Alexa X.D. Zhang, Olga Osokina, Sanju Silwal, Norbert Skokauskas, Andre Sourander, Matthew Hodes
Given the high level of exposure of children and adolescents (CA) to war and associated adversities (1 in 6 children live in war zones at the time of writing) and very detrimental effects on their mental health, we argue for the need to involve them in mental health research. Although there is abundant literature on CA mental health research in nonwar and postwar settings, the findings cannot be directly extrapolated to war contexts. Viewing CA as too vulnerable, as well as ethical and methodological challenges are among the reasons for the low level of research on this topic. Drawing on the available literature and our experience conducting epidemiological studies on the impact of the war following the Russian invasion of Ukraine, we highlight the complexity and importance of conducting CA mental health research during wars and the key ethical and methodological considerations. We advocate the active inclusion of CA as research participants and beneficiaries as a first step to building an evidence base for treatment and services.
{"title":"Editorial Perspective: Prioritizing child and adolescent mental health research in the context of war","authors":"Alexa X.D. Zhang, Olga Osokina, Sanju Silwal, Norbert Skokauskas, Andre Sourander, Matthew Hodes","doi":"10.1111/camh.70002","DOIUrl":"10.1111/camh.70002","url":null,"abstract":"<p>Given the high level of exposure of children and adolescents (CA) to war and associated adversities (1 in 6 children live in war zones at the time of writing) and very detrimental effects on their mental health, we argue for the need to involve them in mental health research. Although there is abundant literature on CA mental health research in nonwar and postwar settings, the findings cannot be directly extrapolated to war contexts. Viewing CA as too vulnerable, as well as ethical and methodological challenges are among the reasons for the low level of research on this topic. Drawing on the available literature and our experience conducting epidemiological studies on the impact of the war following the Russian invasion of Ukraine, we highlight the complexity and importance of conducting CA mental health research during wars and the key ethical and methodological considerations. We advocate the active inclusion of CA as research participants and beneficiaries as a first step to building an evidence base for treatment and services.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 3","pages":"275-277"},"PeriodicalIF":5.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Francis Hunt, Gemma R. Morshead, Rachel Hayes, Siobhan Mitchell, Beth Chapman, Carl Dutton, Anna Adlam, Catriona Mellor
Background
Engaging children and young people (CYP) with natural environments while in healthcare can offer significant therapeutic benefits. Despite evidence supporting nature-based interventions, their use in CYP healthcare settings remains inconsistent. This article outlines how to integrate an eco-biopsychosocial model in healthcare, combining ecological aspects with traditional biopsychosocial frameworks to improve health outcomes, placing CYP within their social and ecological contexts, and promoting holistic, person-centred care.
Methods
Through a series of meetings, clinicians and practitioners involved in nature-based approaches (NBAs) projects in the UK shared their expertise. They reflected on their experiences and identified patterns in the learning related to implementing these activities and embedding them into practice. The projects included: (1) Oxford Health NHS Foundation Trust. (2) Cornwall Partnership NHS Foundation Trust. (3) Alder Hey Children's NHS Foundation Trust.
Results
We discuss the importance of NBAs within national healthcare frameworks and provide successful examples from Oxford Health NHS Foundation Trust, Cornwall Partnership NHS Foundation Trust and Alder Hey Children's NHS Foundation Trust. These case studies highlight the potential for a positive impact on wellbeing, resilience and staff satisfaction. Key strategies for implementing the model include relational, procedural, and environmental factors for creating a culture of nature-based practice.
Conclusions
This innovation in practice article emphasises the need for governance, evaluation and dissemination to ensure the sustainability of these initiatives. By adopting this integrative approach, we aim to reduce health inequalities and promote a shift towards a nature-inclusive strategy in healthcare, which promotes the long-term wellbeing of CYP as well as supports more sustainable services.
