Pub Date : 2024-11-07eCollection Date: 2024-12-01DOI: 10.1002/jcv2.12283
Jaspar Khawaja, Christopher Bagley, Becky Taylor
Background: This paper aims to inform practice for educational psychologists and other professionals who seek to facilitate youth participatory action research (YPAR) in schools. Youth participatory action research is founded on the assumption that young people are capable of being researchers who can co-create knowledge and act to change the world. It is a worldview as well as a research approach and can be initiated to co-produce knowledge, facilitate critical thinking, promote the evaluation of social systems and/or act against social oppression.
Methods: We (a) outline the origins of YPAR and review crucial methodological elements of YPAR found in the literature, (b) support practitioners to use a YPAR approach in UK schools using a real-world example to apply theory to practice and (c) critically discuss outcomes and challenges of facilitating YPAR. An ongoing YPAR project, Breaking the Silence (BtS), facilitated by social enterprise States of Mind and IOE, UCL's Faculty of Education and Society will be outlined within the paper.
Results: BtS demonstrates the power of YPAR to promote the voices of young people, and to allow them to democratically develop action plans that challenge existing education structures. Youth researchers have presented their findings at several conferences and through a national newspaper. They continue to work alongside trade unions and other organisations to push for educational reform. However, the project has demonstrated several challenges and risks of facilitating YPAR. For example, facilitators were not always aware when youth researchers felt they had less meaningful involvement. Facilitators also found it challenging to collaboratively analyse data.
Conclusions: The project indicates that YPAR has the potential to be a democratic, empowering approach that can be brought more widely into the field of education. However, careful considerations are needed by facilitators to mitigate the challenges of the process.
{"title":"Breaking the Silence: Critical discussion of a youth participatory action research project.","authors":"Jaspar Khawaja, Christopher Bagley, Becky Taylor","doi":"10.1002/jcv2.12283","DOIUrl":"10.1002/jcv2.12283","url":null,"abstract":"<p><strong>Background: </strong>This paper aims to inform practice for educational psychologists and other professionals who seek to facilitate youth participatory action research (YPAR) in schools. Youth participatory action research is founded on the assumption that young people are capable of being researchers who can co-create knowledge and act to change the world. It is a worldview as well as a research approach and can be initiated to co-produce knowledge, facilitate critical thinking, promote the evaluation of social systems and/or act against social oppression.</p><p><strong>Methods: </strong>We (a) outline the origins of YPAR and review crucial methodological elements of YPAR found in the literature, (b) support practitioners to use a YPAR approach in UK schools using a real-world example to apply theory to practice and (c) critically discuss outcomes and challenges of facilitating YPAR. An ongoing YPAR project, Breaking the Silence (BtS), facilitated by social enterprise States of Mind and IOE, UCL's Faculty of Education and Society will be outlined within the paper.</p><p><strong>Results: </strong>BtS demonstrates the power of YPAR to promote the voices of young people, and to allow them to democratically develop action plans that challenge existing education structures. Youth researchers have presented their findings at several conferences and through a national newspaper. They continue to work alongside trade unions and other organisations to push for educational reform. However, the project has demonstrated several challenges and risks of facilitating YPAR. For example, facilitators were not always aware when youth researchers felt they had less meaningful involvement. Facilitators also found it challenging to collaboratively analyse data.</p><p><strong>Conclusions: </strong>The project indicates that YPAR has the potential to be a democratic, empowering approach that can be brought more widely into the field of education. However, careful considerations are needed by facilitators to mitigate the challenges of the process.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":"e12283"},"PeriodicalIF":0.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To increase the number of pre-registered observational studies, Journal of Child Psychology and Psychiatry (JCPP) Advances is delighted to now invite Registered Reports. Registered Reports are a format of article in which the study protocol is pre-registered and peer-reviewed before the research is conducted. If the protocol is of high quality and the proposed research topic is important, JCPP Advances will commit to publishing the study regardless of the results. This article format crucially addresses publication bias, as decisions on publication are entirely independent of the results.
