Pub Date : 2026-03-18DOI: 10.1080/15374416.2026.2640953
Je'Nae A Johnson,Sydney Carroll,Adam J Hoffman,Hannah L Schacter
OBJECTIVEAlthough adolescence represents a high-risk period for the onset or escalation of depressive symptoms, little is known about cognitive protective factors that may buffer against such increases. Guided by cognitive theories of depression and posttraumatic growth literature, the current study examined adolescents' turning point narratives to determine whether cognitive transformation - an adaptive cognitive shift that fosters a newfound perspective following a life-altering event - protected against increases in depressive symptoms from ninth to 10th grade. Additionally, the study investigated whether cognitive transformation is particularly protective in the context of adverse, compared to neutral or positive, turning point experiences.METHODParticipants were 388 ninth graders (Mage = 14.05; 46.6% White, 19.2.% Black, 16.8% Asian, and 17.4% other races/ethnicities) who completed surveys assessing depressive symptoms in both ninth and 10th grade, as well as a turning point narrative at the beginning of 10th grade. Turning point narratives were coded for themes, the presence of cognitive transformation, and valence. Regression analyses estimated the association between cognitive transformation and subsequent depressive symptoms, and whether the association was moderated by turning point event valence.RESULTSAnalyses revealed that adolescents who showed greater cognitive transformation in their turning point narratives experienced fewer depressive symptoms three months later, and that this association was stronger when turning point events were negative compared to neutral or positive.CONCLUSIONSThese findings signify the power of a positive mind-set in the face of life-altering experiences and its prospective effects on high school adolescents' mental health.
{"title":"Cognitive Transformation and Valence in Adolescents' Turning Point Narratives: Prospective Effects on Depressive Symptoms.","authors":"Je'Nae A Johnson,Sydney Carroll,Adam J Hoffman,Hannah L Schacter","doi":"10.1080/15374416.2026.2640953","DOIUrl":"https://doi.org/10.1080/15374416.2026.2640953","url":null,"abstract":"OBJECTIVEAlthough adolescence represents a high-risk period for the onset or escalation of depressive symptoms, little is known about cognitive protective factors that may buffer against such increases. Guided by cognitive theories of depression and posttraumatic growth literature, the current study examined adolescents' turning point narratives to determine whether cognitive transformation - an adaptive cognitive shift that fosters a newfound perspective following a life-altering event - protected against increases in depressive symptoms from ninth to 10th grade. Additionally, the study investigated whether cognitive transformation is particularly protective in the context of adverse, compared to neutral or positive, turning point experiences.METHODParticipants were 388 ninth graders (Mage = 14.05; 46.6% White, 19.2.% Black, 16.8% Asian, and 17.4% other races/ethnicities) who completed surveys assessing depressive symptoms in both ninth and 10th grade, as well as a turning point narrative at the beginning of 10th grade. Turning point narratives were coded for themes, the presence of cognitive transformation, and valence. Regression analyses estimated the association between cognitive transformation and subsequent depressive symptoms, and whether the association was moderated by turning point event valence.RESULTSAnalyses revealed that adolescents who showed greater cognitive transformation in their turning point narratives experienced fewer depressive symptoms three months later, and that this association was stronger when turning point events were negative compared to neutral or positive.CONCLUSIONSThese findings signify the power of a positive mind-set in the face of life-altering experiences and its prospective effects on high school adolescents' mental health.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"20 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2026-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147478830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-18DOI: 10.1080/15374416.2026.2640956
Donte L Bernard,Chardée A Galán
Racial discrimination is one of the most disruptive and psychologically damaging experiences that ethnoracially minoritized youth encounter. Research resoundly indicates that such discriminatory experiences can evoke trauma-like responses that can endure across development. However, literature documenting the traumatic implications of racial discrimination among youth remains limited by significant gaps that constrain understanding of the developmental significance and impact of this association. To this end, the current article aims to provide perspectives on avenues of future research needed to address these gaps and advance the developmental science of racial trauma. We first review recent developments and innovations that clarify the connection between racial discrimination and traumatic stress symptoms. We then provide six recommendations spanning conceptual and methodological domains to guide the next generation of research, including: (a) grounding racial trauma within more inclusive trauma frameworks; (b) distinguishing racism-related stress from racism-based traumatic stress; (c) differentiating racism-based traumatic stress symptoms from posttraumatic stress symptoms; (d) developing youth-centered measures of racism-based traumatic stress; (e) employing prospective and developmentally situated research paradigms; and (f) conducting family systems-level examinations of racial trauma. By highlighting these directions, we aim to support the development of a more robust evidence base needed to accurately conceptualize, assess, and intervene on the traumatic impact of racism-related experiences among ethnoracially minoritized youth.