{"title":"Innovations in Practice: Beyond the clinic – embracing natural environments in mental health care for children and young people","authors":"David Francis Hunt, Gemma R. Morshead, Rachel Hayes, Siobhan Mitchell, Beth Chapman, Carl Dutton, Anna Adlam, Catriona Mellor","doi":"10.1111/camh.12768","DOIUrl":"10.1111/camh.12768","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engaging children and young people (CYP) with natural environments while in healthcare can offer significant therapeutic benefits. Despite evidence supporting nature-based interventions, their use in CYP healthcare settings remains inconsistent. This article outlines how to integrate an eco-biopsychosocial model in healthcare, combining ecological aspects with traditional biopsychosocial frameworks to improve health outcomes, placing CYP within their social and ecological contexts, and promoting holistic, person-centred care.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through a series of meetings, clinicians and practitioners involved in nature-based approaches (NBAs) projects in the UK shared their expertise. They reflected on their experiences and identified patterns in the learning related to implementing these activities and embedding them into practice. The projects included: (1) Oxford Health NHS Foundation Trust. (2) Cornwall Partnership NHS Foundation Trust. (3) Alder Hey Children's NHS Foundation Trust.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We discuss the importance of NBAs within national healthcare frameworks and provide successful examples from Oxford Health NHS Foundation Trust, Cornwall Partnership NHS Foundation Trust and Alder Hey Children's NHS Foundation Trust. These case studies highlight the potential for a positive impact on wellbeing, resilience and staff satisfaction. Key strategies for implementing the model include relational, procedural, and environmental factors for creating a culture of nature-based practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This innovation in practice article emphasises the need for governance, evaluation and dissemination to ensure the sustainability of these initiatives. By adopting this integrative approach, we aim to reduce health inequalities and promote a shift towards a nature-inclusive strategy in healthcare, which promotes the long-term wellbeing of CYP as well as supports more sustainable services.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 4","pages":"422-429"},"PeriodicalIF":5.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lorea Mar-Barrutia, Igor Larrañaga, Juan Pablo Chart-Pascual, Iñaki Zorrilla, Daniel Abejas-Diez, Alba Gomez-Prieto, Javier Mar, Ana Gonzalez-Pinto
Background
The objective of this study was to estimate separately the excess risk associated with household income and head of household employment status (as an index of family adversity) as socioeconomic risk factors for the incidence of bipolar disorder in children, adolescents, and young adults.
Methods
A real-world data design was applied to identify bipolar disorder in individuals under 30 years of age in the Basque population. Using pharmaceutical copayment categories, we calculated sex-adjusted incidence rates disaggregated by two socioeconomic variables (a) household income and (b) head of household's employment status (as an index of family adversity). The Aalen-Johansen estimator and Poisson-negative binomial regression analyses were used to measure age and sex-adjusted incidence rate ratios (IRR) for household income and head of household's employment status.
Results
The study population comprised 609,281 individuals aged between 1 and 30 years. Of these individuals, 698 (0.11%) had a diagnosis of bipolar disorder. The total cumulative incidence per 1000 person-years was 0.4 at 12 years, 0.9 at 18 years, 2.0 at 24 years, and 3.4 at 30 years. A higher risk of bipolar disorder was associated with being male, living in families classified as having ‘no income’ (compared with those with high income) and living in families where the heads of the households were not working. Household income and head of household's working status showed an independent and consistent gradient, with intermediate categories such as medium income and head of household having retired from work being associated with intermediate risks (IRR = 1.32 and IRR = 2.52, respectively). All IRRs were statistically significant.
Conclusions
Household income and working status of the head of household (an index of family adversity) are independent factors associated with the risk of bipolar disorder. Clinicians should consider the possibility of family adversity when working with patients with bipolar disorder.
