Child and Adolescent Social Work Journal最新文献

The aim of this study was to assess the prevalence and associated factors of major depressive disorder symptoms (MDDs) and generalized anxiety disorder symptoms (GADs) among female adolescents in Nepal. In a national cross-sectional population-based survey of female adolescents (N = 1379; 15–19 years) in Nepal, MDDs was assessed with the PHQ-9 and GADs with the GAD-7. Logistic and Poisson regression were used to estimate predictors of MDDs and GADs. The prevalence of MDDs was 7.8% (4.5% with a cut-off of ≥ 10 scores), and the prevalence of GADs was 13.4% (5.6% with a cut-off of ≥ 10 scores). In multivariable models, older age (17–19 years), higher education, greater wealth status, poor self-rated health status, genital sore or ulcer, currently pregnant, pregnancy loss, alcohol use, and early sexual debut were positively associated with MDDs and/or MDD scores. Older age, greater wealth status, living in the Terai region, poor self-rated health status, current alcohol use, pregnancy loss, big problem with getting permission for medical help were positively associated with GADs and/or GAD scores. About one in ten female adolescents report MDDs or GADs, and several associated factors were identified which can be targeted in mental health interventions in this population.

Children and young people with care-experience (e.g. foster, kinship and residential care) report poorer mental health and wellbeing than the general population. Despite an emerging evidence-base for intervention, it is not clear if current approaches create, exacerbate or mitigate outcome inequities between different types of participants. We conducted a systematic review of international interventions targeting mental health, subjective wellbeing and suicide-related outcomes amongst care-experienced children and young people aged up to 25 years old. The review included a narrative synthesis of intervention inequities, exploring if they were more or less effective for different participant groups. Eight interventions, with 14 study reports, presented relevant data. Overall, there was no clear evidence that intervention participation could lead to inequitable impacts, being more or less effective for different groups. However, there was some tentative indication that individuals with lower exposure to maltreatment, fewer care placements, and increased baseline mental health problems, might be more responsive to intervention than other participants. There was limited evidence for wellbeing and no data availability for suicide. Future intervention evaluation should focus on assessing if there is potential to create, sustain or exacerbate inequities, and how approaches may be designed to mitigate this risk.

Abstract

This study explored the interplay between self-reported symptoms of anxiety and selfesteem from the perspectives of female Mexican American adolescents and mental health therapists living in Arizona. Sixteen adolescents completed a semi-structured interview and 17 mental health therapists participated in focus groups via Zoom from June 2021 through May 2022. Six main themes to describe the interplay between anxiety and self-esteem emerged: interplay between anxiety and self-esteem; influence of external factors, such as home, school, and peer relationships; strategies and resources to address mental health; perceptions of how one is viewed by others; social pressures and stress; navigating multiple cultural backgrounds and trends. This study concludes that while adolescents and mental health therapists collectively agree on the interplay of anxiety and self-esteem, there is a disconnect between the perspectives which is attributable to the various roles and expectations female Mexican American adolescents experience.

Suicide poses a significant public health concern, particularly among adolescents and youth exposed to adverse childhood experiences (ACEs). However, little research exists on understanding ACEs’ prevalence and suicidality consequences in Zimbabwe. Therefore, this study examined the prevalence and association between individual and cumulative ACEs with suicide risk among adolescents and youth in Zimbabwe. The study utilized data from the 2017 Zimbabwe Violence Against Children Survey (ZVACS) for males and females aged 13 to 24 (N = 8,715). Prevalence estimates were determined using chi-square tests, and four logistic regression models were employed to assess the association between individual and cumulative ACEs with suicide risk. 31.8% of the participants reported lifetime suicidal ideations or attempts. Participants who experienced emotional violence (69.1%), sexual violence (58.4%), witnessed community violence (47.0%), witnessed physical violence (53.2%), experienced physical violence (44.6%), orphaned (38.8%) and experienced cumulative ACEs (35.3%) reported lifetime suicidal ideations or attempts. Similarly, experiencing individual ACEs (physical and sexual violence, witnessing physical and community violence, and being orphaned) and cumulative ACEs were significantly associated with a higher risk of reporting lifetime suicidal ideations or attempts among the participants in the regression models. These findings underscore the importance of implementing strategies for preventing ACEs and suicide risk behaviors and enforcing effective child welfare policies. Future research should conduct longitudinal designs to investigate the specific ACEs that contribute most strongly to increased suicide risk among adolescents and youth in Zimbabwe.