{"title":"Future Directions in Racial Trauma Research Among Ethnoracially Minoritized Youth.","authors":"Donte L Bernard,Chardée A Galán","doi":"10.1080/15374416.2026.2640956","DOIUrl":"https://doi.org/10.1080/15374416.2026.2640956","url":null,"abstract":"Racial discrimination is one of the most disruptive and psychologically damaging experiences that ethnoracially minoritized youth encounter. Research resoundly indicates that such discriminatory experiences can evoke trauma-like responses that can endure across development. However, literature documenting the traumatic implications of racial discrimination among youth remains limited by significant gaps that constrain understanding of the developmental significance and impact of this association. To this end, the current article aims to provide perspectives on avenues of future research needed to address these gaps and advance the developmental science of racial trauma. We first review recent developments and innovations that clarify the connection between racial discrimination and traumatic stress symptoms. We then provide six recommendations spanning conceptual and methodological domains to guide the next generation of research, including: (a) grounding racial trauma within more inclusive trauma frameworks; (b) distinguishing racism-related stress from racism-based traumatic stress; (c) differentiating racism-based traumatic stress symptoms from posttraumatic stress symptoms; (d) developing youth-centered measures of racism-based traumatic stress; (e) employing prospective and developmentally situated research paradigms; and (f) conducting family systems-level examinations of racial trauma. By highlighting these directions, we aim to support the development of a more robust evidence base needed to accurately conceptualize, assess, and intervene on the traumatic impact of racism-related experiences among ethnoracially minoritized youth.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"10 1","pages":"371-390"},"PeriodicalIF":0.0,"publicationDate":"2026-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147478831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-18DOI: 10.1080/15374416.2026.2637073
Ana Ortin-Peralta,Lauren E Gulbas,Mariana Espinosa-Polanco,Argelinda Baroni,Regina Miranda
OBJECTIVEAssessing suicide risk among children is complex, in part due to their developmental differences in identifying, recalling, and verbally describing internal states, alongside cultural differences in how distress is experienced. This study aimed to identify expressions of distress around suicide ideation or attempts through body mapping, a qualitative technique that facilitates both visual and verbal expressions.METHODTwenty-three children, ages 8-12 years (26% Black, 22% White, and 30% other races; 57% Hispanic/Latine), were recruited from an inpatient unit and interviewed within 14 days of their admission for a suicide attempt (n = 7) or suicide ideation (n = 16). Children completed the Childhood Suicide Ideation Interview, which included semi-structured questions about their suicide ideation and/or attempt and a body mapping activity, where children illustrated and described their thoughts, feelings, body sensations, and social connections surrounding their suicidal crisis on a printed body silhouette.RESULTSAnalyses conducted with Anthropac yielded 94 expressions of distress. The congruence in overall experiences across children was low (24%), yet specific somatic experiences like "shaking" (70%), "pain" (43%), and "dizziness" (39%) were prevalent. Other frequent experiences included "sad" (48%), "passive suicide ideation" (43%), and "thoughts about family" (39%).CONCLUSIONSBody mapping was a valuable tool for uncovering unique expressions of distress among ethnoracially diverse children. Somatic expressions, often overlooked in risk assessments, were prominent. Ours and similar studies have the potential to inform the design of culturally and developmentally responsive risk assessment tools and safety planning protocols.