{"title":"Short Research Article: Independent association between household income and family adversity and bipolar disorder in adolescence and young adulthood – a registry-data study in the Basque Country","authors":"Lorea Mar-Barrutia, Igor Larrañaga, Juan Pablo Chart-Pascual, Iñaki Zorrilla, Daniel Abejas-Diez, Alba Gomez-Prieto, Javier Mar, Ana Gonzalez-Pinto","doi":"10.1111/camh.12780","DOIUrl":"10.1111/camh.12780","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The objective of this study was to estimate separately the excess risk associated with household income and head of household employment status (as an index of family adversity) as socioeconomic risk factors for the incidence of bipolar disorder in children, adolescents, and young adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A real-world data design was applied to identify bipolar disorder in individuals under 30 years of age in the Basque population. Using pharmaceutical copayment categories, we calculated sex-adjusted incidence rates disaggregated by two socioeconomic variables (a) household income and (b) head of household's employment status (as an index of family adversity). The Aalen-Johansen estimator and Poisson-negative binomial regression analyses were used to measure age and sex-adjusted incidence rate ratios (IRR) for household income and head of household's employment status.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The study population comprised 609,281 individuals aged between 1 and 30 years. Of these individuals, 698 (0.11%) had a diagnosis of bipolar disorder. The total cumulative incidence per 1000 person-years was 0.4 at 12 years, 0.9 at 18 years, 2.0 at 24 years, and 3.4 at 30 years. A higher risk of bipolar disorder was associated with being male, living in families classified as having ‘no income’ (compared with those with high income) and living in families where the heads of the households were not working. Household income and head of household's working status showed an independent and consistent gradient, with intermediate categories such as medium income and head of household having retired from work being associated with intermediate risks (IRR = 1.32 and IRR = 2.52, respectively). All IRRs were statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Household income and working status of the head of household (an index of family adversity) are independent factors associated with the risk of bipolar disorder. Clinicians should consider the possibility of family adversity when working with patients with bipolar disorder.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 4","pages":"392-396"},"PeriodicalIF":5.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Eleni Vrigkou</p><p>One of the key developmental tasks in early childhood is to adapt to the social environment of preschool. The social and communication challenges of autistic children can make this process more demanding compared to typically developing (TD) children. Empirical data, mainly from TD children, suggest that the social skills they acquire through parent–child interactions can be associated with their ability to form adequate social abilities in preschool, but a question remains of whether the same could apply to autistic children as well.</p><p>Oppenheim et al. (2025) conducted a study in autistic preschooler boys to assess the boy's engagement in dyadic (mother–child and father-child) and triadic (mother–father-child) interactions and its association with their social skills in preschool, while controlling for the severity of their autism symptomatology and their IQ. A particular focus was added on the importance of triadic interactions over and above their dyadic ones. The study was conducted in 2 time-points (T1 and T2), 12 months apart. Seventy-five boys, 29–68 months old, and their parents participated in T1 time-point and 68 in T2. T1 included 4 laboratory and preschool visits, where dyadic and triadic interactions observations, autism and cognitive functioning assessments, and social skills assessments were conducted. T2 included only one preschool observation visit for social skills evaluations. The boys' behavior in the dyadic interactions was assessed using the Child Responsiveness to Child Involvement with Parent scales in free and social play. Triadic interactions were observed in the Lausanne Triadic Play procedure. Their social skills were assessed using the Social Skills Q-sort (SSQ) completed by teachers and observers and the Social Responsiveness Scale (SRS) completed by teachers.</p><p>The authors found that the boys' dyadic engagement predicted the observers' SSQ in T1 and T2, and the teachers SRS in T1. Their triadic engagement did not explain additional variance in any social skill measure in T1 but accounted for additional variance in all social skills measures in T2. Their findings suggest that dyadic engagements are important for the boys' social skills in preschool, and that triadic engagements seem to be particularly significant, above and beyond dyadic contexts, especially over time. The contributions of the dyadic and triadic engagements were not different for children with different levels of social abilities at T1.</p><p>The authors identified two strengths of the study: the longitudinal design that allowed the assessment of the boys' social abilities over time and the fact that all children were in the autism group. Study limitations were also identified, including the small added variance of the triadic engagements over the dyadic ones in some cases, the fact that possible mechanisms that connect children's family interactions with their interactions in social environments beyond the family were