The educational system is the leading referral source for Black families involved in Ontario’s child system. Across both the education and child welfare systems, Black youth face disparities and numerous challenges such as instability, isolation, and difficulty navigating relationships with peers and staff. Though it is established that Black youth experience challenging circumstances and poor outcomes across both these systems, there remains a gap in Canadian research examining how these impacts interlock and shape the educational experiences of Black youth in out-of-home care (OOHC). Employing Anti-Black Racism Theory, this study examines the educational narratives of Black Caribbean youth navigating Ontario’s child welfare system. Utilizing a narrative approach, this study analyzes 27 interviews with Black Caribbean youth. Three main narratives were identified: (1) child maltreatment allegations and apprehensions; (2) educational absenteeism and its consequences; and (3) poor relationships with teachers and classmates. These narratives illuminate how anti-Black racism shapes the experiences of Black Caribbean youth navigating child protection and educational systems. We offer a series of policy, practice, and research recommendations for both child welfare and education workers to provide more comprehensive supports for Black Caribbean youth in OOHC while they are attending school. These recommendations include: (1) training educators on child maltreatment referrals; (2) informing Black youth about their rights and available resources; and (3) clarifying and streamlining school enrollment procedures for youth in OOHC.

The purpose of this qualitative study explores psycho-social professionals’ perceptions of sibling sexual abuse (SSA) in Israel. The research question was: How do psycho-social professionals who work in the field of child sexual abuse in Israel in various roles, perceive SSA? The study was designed and conducted according to descriptive qualitative research that aims to explore a phenomenon within a particular context from the points of view of various persons who experience it. The sample of 17 professionals was comprised of: directors of Treatment Centers for Child Sexual Abuse, a national supervisor of these services, child welfare workers, and child sexual abuse therapists. Semi-structured interviews were transcribed and underwent categorical content analysis. Five themes emerged: (1) Characteristics of the abuse; (2) Who are the “victims”?; (3) Who is the “abuser”?; (4) “Uninvolved” siblings; (5) Constructing the source of the SSA. The findings reflect ambiguity and incoherent perceptions of the participants. The perspectives were heavily weighted towards the relational approach towards SSA (focusing on how the persons involved experience each other and how they communicate about the abuse), while the cultural approach (which takes into a consideration the broader societal context) was given very short shrift.

Although a number of laws, protocols and plans have been passed in Spain in the last 10 years to support gender diversity in education, they still have not been fully implemented in schools. In this paper we describe the case of Arturo, a trans boy, and the various negotiations he went through in his secondary school for 2 years. We used a thematic analysis to identify the negotiations involving educational staff, teachers and students based on 6 themes: (a) naming; (b) compliance with trans students’ rights; (c) toilets and changing rooms; (d) physical activities; (e) gender disclosure; and (f) privileges. These experiences include the different micro and macroaggressions Arturo suffered at school. On the positive we describe various trans students' inclusion strategies in this context, highlighting the social workers' role in building inclusive and respectful spaces for this minority group. Inclusive strategies can help to create more positive experiences for trans students and help to expand even the current queer restrictive gender narratives circulating in schools.

Adverse childhood experiences, such as abuse and neglect, have been shown to have longstanding negative consequences on a child’s development and outcomes. Studies have noted that there is variation in how youth in child welfare respond to adversity, yet few studies have examined the psychometrics of measures of resilience in this population. In particular, the 14-item Resilience Scale (RS-14) is a widely used instrument yet has not been evaluated for use with adolescents in child welfare populations. The purpose of the study was to describe the levels of resilience reported by adolescent girls involved in the child welfare system and to evaluate the reliability, validity, and factor structure of this scale in this population. Participants were 249 adolescent girls, ages 12–19, who were involved in the child welfare system. Interviews assessed resilience, symptoms of post-traumatic stress, depression, social problem-solving, and demographic variables. Results indicated that levels of resilience among the participants were in the moderate range. The RS-14 demonstrated evidence of good internal consistency and test–retest reliability. Convergent and discriminant validity were established. Confirmatory factor analysis testing a single-factor solution resulted in a weak model fit. A follow-up exploratory factor analysis supported a two-factor solution. Findings suggest this instrument is an appropriate tool for use in child welfare populations.