{"title":"Body Mapping as a Tool to Capture Children's Expressions of Their Suicide Ideation or Attempts.","authors":"Ana Ortin-Peralta,Lauren E Gulbas,Mariana Espinosa-Polanco,Argelinda Baroni,Regina Miranda","doi":"10.1080/15374416.2026.2637073","DOIUrl":"https://doi.org/10.1080/15374416.2026.2637073","url":null,"abstract":"OBJECTIVEAssessing suicide risk among children is complex, in part due to their developmental differences in identifying, recalling, and verbally describing internal states, alongside cultural differences in how distress is experienced. This study aimed to identify expressions of distress around suicide ideation or attempts through body mapping, a qualitative technique that facilitates both visual and verbal expressions.METHODTwenty-three children, ages 8-12 years (26% Black, 22% White, and 30% other races; 57% Hispanic/Latine), were recruited from an inpatient unit and interviewed within 14 days of their admission for a suicide attempt (n = 7) or suicide ideation (n = 16). Children completed the Childhood Suicide Ideation Interview, which included semi-structured questions about their suicide ideation and/or attempt and a body mapping activity, where children illustrated and described their thoughts, feelings, body sensations, and social connections surrounding their suicidal crisis on a printed body silhouette.RESULTSAnalyses conducted with Anthropac yielded 94 expressions of distress. The congruence in overall experiences across children was low (24%), yet specific somatic experiences like \"shaking\" (70%), \"pain\" (43%), and \"dizziness\" (39%) were prevalent. Other frequent experiences included \"sad\" (48%), \"passive suicide ideation\" (43%), and \"thoughts about family\" (39%).CONCLUSIONSBody mapping was a valuable tool for uncovering unique expressions of distress among ethnoracially diverse children. Somatic expressions, often overlooked in risk assessments, were prominent. Ours and similar studies have the potential to inform the design of culturally and developmentally responsive risk assessment tools and safety planning protocols.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"6 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2026-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147478832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-11DOI: 10.1080/15374416.2026.2637896
Haden Paek,Sarah Silver,Christina M Amaro
{"title":"Leaders in the History of Clinical Child and Adolescent Psychology Past Presidents Series: Lenore B. Behar, Ph.D. (1984-1985).","authors":"Haden Paek,Sarah Silver,Christina M Amaro","doi":"10.1080/15374416.2026.2637896","DOIUrl":"https://doi.org/10.1080/15374416.2026.2637896","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"20 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-10DOI: 10.1080/15374416.2026.2637886
Olivia Hubble,Chad D Jensen
{"title":"Leaders in the History of Clinical Child and Adolescent Psychology Past Presidents Series: Stephen R. Shirk (2005).","authors":"Olivia Hubble,Chad D Jensen","doi":"10.1080/15374416.2026.2637886","DOIUrl":"https://doi.org/10.1080/15374416.2026.2637886","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"45 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147383240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-10DOI: 10.1080/15374416.2026.2637092
John L Cooley,Jenna G Sims,Tarrah B Mitchell,Carlos R Sanchez,Brianna T Ricker,Montana M Pollina
OBJECTIVEPeer victimization and bullying are increasingly recognized as potentially traumatic stressors. Relatively little research, however, has been conducted during middle childhood, and no known studies have examined the impact of cyber victimization during this developmental period. Moreover, the vast majority of previous work has been cross-sectional in nature. The current short-term longitudinal study sought to address each of these gaps in the literature and to identify specific thresholds that are associated with increased risk for trauma symptoms.METHODParticipants included a sample of 250 children (grades 3-5; 52% boys; 50% Hispanic/Latinx) and their homeroom teachers. Peer victimization was assessed using child- and teacher-reports and bullying was assessed using child-reports at Time 1. Trauma symptoms were assessed using child-reports at Times 1 and 2.RESULTSAcross both time points, 43% of children reported elevated trauma symptoms stemming from their experiences of peer victimization. Traditional and cyber victimization and bullying were associated with greater trauma symptoms, and these effects persisted 6.5 months later. Child-reports of traditional and cyber victimization and bullying at least "2 or 3 Times a Month" were meaningful lower-bound thresholds, although children who reported experiences "Several Times a Week" exhibited the greatest risk.CONCLUSIONSA significant proportion of children who experience peer victimization report clinically significant trauma symptoms, and both traditional and cyber victimization as well as bullying confer lasting risk during middle childhood. Findings highlight the importance of screening to identify children negatively impacted by these experiences and the need for additional research to investigate trauma-focused interventions.