{"title":"Implementing open science and reproducible research practices in mental health research through registered reports","authors":"Jessie R. Baldwin, Henrik Larsson","doi":"10.1002/jcv2.12275","DOIUrl":"https://doi.org/10.1002/jcv2.12275","url":null,"abstract":"<p>To increase the number of pre-registered observational studies, <i>Journal of Child Psychology and Psychiatry (JCPP) Advances</i> is delighted to now invite Registered Reports. Registered Reports are a format of article in which the study protocol is pre-registered and peer-reviewed before the research is conducted. If the protocol is of high quality and the proposed research topic is important, <i>JCPP Advances</i> will commit to publishing the study regardless of the results. This article format crucially addresses publication bias, as decisions on publication are entirely independent of the results.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142169982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21eCollection Date: 2024-12-01DOI: 10.1002/jcv2.12272
Verity Rose Jones, Justin Waring, Nicola Wright, Sarah-Jane Fenton
Background: An overview of internationally published literature on what works for co-production in youth mental health services is missing, despite a practice and policy context strongly recommending this approach. This rapid realist review develops a theory about how and why co-production methods in youth mental health services work, for whom and in which circumstances.
Methods: Relevant evidence was synthesised to develop Context-Mechanism-Outcome configurations (CMOs) that can inform policy and practice. Stakeholders were iteratively involved by engaging an expert panel including young people and a separate youth advisory group. Searches across eight databases and expert panel suggestions identified 5716 documents which were screened at abstract level, 532 at full-text and 57 documents were included in the review.
Results: Data extracted from 57 papers contributed to five CMO configurations to describe the generative mechanisms by which co-production in youth mental health services are linked to outcomes and influenced by context. The final programme theory is: Youth experts by experience (YEBE), particularly those from minoritised communities, provided with a supportive organisational culture can experience authentic engagement where their knowledge is perceived as credible by wider stakeholders. This leads to personal development for participating YEBE as well as service improvements from their input.
Conclusions: Rich data from a heterogenous sample of papers along with stakeholder consultation enabled this review to refine a clear programme theory for co-production in mental health services for young people. Nevertheless, further information is needed to identify what constitutes a supportive organisational culture and to explore rival theories or under-evidenced areas.
{"title":"A rapid realist review of literature examining Co-production in mental health services for youth.","authors":"Verity Rose Jones, Justin Waring, Nicola Wright, Sarah-Jane Fenton","doi":"10.1002/jcv2.12272","DOIUrl":"10.1002/jcv2.12272","url":null,"abstract":"<p><strong>Background: </strong>An overview of internationally published literature on what works for co-production in youth mental health services is missing, despite a practice and policy context strongly recommending this approach. This rapid realist review develops a theory about how and why co-production methods in youth mental health services work, for whom and in which circumstances.</p><p><strong>Methods: </strong>Relevant evidence was synthesised to develop Context-Mechanism-Outcome configurations (CMOs) that can inform policy and practice. Stakeholders were iteratively involved by engaging an expert panel including young people and a separate youth advisory group. Searches across eight databases and expert panel suggestions identified 5716 documents which were screened at abstract level, 532 at full-text and 57 documents were included in the review.</p><p><strong>Results: </strong>Data extracted from 57 papers contributed to five CMO configurations to describe the generative mechanisms by which co-production in youth mental health services are linked to outcomes and influenced by context. The final programme theory is: Youth experts by experience (YEBE), particularly those from minoritised communities, provided with a supportive organisational culture can experience authentic engagement where their knowledge is perceived as credible by wider stakeholders. This leads to personal development for participating YEBE as well as service improvements from their input.</p><p><strong>Conclusions: </strong>Rich data from a heterogenous sample of papers along with stakeholder consultation enabled this review to refine a clear programme theory for co-production in mental health services for young people. Nevertheless, further information is needed to identify what constitutes a supportive organisational culture and to explore rival theories or under-evidenced areas.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":"e12272"},"PeriodicalIF":0.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Griffiths, Laura Lucas, Debbie Gooch, C. Norbury
Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.We linked teacher‐ratings on a brief language difficulties questionnaire (13‐item) collected in the first year of primary school (N = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher‐reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.Teacher‐reported language difficulties predicted achievement in phonics (rs > 0.41), reading (rs > 0.38), writing (rs > 0.32) and maths (rs > 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.Teacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.