{"title":"Clinical research updates","authors":"Marinos Kyriakopoulos, Eleni Vrigkou, Markos Kallinikos, Zinovia Maridaki","doi":"10.1111/camh.12769","DOIUrl":"10.1111/camh.12769","url":null,"abstract":"<p>Eleni Vrigkou</p><p>One of the key developmental tasks in early childhood is to adapt to the social environment of preschool. The social and communication challenges of autistic children can make this process more demanding compared to typically developing (TD) children. Empirical data, mainly from TD children, suggest that the social skills they acquire through parent–child interactions can be associated with their ability to form adequate social abilities in preschool, but a question remains of whether the same could apply to autistic children as well.</p><p>Oppenheim et al. (2025) conducted a study in autistic preschooler boys to assess the boy's engagement in dyadic (mother–child and father-child) and triadic (mother–father-child) interactions and its association with their social skills in preschool, while controlling for the severity of their autism symptomatology and their IQ. A particular focus was added on the importance of triadic interactions over and above their dyadic ones. The study was conducted in 2 time-points (T1 and T2), 12 months apart. Seventy-five boys, 29–68 months old, and their parents participated in T1 time-point and 68 in T2. T1 included 4 laboratory and preschool visits, where dyadic and triadic interactions observations, autism and cognitive functioning assessments, and social skills assessments were conducted. T2 included only one preschool observation visit for social skills evaluations. The boys' behavior in the dyadic interactions was assessed using the Child Responsiveness to Child Involvement with Parent scales in free and social play. Triadic interactions were observed in the Lausanne Triadic Play procedure. Their social skills were assessed using the Social Skills Q-sort (SSQ) completed by teachers and observers and the Social Responsiveness Scale (SRS) completed by teachers.</p><p>The authors found that the boys' dyadic engagement predicted the observers' SSQ in T1 and T2, and the teachers SRS in T1. Their triadic engagement did not explain additional variance in any social skill measure in T1 but accounted for additional variance in all social skills measures in T2. Their findings suggest that dyadic engagements are important for the boys' social skills in preschool, and that triadic engagements seem to be particularly significant, above and beyond dyadic contexts, especially over time. The contributions of the dyadic and triadic engagements were not different for children with different levels of social abilities at T1.</p><p>The authors identified two strengths of the study: the longitudinal design that allowed the assessment of the boys' social abilities over time and the fact that all children were in the autism group. Study limitations were also identified, including the small added variance of the triadic engagements over the dyadic ones in some cases, the fact that possible mechanisms that connect children's family interactions with their interactions in social environments beyond the family were ","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 2","pages":"202-204"},"PeriodicalIF":5.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143950063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elena Gaudiešiūtė, Gabrielė Skabeikytė-Norkienė, Rasa Barkauskienė
Background
The reconceptualization of the personality disorder model brought by the DSM-5 and ICD-11 introduced the level of personality functioning as the main criterion of PD, which encompasses a set of intrapsychic functions necessary for self-other understanding in interpersonal contexts. Research interest has been growing in examining the relationship between childhood traumatic experiences and personality functioning, predominantly with adult populations; however, there is a notable scarcity of studies exploring these associations in adolescents.
Aims
The aim of the present study was to analyze the association between different types of childhood maltreatment and personality functioning and to test internalizing and externalizing difficulties as potential mediators in this link.
Methods
A total of 1048 adolescents, aged 11–17, 65.7% of whom were females (855 from public schools, 193 clinically referred), completed a set of questionnaires measuring childhood maltreatment, level of personality functioning, and internalizing and externalizing difficulties. Mediation analysis was used to explore the potential mediating effects.
Results
Significant mediating effects of internalizing and externalizing problems were found in the relationship between different types of childhood maltreatment and personality functioning: emotional abuse (β1 = .269, CI1 0.226–0.312; β2 = .033, CI2 0.011–0.055), physical abuse (β1 = .165, CI1 0.123–0.206; β2 = .031, CI2 0.010–0.052), sexual abuse (β1 = .100, CI1 0.060–0.140; β2 = .018, CI2 0.006–0.030); emotional neglect (β1 = .324, CI1 0.280–0.368; β2 = .028, CI2 0.007–0.049), and physical neglect (β1 = .119, CI1 0.079–0.159; β2 = .020, CI2 0.007–0.032).
Conclusions
These findings have the potential to enrich the understanding of personality functioning impairments in adolescents in the context of childhood maltreatment and highlight the importance of focusing attention on the impact of emotional maltreatment.