{"title":"Peer Victimization and Bullying are Potentially Traumatic Stressors Among Children.","authors":"John L Cooley,Jenna G Sims,Tarrah B Mitchell,Carlos R Sanchez,Brianna T Ricker,Montana M Pollina","doi":"10.1080/15374416.2026.2637092","DOIUrl":"https://doi.org/10.1080/15374416.2026.2637092","url":null,"abstract":"OBJECTIVEPeer victimization and bullying are increasingly recognized as potentially traumatic stressors. Relatively little research, however, has been conducted during middle childhood, and no known studies have examined the impact of cyber victimization during this developmental period. Moreover, the vast majority of previous work has been cross-sectional in nature. The current short-term longitudinal study sought to address each of these gaps in the literature and to identify specific thresholds that are associated with increased risk for trauma symptoms.METHODParticipants included a sample of 250 children (grades 3-5; 52% boys; 50% Hispanic/Latinx) and their homeroom teachers. Peer victimization was assessed using child- and teacher-reports and bullying was assessed using child-reports at Time 1. Trauma symptoms were assessed using child-reports at Times 1 and 2.RESULTSAcross both time points, 43% of children reported elevated trauma symptoms stemming from their experiences of peer victimization. Traditional and cyber victimization and bullying were associated with greater trauma symptoms, and these effects persisted 6.5 months later. Child-reports of traditional and cyber victimization and bullying at least \"2 or 3 Times a Month\" were meaningful lower-bound thresholds, although children who reported experiences \"Several Times a Week\" exhibited the greatest risk.CONCLUSIONSA significant proportion of children who experience peer victimization report clinically significant trauma symptoms, and both traditional and cyber victimization as well as bullying confer lasting risk during middle childhood. Findings highlight the importance of screening to identify children negatively impacted by these experiences and the need for additional research to investigate trauma-focused interventions.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"77 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147383241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-05DOI: 10.1080/15374416.2026.2620391
Lang A Duong,Elizabeth Lane,Grace Woodard,Dominique Phillips,Elizabeth Casline,Zabin Patel-Syed,Ann Chandler Tune,Kate Adams,Kenna Hollander,Vanessa Ramirez,Amanda Jensen-Doss
OBJECTIVESeveral determinants of provider engagement in evidence-based practice (EBP) training programs have been previously identified; however, replication of these findings is sparse. The current study aimed to extend and replicate findings of a previous study examining predictors of provider engagement within two community-based learning collaboratives (CBLC) for youth trauma-focused cognitive-behavioral therapy (TF-CBT).METHODThe sample consisted of 135 providers recruited across 22 agencies. The mean (SD) age of participants was 37.0 (11.1), and most participants were female (n = 104, 77%). Fifty-eight (43%) participants identified as Caucasian and 63 (46.7%) identified as Hispanic. Generalized Estimating Equations (GEEs) were run to account for nesting of clinicians within agencies.RESULTSOverall, engagement rates were higher in the replication. Rates of completion were similar across each of the CBLC components; however, brokers were much less likely to complete the CBLC than other providers. This study reconfirmed that providers who already viewed their individual practices as trauma-informed were more likely to engage with the CBLC. The current study failed to replicate a relationship between implementation climate and overall provider training engagement, as well as between previous use of TF-CBT components and clinician training engagement. Both studies failed to find a significant relationship between positive attitudes, better organizational support, and prior TF-CBT knowledge and training engagement.CONCLUSIONSReplicated findings underscore the importance of existing provider practices when designing and planning CBLC implementation. Future implementation efforts should identify methods to increase CBLC fit for providers at-risk of lower engagement.