{"title":"Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry","authors":"Sarah Griffiths, Laura Lucas, Debbie Gooch, C. Norbury","doi":"10.1002/jcv2.12264","DOIUrl":"https://doi.org/10.1002/jcv2.12264","url":null,"abstract":"Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.We linked teacher‐ratings on a brief language difficulties questionnaire (13‐item) collected in the first year of primary school (N = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher‐reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.Teacher‐reported language difficulties predicted achievement in phonics (rs > 0.41), reading (rs > 0.38), writing (rs > 0.32) and maths (rs > 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.Teacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"133 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811081","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}
Catrina A. Calub, I. Hertz-Picciotto, Deborah H. Bennett, Julie B. Schweitzer
While neighborhood conditions have previously been shown to have substantial effects on later occupational, educational and health outcomes, this is the first study to examine the relation between neighborhood factors and attention‐deficit/hyperactivity disorder (ADHD) symptoms in children with autism and developmental delays.Children from the CHARGE (Childhood Autism Risks from Genetics and the Environment) Study were evaluated at ages 2–5 years and then later in the ReCHARGE (follow‐up) Study at ages 8–20 years (mid‐childhood/adolescence). Using linear regression, we assessed associations between the Child Opportunity Index 2.0 (COI) at birth, a multidimensional neighborhood measure of childhood opportunity, and ADHD symptoms on the Aberrant Behavior Checklist at mid‐childhood/adolescence.Participants included a total of 524 youth (401 males; 123 females), composed of 246 autistic children (AUT), 85 children with Developmental Delays (DD) without autism, and 193 Typically Developing (TD) children. Mean age was 3.8 years (SD = 0.79) when evaluated at CHARGE and 13.5 years (SD = 3.69) when evaluated at ReCHARGE. Regression analyses revealed COI at birth significantly predicted ADHD symptoms during mid‐childhood/adolescence and early childhood diagnosis modified the COI effect. More specifically, COI significantly predicted ADHD symptoms in the AUT group, but not the TD or DD groups. Additional regression analyses indicated that this interaction was only present in the Social and Economic COI domain. Secondary analyses revealed autistic youth with High and Low Social and Economic COI domain scores had similar levels of ADHD symptoms during early childhood, but by mid‐childhood/adolescence, those with low Social and Economic COI domain scores had higher ADHD symptoms.Among autistic, but not TD or DD youth, poorer neighborhood conditions at birth predict greater ADHD symptoms in later development. These findings have important clinical implications and highlight the need for increased and improved resources in poorer neighborhoods to reduce existing disparities in ADHD, a common neurodevelopmental impairment.
{"title":"Examining the association of neighborhood conditions on attention‐deficit/hyperactivity disorder symptoms in autistic youth using the child opportunity index 2.0","authors":"Catrina A. Calub, I. Hertz-Picciotto, Deborah H. Bennett, Julie B. Schweitzer","doi":"10.1002/jcv2.12267","DOIUrl":"https://doi.org/10.1002/jcv2.12267","url":null,"abstract":"While neighborhood conditions have previously been shown to have substantial effects on later occupational, educational and health outcomes, this is the first study to examine the relation between neighborhood factors and attention‐deficit/hyperactivity disorder (ADHD) symptoms in children with autism and developmental delays.Children from the CHARGE (Childhood Autism Risks from Genetics and the Environment) Study were evaluated at ages 2–5 years and then later in the ReCHARGE (follow‐up) Study at ages 8–20 years (mid‐childhood/adolescence). Using linear regression, we assessed associations between the Child Opportunity Index 2.0 (COI) at birth, a multidimensional neighborhood measure of childhood opportunity, and ADHD symptoms on the Aberrant Behavior Checklist at mid‐childhood/adolescence.Participants included a total of 524 youth (401 males; 123 females), composed of 246 autistic children (AUT), 85 children with Developmental Delays (DD) without autism, and 193 Typically Developing (TD) children. Mean age was 3.8 years (SD = 0.79) when evaluated at CHARGE and 13.5 years (SD = 3.69) when evaluated at ReCHARGE. Regression