{"title":"Personality functioning in adolescents: exploring the links with childhood maltreatment types and internalizing and externalizing difficulties","authors":"Elena Gaudiešiūtė, Gabrielė Skabeikytė-Norkienė, Rasa Barkauskienė","doi":"10.1111/camh.12781","DOIUrl":"10.1111/camh.12781","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The reconceptualization of the personality disorder model brought by the DSM-5 and ICD-11 introduced the level of personality functioning as the main criterion of PD, which encompasses a set of intrapsychic functions necessary for self-other understanding in interpersonal contexts. Research interest has been growing in examining the relationship between childhood traumatic experiences and personality functioning, predominantly with adult populations; however, there is a notable scarcity of studies exploring these associations in adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>The aim of the present study was to analyze the association between different types of childhood maltreatment and personality functioning and to test internalizing and externalizing difficulties as potential mediators in this link.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 1048 adolescents, aged 11–17, 65.7% of whom were females (855 from public schools, 193 clinically referred), completed a set of questionnaires measuring childhood maltreatment, level of personality functioning, and internalizing and externalizing difficulties. Mediation analysis was used to explore the potential mediating effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Significant mediating effects of internalizing and externalizing problems were found in the relationship between different types of childhood maltreatment and personality functioning: emotional abuse (<i>β</i><sub>1</sub> = .269, CI<sub>1</sub> 0.226–0.312; <i>β</i><sub>2</sub> = .033, CI<sub>2</sub> 0.011–0.055), physical abuse (<i>β</i><sub>1</sub> = .165, CI<sub>1</sub> 0.123–0.206; <i>β</i><sub>2</sub> = .031, CI<sub>2</sub> 0.010–0.052), sexual abuse (<i>β</i><sub>1</sub> = .100, CI<sub>1</sub> 0.060–0.140; <i>β</i><sub>2</sub> = .018, CI<sub>2</sub> 0.006–0.030); emotional neglect (<i>β</i><sub>1</sub> = .324, CI<sub>1</sub> 0.280–0.368; <i>β</i><sub>2</sub> = .028, CI<sub>2</sub> 0.007–0.049), and physical neglect (<i>β</i><sub>1</sub> = .119, CI<sub>1</sub> 0.079–0.159; <i>β</i><sub>2</sub> = .020, CI<sub>2</sub> 0.007–0.032).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings have the potential to enrich the understanding of personality functioning impairments in adolescents in the context of childhood maltreatment and highlight the importance of focusing attention on the impact of emotional maltreatment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 3","pages":"238-246"},"PeriodicalIF":5.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jake Bourgaize, Jacob Andrews, Camilla Babbage, Marianne E. Etherson, Joanne Gregory, Chris Hollis, Kareem Khan, Sieun Lee, Joanna Lockwood, Josimar Mendes, Jen Martin, Emma Nielsen, Adam Parker, Ellen Townsend, A. Jess Williams, Rebecca Woodcock, Sonia Livingstone, the Digital Youth Research Programme
In a recent debate piece, Livingstone, Orben and Odgers (Child and Adolescent Mental Health, 2023, 28, 150) asked whether and when it is advisable for academics researching youth mental health to collaborate with digital companies. Such collaborations arise when researchers seek to identify risks and opportunities associated with youth digital engagement or to develop research-based interventions that leverage digital technologies to improve young people's mental health. However, young people's digital experiences, the associated data records and the prospects of testing interventions in situ are often under the control of digital providers and inaccessible to researchers. There is growing optimism that collaboration with companies may allow independent researchers access to proprietary resources along with opportunities to test and scale up beneficial digital interventions. Understandably, such optimism is tempered by scepticism about the processes, trust, and interests at stake during collaboration between researchers and companies. Given these often opposed positions, it is clear that professional guidance is required for academics so they understand the potential costs and benefits of choosing to enter into such collaborations and the terms on which this is advisable. This article highlights what information already exists for researchers and what guidance is needed to ensure that youth mental health researchers can successfully collaborate with digital companies.
{"title":"Debate: What guidance is needed by academics who collaborate with digital companies to improve youth mental health?","authors":"Jake Bourgaize, Jacob Andrews, Camilla Babbage, Marianne E. Etherson, Joanne Gregory, Chris Hollis, Kareem Khan, Sieun Lee, Joanna Lockwood, Josimar Mendes, Jen Martin, Emma Nielsen, Adam Parker, Ellen Townsend, A. Jess Williams, Rebecca Woodcock, Sonia Livingstone, the Digital Youth Research Programme","doi":"10.1111/camh.12779","DOIUrl":"10.1111/camh.12779","url":null,"abstract":"<p>In a recent debate piece, Livingstone, Orben and Odgers (<i>Child and Adolescent Mental Health</i>, 2023, 28, 150) asked whether and when it is advisable for academics researching youth mental health to collaborate with digital companies. Such collaborations arise when researchers seek to identify risks and opportunities associated with youth digital engagement or to develop research-based interventions that leverage digital technologies to improve young people's mental health. However, young people's digital experiences, the associated data records and the prospects of testing interventions in situ are often under the control of digital providers and inaccessible to researchers. There is growing optimism that collaboration with companies may allow independent researchers access to proprietary resources along with opportunities to test and scale up beneficial digital interventions. Understandably, such optimism is tempered by scepticism about the processes, trust, and interests at stake during collaboration between researchers and companies. Given these often opposed positions, it is clear that professional guidance is required for academics so they understand the potential costs and benefits of choosing to enter into such collaborations and the terms on which this is advisable. This article highlights what information already exists for researchers and what guidance is needed to ensure that youth mental health researchers can successfully collaborate with digital companies.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 3","pages":"313-316"},"PeriodicalIF":5.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144036403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Charis Robertson, Gary Kennedy, Linsey McIntosh, Anne McKechnie
Background
Home Fae Home was an action research project, working with young people in Dundee, Scotland, to redesign the interior environment of a community-based youth work facility, through the lens of trauma-informed practice. Multi-disciplinary in nature, the project integrated the fields of psychology, architecture and spatial design with youth and community work.