{"title":"Predictors of Engagement in Learning Collaboratives for Youth with Trauma: A Replication and Extension.","authors":"Lang A Duong,Elizabeth Lane,Grace Woodard,Dominique Phillips,Elizabeth Casline,Zabin Patel-Syed,Ann Chandler Tune,Kate Adams,Kenna Hollander,Vanessa Ramirez,Amanda Jensen-Doss","doi":"10.1080/15374416.2026.2620391","DOIUrl":"https://doi.org/10.1080/15374416.2026.2620391","url":null,"abstract":"OBJECTIVESeveral determinants of provider engagement in evidence-based practice (EBP) training programs have been previously identified; however, replication of these findings is sparse. The current study aimed to extend and replicate findings of a previous study examining predictors of provider engagement within two community-based learning collaboratives (CBLC) for youth trauma-focused cognitive-behavioral therapy (TF-CBT).METHODThe sample consisted of 135 providers recruited across 22 agencies. The mean (SD) age of participants was 37.0 (11.1), and most participants were female (n = 104, 77%). Fifty-eight (43%) participants identified as Caucasian and 63 (46.7%) identified as Hispanic. Generalized Estimating Equations (GEEs) were run to account for nesting of clinicians within agencies.RESULTSOverall, engagement rates were higher in the replication. Rates of completion were similar across each of the CBLC components; however, brokers were much less likely to complete the CBLC than other providers. This study reconfirmed that providers who already viewed their individual practices as trauma-informed were more likely to engage with the CBLC. The current study failed to replicate a relationship between implementation climate and overall provider training engagement, as well as between previous use of TF-CBT components and clinician training engagement. Both studies failed to find a significant relationship between positive attitudes, better organizational support, and prior TF-CBT knowledge and training engagement.CONCLUSIONSReplicated findings underscore the importance of existing provider practices when designing and planning CBLC implementation. Future implementation efforts should identify methods to increase CBLC fit for providers at-risk of lower engagement.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"1 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147359348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-03-05DOI: 10.1080/15374416.2026.2626905
Eleanor G Wu,Kimberly D Becker,Benjamin M Isenberg,Hyun Seon Park,Jonathan K Ahuna,Sophie Arkin,Bruce F Chorpita
OBJECTIVEDetecting engagement problems is crucial for delivering timely engagement intervention. Telemental health services (TMH) present challenges to how providers assess engagement. This study examined how providers detected low engagement, both broadly and at the level of specific engagement dimensions, and how they characterized low and high engagement among active cases.METHODYouth and/or caregivers (N = 153) receiving TMH completed a survey based on an empirically validated framework assessing five engagement dimensions, yielding scores indicating risk for low engagement. School-based providers (N = 49) completed a survey on which they identified indicators of low and/or high engagement for participating cases. Indicators were qualitatively coded across these five dimensions.RESULTSNearly 40% of cases met a predefined cutoff for low engagement on the self-report survey; however, 79% of these cases were not identified by providers as at risk. For the 21% of cases in which low engagement was detected, provider-reported indicators matched the self-reported engagement dimension(s) 23% of the time. Low engagement was more likely to be accurately detected for participation-oriented dimensions (i.e. attendance, homework/in-session participation) than for process-oriented dimensions (i.e. relationship, expectancy, clarity) (p = .004). Providers predominantly reported indicators of high and low engagement consistent with attendance and homework/in-session participation.CONCLUSIONLow engagement in TMH - especially when reflected in process-oriented engagement dimensions - is less consistently identified by providers. Tools such as multidimensional engagement surveys may facilitate early and ongoing detection of low engagement in service delivery, which could improve providers' ability to address engagement concerns.
{"title":"Gaps in Detection: Comparing Provider- and Client-Reported Indicators of Engagement in Youth Telemental Health.","authors":"Eleanor G Wu,Kimberly D Becker,Benjamin M Isenberg,Hyun Seon Park,Jonathan K Ahuna,Sophie Arkin,Bruce F Chorpita","doi":"10.1080/15374416.2026.2626905","DOIUrl":"https://doi.org/10.1080/15374416.2026.2626905","url":null,"abstract":"OBJECTIVEDetecting engagement problems is crucial for delivering timely engagement intervention. Telemental health services (TMH) present challenges to how providers assess engagement. This study examined how providers detected low engagement, both broadly and at the level of specific engagement dimensions, and how they characterized low and high engagement among active cases.METHODYouth and/or caregivers (N = 153) receiving TMH completed a survey based on an empirically validated framework assessing five engagement dimensions, yielding scores indicating risk for low engagement. School-based providers (N = 49) completed a survey on which they identified indicators of low and/or high engagement for participating cases. Indicators were qualitatively coded across these five dimensions.RESULTSNearly 40% of cases met a predefined cutoff for low engagement on the self-report survey; however, 79% of these cases were not identified by providers as at risk. For the 21% of cases in which low engagement was detected, provider-reported indicators matched the self-reported engagement dimension(s) 23% of the time. Low engagement was more likely to be accurately detected for participation-oriented dimensions (i.e. attendance, homework/in-session participation) than for process-oriented dimensions (i.e. relationship, expectancy, clarity) (p = .004). Providers predominantly reported indicators of high and low engagement consistent with attendance and homework/in-session participation.CONCLUSIONLow engagement in TMH - especially when reflected in process-oriented engagement dimensions - is less consistently identified by providers. Tools such as multidimensional engagement surveys may facilitate early and ongoing detection of low engagement in service delivery, which could improve providers' ability to address engagement concerns.