Clinical Child and Family Psychology Review最新文献

Multilevel random effects meta-analyses were performed to produce a summary effect size from 231 studies (2000 to 2025) that contributed 482 effect estimates for intrusive parenting and youth's (age 13-25) internalizing (N = 152,280) and 232 effect estimates for intrusive parenting and externalizing symptoms (N = 85,711). Intrusive parenting subtype (psychological control, overprotective, helicopter, autonomy support-reversed), youth symptom subtype, parent gender, respondent, child age, and study region were examined as moderators. Intrusive parenting was associated with higher symptoms, with a pooled effect size of r = 0.24 for parenting-internalizing and r = 0.22 for parenting-externalizing. I² values indicated that a large proportion of variation in the effects across studies was not explained by chance (internalizing I² = 89.3%; externalizing I² = 91.8%). Subtypes of intrusive parenting, parent gender, and respondent moderated the parenting-internalizing effect size, accounting for a small portion of this heterogeneity; studies of psychological control produced a stronger effect than studies of helicopter parenting and autonomy support-reverse. Parent gender revealed a smaller effect for fathers than mixed gender (mothers in-between), and there was a larger effect for studies using child report than multiple reporters. For the parenting-externalizing relationship, studies of delinquency and antisocial behavior produced smaller effects than aggression and externalizing, and the parenting-externalizing association was weaker among youth aged 19 + and stronger for child report. Region of the world was not a significant moderator. Even after considering all moderators, large proportions of effect size heterogeneity were not accounted for by chance. When working with parents and youth, intrusive parenting should be considered as one partial indicator of elevated symptoms among youth.

To assess how cognitive behavioral therapy (CBT) influences stress levels in parents of children with special needs, while also exploring the relationship between therapy intensity and possible influencing factors. We followed PRISMA guidelines and searched PubMed, Web of Science, PsycINFO, and the Cochrane Library through June 15, 2025, for randomized controlled trials. We defined PICOS explicitly as Population (parents of children with special needs), Intervention (CBT), Comparator (any control condition), Outcomes (parental stress measured by validated scales), and Study design (randomized controlled trials). Continuous outcomes were pooled as standardized mean differences (SMDs; differences in parental stress scores between the intervention and control groups). A three-level random-effects meta-analytic model was fitted to account for dependent effect sizes; heterogeneity was assessed with I² and the Q test. Sensitivity analyses and publication-bias assessments were performed. Subgroup and dose-response analyses were conducted to explore moderators. Sixteen trials met inclusion criteria; after exclusion of two outliers, 14 trials (n = 1007) were included in the primary analysis. There was substantial heterogeneity (I² = 92.3%). Pooled results indicated that CBT significantly reduced parental stress (SMD = - 0.57; 95% CI - 1.00 to - 0.14; p = 0.0095). Interventions with moderate session duration (≈ 90 min) delivered once weekly over several weeks (total ≈ 11-12 weeks) were associated with larger pooled effects in our subgroup analyses. Larger effect estimates were also observed when stress was measured with the Depression Anxiety Stress Scales (DASS), when control groups received no active intervention, and among parents of children with neurodevelopmental disorders (NDDs). Trials with predominantly mothers (> 90%) showed significant pooled effects within that subgroup. Dose-response analyses suggested diminishing returns when session frequency exceeded twice weekly; a total intervention time of approximately 14.42-17.42 h was associated with the most significant average reductions in stress. CBT was associated with a moderate pooled reduction in parental stress across included trials. The intervention protocol most strongly associated with larger average effects in our dataset was "≈ 90 min per session × once weekly × 11-12 weeks"; however, this should not be interpreted as a universally optimal protocol given the high between-study heterogeneity and uncertainty in some subgroup estimates. Future RCTs with larger samples, more consistent outcome measurement, prespecified dose-finding designs, and long-term follow-up are warranted to refine CBT dosage thresholds and to validate generalizability across different cultures and disability types.

Preterm birth remains a global health challenge with significant implications for neonatal outcomes and parental mental health. This paper explores the complex psychological experiences and intrapersonal processes of parents after preterm birth, highlighting their heightened risk for mental health difficulties such as postpartum depression, anxiety, and post-traumatic stress disorder (PTSD). Existing mental health interventions are medicalised, primarily focusing on infant care. As a result, there is currently a lack of emotionally-focused interventions aimed at supporting parents after preterm birth. The current conceptual review proposes a compassion-focused framework to address the unique challenges faced by these parents. The paper aims to: (1) examine common experiences of parents of preterm-born infants, (2) explore the complex psychological processes that underpin these experiences, (3) present theoretical models that can be applied to understand parent's psychological responses, (4) critically review existing interventions aimed at supporting parent mental health following preterm birth, (5) introduce a compassion-focused approach as a novel framework for support, (6) review existing compassion-based interventions aimed at perinatal populations, and (7) outline directions for future research. By integrating a compassion-focused approach, this paper aims to provide actionable insights to support parents' mental health following preterm birth.Clinical Trial Number not applicable.

This meta-analysis integrated the findings on the efficacy of acceptance and commitment therapy (ACT) for transitional-age youth (TAY; youth aged 15 to 25) on psychopathology (i.e., internalizing, externalizing and other psychological problems), ACT related processes (i.e., psychological flexibility and self-compassion), well-being (i.e., general and social well-being) and coping (i.e., emotional and cognitive coping). Additionally, we used meta-regression analyses to examine whether effect sizes varied based on the type of (sub) outcome, timing of assessment, various intervention characteristics, type of control group and several sample characteristics. We executed a three-level meta-analytic model in R. Based on 65 studies (n = 5283), we found a moderate effect (Hedges's g = 0.72) of ACT compared to the control conditions on psychopathology, ACT related processes, well-being and coping. The quality of the evidence was very low due to a relatively high risk of bias in the selected studies, considerable heterogeneity in effect sizes and a risk of publication bias. Regarding the meta-regression analyses, we found that ACT was more effective than waitlist and TAU conditions, but equally effective compared to CBT, other treatments (e.g., Rational Emotive Behavior Therapy) and other control conditions (e.g., educational intervention). Our results suggest that ACT is an effective intervention for reducing psychopathology and increasing ACT related processes, well-being and coping in TAY with diverse types and severity of psychological problems. We recommend future research to conduct more high quality research, including larges samples, active control conditions, longer follow-up periods and measures of treatment integrity, in more diverse populations of TAY.

The integration of social robots in primary school classrooms has been shown to support learning across various academic areas, yet their role in supporting social and emotional learning (SEL) remains underexplored. This scoping review examines the nature of research using social robots in classroom-based learning, with a focus on their application in supporting children's academic, social, and emotional development. Guided by the PRISMA-ScR, seven databases were searched and identified 30 peer-reviewed studies. Most studies focused on academic curriculum-based learning areas, such as second language learning and mathematics. They also explored how factors such as robot gestures, group size, child characteristics, and session frequency shaped learning outcomes. While no studies directly examined SEL outcomes, some indirectly referenced competencies such as social awareness and relationship skills, often inferred through children's interactions with robots. Notably, only one study targeted a SEL-related outcome, using a social robot to support learning about healthy foods and exercise, highlighting the potential to support self-management and responsible decision-making. This review underscores the potential of social robots to enhance primary education, while also calling for more methodologically robust research, particularly in SEL.