analyses revealed COI at birth significantly predicted ADHD symptoms during mid‐childhood/adolescence and early childhood diagnosis modified the COI effect. More specifically, COI significantly predicted ADHD symptoms in the AUT group, but not the TD or DD groups. Additional regression analyses indicated that this interaction was only present in the Social and Economic COI domain. Secondary analyses revealed autistic youth with High and Low Social and Economic COI domain scores had similar levels of ADHD symptoms during early childhood, but by mid‐childhood/adolescence, those with low Social and Economic COI domain scores had higher ADHD symptoms.Among autistic, but not TD or DD youth, poorer neighborhood conditions at birth predict greater ADHD symptoms in later development. These findings have important clinical implications and highlight the need for increased and improved resources in poorer neighborhoods to reduce existing disparities in ADHD, a common neurodevelopmental impairment.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824304","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}
Ana Beatriz Ravagnani Salto, G. A. Salum, M. Hoffmann, Marcos L. Santoro, A. Zugman, Pedro M. Pan, S. Belangero, Lucas Toshio Ito, V. Doretto, M. S. Croci, Marcelo J A A Brañas, Carina de Giusti, Francisco Da Silva‐Jr, Sahâmia Martins Ribeiro, E. Miguel, J. Leckman
Understanding the factors that determine distinct courses of anxiety symptoms throughout development will better guide interventions. There are scarce data‐driven longitudinal studies, using multi‐modal predictors, investigating the chronicity of anxiety symptoms from childhood to young adulthood, particularly in a middle‐income country.2033 youths (ages 6–14 years [Mean age = 10.4 ± 1.94) at Baseline] were enrolled in the Brazilian High‐Risk Cohort for Mental Conditions longitudinal study, and assessed at three timepoints, between 2010 and 2019, using the Screen for Child Anxiety Related Disorders. Confirmatory Factor Analysis provided input to Growth Mixture Models to identify the best fitting trajectory model. Multinomial logistic regression analyses tested the effects of intelligence quotient (IQ), environmental factors and polygenic risk scores on internalizing symptomatology within trajectory class membership.The best model solution identified three classes: high‐decreasing, moderate/low‐stable and low‐increasing symptoms over time. The high‐decreasing class showed a higher incidence of anxiety symptoms at the second time point (Mean age = 13.8 ± 1.93); while anxiety symptoms were highest in the low‐increasing class at the third timepoint (Mean age = 18.35 ± 2.03). Further, lower IQ predicted membership in the high‐decreasing trajectory class (OR = 0.68, 95% CI [0.55, 0.85]), while higher IQ predicted membership in the low‐increasing trajectory class (OR = 1.95, 95% CI [1.42, 2.67]). Finally, females were more likely than males to be in the low‐increasing trajectory class. Polygenic risk scores were not associated with anxiety trajectory class membership.Recognizing that anxiety symptoms follow diverse paths over time will allow for more effective intervention strategies. Specifically, interventions could accommodate children for greater anxiety risk in early childhood (i.e., lower IQ) versus late adolescence (i.e., higher IQ). That said, the emotional needs of girls in late adolescence should be monitored, regardless of their cognitive abilities or high achievements.
了解决定焦虑症状在整个成长过程中的不同表现的因素，可以更好地指导干预措施。2033名青少年（6-14岁[基线时平均年龄=10.4 ± 1.94]）参加了巴西精神状况高风险队列纵向研究，并在2010年至2019年期间的三个时间点接受了儿童焦虑相关障碍筛查评估。确证因子分析为成长混合模型提供了输入，以确定最合适的轨迹模型。多项式逻辑回归分析测试了智商（IQ）、环境因素和多基因风险评分对轨迹类别成员内化症状的影响。最佳模型解决方案确定了三个类别：随时间推移症状高度减轻、中度/低度稳定和低度加重。在第二个时间点（平均年龄 = 13.8 ± 1.93），高递减等级的焦虑症状发生率较高；而在第三个时间点（平均年龄 = 18.35 ± 2.03），低递增等级的焦虑症状发生率最高。此外，较低的智商预示着属于高递减轨迹等级（OR = 0.68，95% CI [0.55，0.85]），而较高的智商预示着属于低递增轨迹等级（OR = 1.95，95% CI [1.42，2.67]）。最后，女性比男性更有可能属于低递增轨迹类。认识到焦虑症状随着时间的推移会呈现出不同的发展轨迹，将有助于制定更有效的干预策略。认识到焦虑症状随着时间的推移会出现不同的发展轨迹，就可以采取更有效的干预策略。具体来说，干预措施可以使儿童在幼儿期（即智商较低）和青春期后期（即智商较高）时面临更大的焦虑风险。也就是说，无论女孩的认知能力或成就如何，都应关注青春期后期女孩的情感需求。