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"8 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147359347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-30DOI: 10.1080/15374416.2026.2617210
Paul Boxer,Eric Dubow,Meagan Docherty,L Rowell Huesmann,Simha Landau,Khalil Shikaki,Kaylise Algrim
OBJECTIVEWe examined combined effects of chronic exposure to school, family, community, and interethnic-political violence encountered by Israeli and Palestinian youth. Our goal was to estimate the impacts of cross-contextual exposure to violence during childhood/early adolescence on post-traumatic stress (PTS) symptoms and aggressive behavior in late adolescence/young adulthood.METHODParticipants were children and one of their caregivers first recruited in 2008 for an initial three yearly waves of surveys from three age cohorts (starting ages 8, 11, 14); a randomly selected reduced sample of original participants was drawn in 2014 to yield four-wave samples of Israeli Jewish (N = 162) and Palestinian Arab (N = 400) youth; sex of child was evenly distributed across cohorts as well as ethnic groups. At all waves, youth and/or their caregivers reported on youths' exposure to violence. Youth self-reported PTS symptoms, and youth and caregivers provided ratings for a composite measure of aggression at all waves.RESULTSRegressions controlling social demographics and baseline criterion scores showed significant prediction to both PTS and aggression from chronic, multi-contextual exposures. For aggression, exposure to persistent interethnic-political violence was a significant predictor. For PTS, exposures to persistent interethnic-political and family violence were significant predictors.CONCLUSIONChronic exposure to violence across multiple contexts - particularly persistent interethnic-political violence - from childhood through very early adulthood amplifies aggressive behavior as well as post-traumatic stress. Researchers should incorporate indicators of chronicity and cross-contextual exposure into studies on the effects of violence in the social environment.
{"title":"Impact of Chronic Multi-Context Violence on Post-Traumatic Stress and Aggression Among Israeli and Palestinian Youth.","authors":"Paul Boxer,Eric Dubow,Meagan Docherty,L Rowell Huesmann,Simha Landau,Khalil Shikaki,Kaylise Algrim","doi":"10.1080/15374416.2026.2617210","DOIUrl":"https://doi.org/10.1080/15374416.2026.2617210","url":null,"abstract":"OBJECTIVEWe examined combined effects of chronic exposure to school, family, community, and interethnic-political violence encountered by Israeli and Palestinian youth. Our goal was to estimate the impacts of cross-contextual exposure to violence during childhood/early adolescence on post-traumatic stress (PTS) symptoms and aggressive behavior in late adolescence/young adulthood.METHODParticipants were children and one of their caregivers first recruited in 2008 for an initial three yearly waves of surveys from three age cohorts (starting ages 8, 11, 14); a randomly selected reduced sample of original participants was drawn in 2014 to yield four-wave samples of Israeli Jewish (N = 162) and Palestinian Arab (N = 400) youth; sex of child was evenly distributed across cohorts as well as ethnic groups. At all waves, youth and/or their caregivers reported on youths' exposure to violence. Youth self-reported PTS symptoms, and youth and caregivers provided ratings for a composite measure of aggression at all waves.RESULTSRegressions controlling social demographics and baseline criterion scores showed significant prediction to both PTS and aggression from chronic, multi-contextual exposures. For aggression, exposure to persistent interethnic-political violence was a significant predictor. For PTS, exposures to persistent interethnic-political and family violence were significant predictors.CONCLUSIONChronic exposure to violence across multiple contexts - particularly persistent interethnic-political violence - from childhood through very early adulthood amplifies aggressive behavior as well as post-traumatic stress. Researchers should incorporate indicators of chronicity and cross-contextual exposure into studies on the effects of violence in the social environment.","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"93 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-30DOI: 10.1080/15374416.2026.2617208
Madison Cox,Lauren Blackwell,Matthew Hagler
{"title":"Leaders in the History of Clinical Child and Adolescent Psychology Past Presidents Series: John Piacentini (2015).","authors":"Madison Cox,Lauren Blackwell,Matthew Hagler","doi":"10.1080/15374416.2026.2617208","DOIUrl":"https://doi.org/10.1080/15374416.2026.2617208","url":null,"abstract":"","PeriodicalId":501764,"journal":{"name":"Journal of Clinical Child & Adolescent Psychology","volume":"2 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146089181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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