Methods
Over 150 young people were engaged over 4 years in the co-design process through a range of creative workshops. As part of these workshops, a multi-methods approach to data collection was used, with semi-structured interviews and focus groups, as well as more creative and informal engagements.
Results
Spatially, the project has provided six new/additional diverse and adaptable youth work spaces, each thoughtfully designed by young people, to help them feel safe, process complex emotions, support recovery, avoid re-traumatization and reduce stress levels. Through the process, important new knowledge was also generated by the young people, highlighting the importance of expression and culture for adolescents and their need to have choice and ownership of their space.
Conclusions
The project clearly demonstrated that young people should be trusted as experts of their own experience of trauma and recovery and evidenced the crucial need for professionals who work with young people to deliberately redress power imbalances in order to facilitate this.
Home Fae Home是一个行动研究项目，与苏格兰邓迪的年轻人合作，通过创伤知情实践的镜头重新设计社区青年工作设施的内部环境。该项目是跨学科的，将心理学、建筑和空间设计与青年和社区工作相结合。方法在4年多的时间里，150多名年轻人通过一系列创意工作坊参与了共同设计过程。作为这些讲习班的一部分，采用了多种方法收集数据，包括半结构化访谈和焦点小组，以及更具创造性和非正式的参与。在空间上，该项目提供了六个新的/额外的多样化和适应性强的青年工作空间，每个空间都是由年轻人精心设计的，帮助他们感到安全，处理复杂的情绪，支持恢复，避免再次创伤和减少压力水平。通过这个过程，年轻人也产生了重要的新知识，突出了表达和文化对青少年的重要性，以及他们对自己空间的选择和所有权的需求。该项目清楚地表明，应该信任年轻人作为他们自己的创伤和恢复经验的专家，并证明了与年轻人一起工作的专业人员故意纠正权力不平衡以促进这一点的重要性。
{"title":"Home Fae Home: A case study in co-designing trauma-informed community spaces with young people in Dundee, Scotland","authors":"Charis Robertson, Gary Kennedy, Linsey McIntosh, Anne McKechnie","doi":"10.1111/camh.12765","DOIUrl":"10.1111/camh.12765","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p><i>Home Fae Home</i> was an action research project, working with young people in Dundee, Scotland, to redesign the interior environment of a community-based youth work facility, through the lens of trauma-informed practice. Multi-disciplinary in nature, the project integrated the fields of psychology, architecture and spatial design with youth and community work.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Over 150 young people were engaged over 4 years in the co-design process through a range of creative workshops. As part of these workshops, a multi-methods approach to data collection was used, with semi-structured interviews and focus groups, as well as more creative and informal engagements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Spatially, the project has provided six new/additional diverse and adaptable youth work spaces, each thoughtfully designed by young people, to help them feel safe, process complex emotions, support recovery, avoid re-traumatization and reduce stress levels. Through the process, important new knowledge was also generated by the young people, highlighting the importance of expression and culture for adolescents and their need to have choice and ownership of their space.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The project clearly demonstrated that young people should be trusted as experts of their own experience of trauma and recovery and evidenced the crucial need for professionals who work with young people to deliberately redress power imbalances in order to facilitate this.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 2","pages":"131-139"},"PeriodicalIF":5.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12765","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143950311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nicole M. Harris, Brettany Hartwell, Louisa Thomas, Marcus Grace
Background
Nature sustains lives, enhances well-being and benefits human populations in many ways. In a world dominated by human technology, the task of effectively reconnecting to and caring for nature is both urgent and vital. Evidence shows that many children and young people (CYP) feel increasingly disconnected from nature Schools and other settings could play a crucial role in promoting time spent in nature, potentially fostering nature connectedness (NC) and improving behaviours for learning (BFL).