{"title":"The trajectory of anxiety symptoms during the transition from childhood to young adulthood is predicted by IQ and sex, but not polygenic risk scores","authors":"Ana Beatriz Ravagnani Salto, G. A. Salum, M. Hoffmann, Marcos L. Santoro, A. Zugman, Pedro M. Pan, S. Belangero, Lucas Toshio Ito, V. Doretto, M. S. Croci, Marcelo J A A Brañas, Carina de Giusti, Francisco Da Silva‐Jr, Sahâmia Martins Ribeiro, E. Miguel, J. Leckman","doi":"10.1002/jcv2.12268","DOIUrl":"https://doi.org/10.1002/jcv2.12268","url":null,"abstract":"Understanding the factors that determine distinct courses of anxiety symptoms throughout development will better guide interventions. There are scarce data‐driven longitudinal studies, using multi‐modal predictors, investigating the chronicity of anxiety symptoms from childhood to young adulthood, particularly in a middle‐income country.2033 youths (ages 6–14 years [Mean age = 10.4 ± 1.94) at Baseline] were enrolled in the Brazilian High‐Risk Cohort for Mental Conditions longitudinal study, and assessed at three timepoints, between 2010 and 2019, using the Screen for Child Anxiety Related Disorders. Confirmatory Factor Analysis provided input to Growth Mixture Models to identify the best fitting trajectory model. Multinomial logistic regression analyses tested the effects of intelligence quotient (IQ), environmental factors and polygenic risk scores on internalizing symptomatology within trajectory class membership.The best model solution identified three classes: high‐decreasing, moderate/low‐stable and low‐increasing symptoms over time. The high‐decreasing class showed a higher incidence of anxiety symptoms at the second time point (Mean age = 13.8 ± 1.93); while anxiety symptoms were highest in the low‐increasing class at the third timepoint (Mean age = 18.35 ± 2.03). Further, lower IQ predicted membership in the high‐decreasing trajectory class (OR = 0.68, 95% CI [0.55, 0.85]), while higher IQ predicted membership in the low‐increasing trajectory class (OR = 1.95, 95% CI [1.42, 2.67]). Finally, females were more likely than males to be in the low‐increasing trajectory class. Polygenic risk scores were not associated with anxiety trajectory class membership.Recognizing that anxiety symptoms follow diverse paths over time will allow for more effective intervention strategies. Specifically, interventions could accommodate children for greater anxiety risk in early childhood (i.e., lower IQ) versus late adolescence (i.e., higher IQ). That said, the emotional needs of girls in late adolescence should be monitored, regardless of their cognitive abilities or high achievements.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829089","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}
Annick Huberts‐Bosch, M. Bierens, J. Rucklidge, Verena Ly, R. Donders, G. V. D. van de Loo-Neus, A. Arias-Vásquez, H. Klip, Jan K. Buitelaar, Saskia W. van den Berg, Nanda Rommelse
An Elimination Diet (ED) or Healthy Diet (HD) may be effective in reducing symptoms of Attention‐Deficit/Hyperactivity Disorder (ADHD), but long‐term maintenance effects and feasibility have never been examined.One‐year prospective follow‐up of a sample of 165 children (5–12 years) with ADHD randomized (unblinded; 1:1) to 5 weeks treatment with either ED (N = 84) or HD (N = 81) and a non‐randomized comparator arm including 58 children being treated with Care as Usual (CAU). Dietary participants were allowed to add or switch to CAU treatment after 5 weeks. The primary outcome was a 5‐point ordinal measure of improvement based on both parent and teacher ratings on ADHD and dysregulation problems, determined after 1 year prospective follow‐up. Ordinal regression analyses and linear mixed models analyses were conducted on an intention to treat basis. In addition, as‐treated analyses were performed. The trial is closed and registered in the Dutch trial registry, number NL5324.At 1 year follow‐up, 24% of the participants still complied with the ED and 37% still complied with the HD. In the ED (+CAU) trajectory, fewer participants showed (partial) improvement after 1‐year prospective follow‐up compared to the HD (+CAU) trajectory (47% vs. 64%, χ2 (4, N = 152) = 11.97, p = 0.018). The HD (+CAU) ‐ but not ED (+CAU) ‐ trajectory had comparable 1‐year outcomes compared to the non‐randomized CAU‐trajectory. Results for secondary outcomes (e.g. health, parental stress) did not differ between the ED (+CAU) and HD (+CAU) trajectories. The prevalence of psychostimulant use was lower in the ED (+CAU) and HD (+CAU) trajectories compared to the non‐randomized CAU‐trajectory (38%, 45%, 78%, respectively). Predictors for long‐term benefit from dietary treatments included high initial severity of ADHD problems, low severity of emotional problems and sufficient parental mental resources.In line with the short‐term effects, prospective 1‐year follow‐up outcomes are in favor of treatment with HD and not ED. Initial 5‐week treatment with HD and if needed/preferred followed by CAU may reduce psychostimulant use without negatively impacting 1‐year outcomes.
