到的服务障碍和促进因素。研究团队成员使用主题编码对每个访谈进行单独编码，重点是确定脱离接触的时间线、经验和相关因素。总的来说，参与者看到了继续提供心理健康服务的好处，但几乎所有人都退出了，因为在从儿童服务过渡到成人服务的过程中，很难找到护理和满足他们的需求。这项研究提供了一个年轻人的角度对儿童和成人服务之间的真正差距在一个社区精神卫生机构。在从儿童服务系统向成人服务系统过渡期间，改进过渡做法和针对青年成人发展的量身定制服务可防止心理健康脱离。

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引用次数: 1

Responding to Teenagers’ Emotional Meltdowns: How Outward Bound Instructors Facilitate Development of Anxiety Management Skills 应对青少年的情绪崩溃:拓展训练教练如何促进焦虑管理技能的发展

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-08 DOI: 10.1177/07435584221099599

R. Larson, Carolyn N. Orson, G. McGovern

Rates of intense anxiety among teenagers have risen dramatically, a major concern. Outward Bound (OB), a wilderness expedition program that promotes learning through challenge experiences, is found to help youth decrease anxiety. To understand how program staff support this learning, we asked 30 OB instructors to describe their successful work with a youth following an intense anxiety episode (a “meltdown”). Using grounded theory analyses we identified eight practices OB instructors employed that facilitated the youth’s emotional learning. Examples include: helping them open up to examine their emotions, providing tools for detecting and regulating rising anxiety, and instructor-youth co-planning to manage upcoming anxiety-inducing situations. The analyses also revealed the intentionality in each practice: when it was used, its goals, strategies employed, and how each facilitated youth’s active emotional learning. Youth’s learning processes across practices evolved from being instructor-initiated to youth-driven. The skills youth learned progressed from understanding emotions, to controlling imminent anxiety, to controlling anxiety about future situations, to taking responsibility for the impact of their emotions on others. These OB practices, we suggest, can be flexibly adapted to other youth development settings to help teens build competencies to manage anxiety, including when taking on new demanding challenges.

青少年极度焦虑的比率急剧上升，这是一个主要问题。Outward Bound（OB）是一个荒野探险项目，通过挑战体验促进学习，被发现可以帮助年轻人减少焦虑。为了了解项目工作人员是如何支持这一学习的，我们请了30名产科医生描述他们在一名年轻人经历了强烈的焦虑发作（“崩溃”）后所做的成功工作。通过有根据的理论分析，我们确定了产科医生采用的八种促进青少年情感学习的做法。例如：帮助他们敞开心扉审视自己的情绪，提供检测和调节不断上升的焦虑的工具，以及指导年轻人共同计划应对即将到来的引发焦虑的情况。分析还揭示了每种实践的意向性：何时使用、目标、策略，以及每种实践如何促进青年积极的情感学习。青年在各种实践中的学习过程从讲师发起演变为青年驱动。年轻人学到的技能从理解情绪，到控制迫在眉睫的焦虑，到控制对未来情况的焦虑，再到为自己的情绪对他人的影响负责。我们建议，这些产科实践可以灵活地适应其他青少年发展环境，帮助青少年建立管理焦虑的能力，包括在应对新的高要求挑战时。

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引用次数: 1

Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents 青春期和青春期阻滞剂的经验:来自跨性别儿童、跨性别青少年和他们的父母的见解

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-08 DOI: 10.1177/07435584221100591

Cal Horton

This research explored experiences of transgender children and their families approaching and into adolescence, understanding experiences relating to puberty and puberty blocking medication. Data were drawn from 30 parents of 30 trans children and adolescents who at time of interview, were an average age of 11 years old. Parental interviewees were 90% white, 93% female, 100% cis, 60% heterosexual. Additional data were drawn from 10 trans children and adolescents, average age 12 years old. Interviews were held remotely, with families from across the UK. Rich qualitative interviews, averaging 2 hours for parents, and 25 minutes for children, covered aspects of family life, healthcare, and education. This article examined a sub-set of data on trans children and adolescents’ experiences of puberty, and of accessing, or trying to access, puberty blockers. Research received ethical approval from the author’s university. Data were analyzed through inductive reflexive thematic analysis. Three major themes are presented, relating to pre-pubertal anxiety; difficulties accessing blockers; and, for a minority who were on blockers, experiences of relief and frustration. The research has significant relevance for families, for healthcare professionals and policymakers, and for all seeking to protect trans adolescent mental health and well-being.