Method
A systematic literature review was conducted to explore how NC can be developed in CYP through nature-based interventions and investigate their impact on BFL. Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.
Results
A total of 22 studies from 2009–2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (n = 13) from the global north (n = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.
Conclusions
The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. Many of the interventions reviewed were not carried out by schools, nor did they take place on their grounds, perhaps due to limited access to green space and nature on their school site. This highlights a significant gap in the literature. Given the large range of interventions, ages of participants, and quality of the included studies, it is not possible to draw specific conclusions about the type of activities that may work best for specific age groups or types of setting.
背景：大自然以多种方式维持生命、增进福祉并造福人类。在一个由人类技术主导的世界里，有效地重新连接和保护自然的任务既紧迫又至关重要。有证据表明，许多儿童和年轻人（CYP）感到越来越与大自然脱节。学校和其他环境可以在促进与大自然的接触、潜在地培养自然联系（NC）和改善学习行为（BFL）方面发挥关键作用。方法：通过系统的文献综述，探讨如何通过基于自然的干预措施在CYP中发展NC，并研究其对BFL的影响。研究包括来自0至29岁CYP的研究，采用定量、定性和混合方法。结果：从ERIC、PsycINFO和Web of Science检索到2009-2023年共22项研究。大多数是来自全球北部（n = 19）的定量研究（n = 13），涉及小学或中学学龄CYP。评估了各种基于自然的干预措施，包括徒步旅行、冲浪、园艺和自然艺术活动。结论：该综述强调了CYP中发展NC的多种方法，并对BFL有许多相关益处。影响的领域包括社交技能、自我调节、注意力、动机、独立性和解决问题的能力。有效的活动包括在大自然中散步和反思，感官联系和创造性活动。许多被审查的干预措施不是由学校进行的，也不是在学校的场地上进行的，可能是由于学校场地上的绿地和自然资源有限。这突出了文献中一个重要的空白。考虑到干预措施的大范围、参与者的年龄和纳入研究的质量，不可能得出关于哪种活动最适合特定年龄组或环境类型的具体结论。
{"title":"How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review","authors":"Nicole M. Harris, Brettany Hartwell, Louisa Thomas, Marcus Grace","doi":"10.1111/camh.12774","DOIUrl":"10.1111/camh.12774","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Nature sustains lives, enhances well-being and benefits human populations in many ways. In a world dominated by human technology, the task of effectively reconnecting to and caring for nature is both urgent and vital. Evidence shows that many children and young people (CYP) feel increasingly disconnected from nature Schools and other settings could play a crucial role in promoting time spent in nature, potentially fostering nature connectedness (NC) and improving behaviours for learning (BFL).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A systematic literature review was conducted to explore how NC can be developed in CYP through nature-based interventions and investigate their impact on BFL. Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 22 studies from 2009–2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (<i>n</i> = 13) from the global north (<i>n</i> = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. Many of the interventions reviewed were not carried out by schools, nor did they take place on their grounds, perhaps due to limited access to green space and nature on their school site. This highlights a significant gap in the literature. Given the large range of interventions, ages of participants, and quality of the included studies, it is not possible to draw specific conclusions about the type of activities that may work best for specific age groups or types of setting.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 2","pages":"168-185"},"PeriodicalIF":5.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12774","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Childhood anxiety problems are prevalent and impairing, yet many children are unable to access evidence-based treatment (i.e. cognitive behavioural therapy, CBT). Digitally augmented psychological interventions represent one way to help increase access to CBT for children with mental health problems, as these interventions can substantially reduce the amount of therapist time required to deliver the intervention, as well as bringing a range of other potential advantages for therapists and families. Online Support and Intervention (OSI) is an example of a brief digitally augmented, therapist-supported, parent-led CBT intervention for child anxiety problems that is now being commissioned and delivered in child mental health services. This article outlines the journey of OSI from research to implementation into routine clinical practice and highlights key considerations for translating digitally augmented mental health interventions into routine care in child mental health services.
{"title":"Technology Matters: Online Support and Intervention (OSI) for child anxiety problems – an example of the journey from research to practice","authors":"Chloe Chessell, Rachel Evans, Cathy Creswell","doi":"10.1111/camh.12775","DOIUrl":"10.1111/camh.12775","url":null,"abstract":"<p>Childhood anxiety problems are prevalent and impairing, yet many children are unable to access evidence-based treatment (i.e. cognitive behavioural therapy, CBT). Digitally augmented psychological interventions represent one way to help increase access to CBT for children with mental health problems, as these interventions can substantially reduce the amount of therapist time required to deliver the intervention, as well as bringing a range of other potential advantages for therapists and families. Online Support and Intervention (OSI) is an example of a brief digitally augmented, therapist-supported, parent-led CBT intervention for child anxiety problems that is now being commissioned and delivered in child mental health services. This article outlines the journey of OSI from research to implementation into routine clinical practice and highlights key considerations for translating digitally augmented mental health interventions into routine care in child mental health services.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 4","pages":"434-436"},"PeriodicalIF":5.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Exposure to adversity (e.g., negative life events) and socioeconomic disadvantage can increase the risk for internalizing and externalizing symptoms, but many youth demonstrate resilience. Risk and protective factors may vary depending on geographic contexts (i.e., urban vs. rural areas). We hypothesized that community cohesion would mitigate the effects of adversity and disadvantage on youth mental health symptoms, especially among rural communities.
Method
Data were drawn from the Adolescent Brain Cognitive Development (ABCD) Study (n = 10,812), a longitudinal study in the United States. At baseline (9–10 years old), neighborhood socioeconomic disadvantage was measured with the Area Deprivation Index, and youth reported on the total number of negative life events they had experienced. At the 2-year follow-up, caregivers reported on cohesion within their community, and at the 3-year follow-up, they reported on their child's internalizing and externalizing symptomatology. A multiple-group path model was used to compare effects for youth living in urban versus rural areas.
Results
In the urban subsample, results indicated a significant interaction between neighborhood disadvantage and community cohesion (β = −.03, p = .004), such that higher disadvantage was associated with higher externalizing (but not internalizing) symptomatology at low and medium, but not high, levels of cohesion. We identified similar patterns of results in the rural subsample, and the interaction neared conventional significance thresholds (β = −.09, p = .052). There was no significant interaction with adversity.
Conclusions
Community cohesion may serve as a protective factor for youth experiencing neighborhood disadvantage by mitigating effects on externalizing symptoms.
{"title":"The protective role of community cohesion across rural and urban contexts: implications for youth mental health","authors":"Alexis Brieant, Keith B. Burt","doi":"10.1111/camh.12764","DOIUrl":"10.1111/camh.12764","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Exposure to adversity (e.g., negative life events) and socioeconomic disadvantage can increase the risk for internalizing and externalizing symptoms, but many youth demonstrate resilience. Risk and protective factors may vary depending on geographic contexts (i.e., urban vs. rural areas). We hypothesized that community cohesion would mitigate the effects of adversity and disadvantage on youth mental health symptoms, especially among rural communities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Data were drawn from the Adolescent Brain Cognitive Development (ABCD) Study (<i>n</i> = 10,812), a longitudinal study in the United States. At baseline (9–10 years old), neighborhood socioeconomic disadvantage was measured with the Area Deprivation Index, and youth reported on the total number of negative life events they had experienced. At the 2-year follow-up, caregivers reported on cohesion within their community, and at the 3-year follow-up, they reported on their child's internalizing and externalizing symptomatology. A multiple-group path model was used to compare effects for youth living in urban versus rural areas.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In the urban subsample, results indicated a significant interaction between neighborhood disadvantage and community cohesion (<i>β</i> = −.03, <i>p</i> = .004), such that higher disadvantage was associated with higher externalizing (but not internalizing) symptomatology at low and medium, but not high, levels of cohesion. We identified similar patterns of results in the rural subsample, and the interaction neared conventional significance thresholds (<i>β</i> = −.09, <i>p</i> = .052). There was no significant interaction with adversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Community cohesion may serve as a protective factor for youth experiencing neighborhood disadvantage by mitigating effects on externalizing symptoms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"30 2","pages":"140-148"},"PeriodicalIF":5.0,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.12764","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143732747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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