本研究探讨了跨性别儿童及其家庭接近和进入青春期的经历，了解与青春期和青春期阻断药物有关的经历。数据来自30位父母，他们的30位跨性别儿童和青少年在接受采访时的平均年龄为11岁。父母受访者90%为白人，93%为女性，100%为顺性，60%为异性恋。其他数据来自10名平均年龄为12岁的跨性别儿童和青少年。采访是远程进行的，来自英国各地的家庭。丰富的定性访谈，父母平均2小时，孩子平均25分钟，涵盖了家庭生活、医疗保健和教育的各个方面。这篇文章研究了跨性别儿童和青少年的青春期经历，以及获得或试图获得青春期阻滞剂的数据子集。研究得到了作者所在大学的伦理认可。数据采用归纳反身主题分析法进行分析。提出了三个主要主题，与青春期前焦虑有关;访问拦截器困难;对于少数使用阻滞剂的人来说，这是一种解脱和沮丧的体验。这项研究对家庭、医疗保健专业人员和政策制定者以及所有寻求保护跨性别青少年心理健康和福祉的人都具有重要意义。

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引用次数: 0

Narratives of Puerto Rican Middle School Students Regarding School Context and Identity: Contradictions and Possibilities 波多黎各中学生关于学校情境与身份的叙述:矛盾与可能性

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-01 DOI: 10.1177/07435584221096446

Tina M. Durand, Anna Skubel

Puerto Rican students are a growing population in U.S. mainland schools, yet few recent studies have focused on the school contextual and identity-based experiences of Puerto Rican youth. Using stage-environment fit and LatCrit theories, this qualitative study examined seven Puerto Rican adolescent students’ perspectives on domains of school context, along with prominent aspects of how they defined “being Puerto Rican,” in two urban middle schools. Based on qualitative analyses of student interview and focus groups, findings revealed that students’ experiences with teachers, ethnic-racial climate, and sense of belonging were fundamentally contradictory, where examples of purported “equal treatment” were tempered by racialized experiences marked by stereotypes and the suppression of Spanish, especially among male students. However, dimensions of identity-based resiliency such as ethnic pride, sense of familismo with other Puerto Rican students, and being bilingual emerged as sources of strength. We discuss school-based possibilities for the delivery of critically conscious support and ethnic affirmation for students during this critical developmental period, based on our exploratory findings.

波多黎各学生在美国大陆学校的人数越来越多，但最近很少有研究关注波多黎各青年的学校背景和身份基础经验。本定性研究使用舞台环境契合和LatCrit理论，考察了两所城市中学的七名波多黎各青少年学生对学校环境领域的看法，以及他们如何定义“作为波多黎各人”的突出方面。基于对学生访谈和焦点小组的定性分析，研究结果显示，学生与教师的经历、民族-种族气候和归属感从根本上是矛盾的，所谓的“平等待遇”的例子被以刻板印象和对西班牙语的压制为标志的种族化经历所缓和，尤其是在男生中。然而，基于身份的弹性维度，如种族自豪感，与其他波多黎各学生的熟悉感，以及双语能力，成为力量的来源。根据我们的探索性发现，我们讨论了在这个关键的发展时期为学生提供批判性意识支持和种族肯定的学校可能性。

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引用次数: 1

“Will My Young Adult Years be Spent Socially Distancing?”: A Qualitative Exploration of Adolescents’ Experiences During the COVID-19 UK Lockdown “我的青年时代会在社交距离上度过吗?”:对英国COVID-19封锁期间青少年经历的定性探索

IF 2 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescent Research

Pub Date : 2022-06-01 DOI: 10.1177/07435584221097132

Ola Demkowicz, Emma Ashworth, A. O‘Neill, T. Hanley, K. Pert

For older adolescents, the COVID-19 pandemic and UK restrictions arrived during a critical period in the transition to adulthood. Early research exploring impact of the pandemic paints a picture of worsened adolescent wellbeing and mental health. We explore the subjective experiences of 16- to 19-year-olds during the first UK lockdown, with an emphasis on wellbeing and coping, to complement quantitative evidence and inform strategies and provision for support. In May 2020, we invited UK-based 16- to 19-year-olds to share written accounts of their experiences of the initial UK lockdown for The TELL Study. A total of 109 participants engaged, submitting anonymous written accounts via an online survey portal. We used inductive reflexive thematic analysis to develop rich experiential themes. We constructed seven main themes: heightened emotionality; feelings of loss, change, and uncertainty; recognizing the value of self-care; efforts to think positively; opportunities for relief, growth, and development; the importance of togetherness; and frustration with government and media. Findings highlight the multifaceted nature of adolescents’ lockdown experiences, and offer insight into emotional impact and new concerns alongside the value placed on self-care and staying connected. We offer directions for supporting adolescents as pandemic consequences continue.

对于年龄较大的青少年来说，2019冠状病毒病大流行和英国的限制措施正值他们进入成年期的关键时期。早期探讨疫情影响的研究描绘了一幅青少年福祉和心理健康恶化的画面。我们探索了16至19岁青少年在英国第一次封锁期间的主观经历，重点是幸福感和应对能力，以补充定量证据，为战略和支持提供信息。2020年5月，我们邀请了英国16至19岁的年轻人，为TELL研究分享他们在英国最初封锁期间的经历。共有109名参与者通过在线调查门户网站提交了匿名的书面报告。我们运用归纳反身性主题分析，开发出丰富的体验主题。我们构建了七个主题:高度的情感;失落、变化和不确定的感觉;认识到自我照顾的价值;努力积极思考;救济、成长和发展的机会;团结的重要性;以及对政府和媒体的失望。研究结果强调了青少年禁闭经历的多面性，并提供了对情感影响和新担忧的见解，以及对自我照顾和保持联系的重视。随着流行病的后果继续存在，我们提供了支持青少年的指导。

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引用次数: 6