对165名患有注意力缺陷/多动障碍（ADHD）的儿童（5-12岁）进行了为期一年的前瞻性跟踪调查，这些儿童被随机（非盲法；1:1）安排接受为期5周的消除饮食（ED）（84人）或健康饮食（HD）（81人）治疗，另外58名儿童接受了非随机对比组的常规护理（CAU）治疗。饮食治疗参与者可在 5 周后增加或改用 CAU 治疗。主要研究结果是根据家长和教师对儿童多动症和调节障碍问题的评分，在为期一年的前瞻性随访后确定的5点序数改善程度。在意向治疗的基础上进行了序数回归分析和线性混合模型分析。此外，还进行了治疗分析。该试验已经结束，并在荷兰试验登记处进行了登记，编号为 NL5324。在一年的随访中，24% 的参与者仍在接受 ED 治疗，37% 的参与者仍在接受 HD 治疗。在 ED（+CAU）轨迹中，与 HD（+CAU）轨迹相比，在 1 年的前瞻性随访后出现（部分）改善的参与者较少（47% 对 64%，χ2 (4, N = 152) = 11.97, p = 0.018）。与非随机CAU轨迹相比，HD（+CAU）--而非ED（+CAU）--轨迹的1年疗效相当。次要结果（如健康、父母压力）在 ED（+CAU）轨迹和 HD（+CAU）轨迹之间没有差异。与非随机CAU轨迹相比，ED（+CAU）和HD（+CAU）轨迹的精神兴奋剂使用率较低（分别为38%、45%和78%）。从饮食治疗中长期获益的预测因素包括最初多动症问题严重程度高、情绪问题严重程度低以及父母有足够的精神资源。最初使用 HD 进行为期 5 周的治疗，必要时/首选 CAU，这样可以减少精神刺激剂的使用，而不会对 1 年的治疗结果产生负面影响。
{"title":"Effects of an elimination diet and a healthy diet in children with Attention‐Deficit/Hyperactivity Disorder: 1‐Year prospective follow‐up of a two‐arm randomized, controlled study (TRACE study)","authors":"Annick Huberts‐Bosch, M. Bierens, J. Rucklidge, Verena Ly, R. Donders, G. V. D. van de Loo-Neus, A. Arias-Vásquez, H. Klip, Jan K. Buitelaar, Saskia W. van den Berg, Nanda Rommelse","doi":"10.1002/jcv2.12257","DOIUrl":"https://doi.org/10.1002/jcv2.12257","url":null,"abstract":"An Elimination Diet (ED) or Healthy Diet (HD) may be effective in reducing symptoms of Attention‐Deficit/Hyperactivity Disorder (ADHD), but long‐term maintenance effects and feasibility have never been examined.One‐year prospective follow‐up of a sample of 165 children (5–12 years) with ADHD randomized (unblinded; 1:1) to 5 weeks treatment with either ED (N = 84) or HD (N = 81) and a non‐randomized comparator arm including 58 children being treated with Care as Usual (CAU). Dietary participants were allowed to add or switch to CAU treatment after 5 weeks. The primary outcome was a 5‐point ordinal measure of improvement based on both parent and teacher ratings on ADHD and dysregulation problems, determined after 1 year prospective follow‐up. Ordinal regression analyses and linear mixed models analyses were conducted on an intention to treat basis. In addition, as‐treated analyses were performed. The trial is closed and registered in the Dutch trial registry, number NL5324.At 1 year follow‐up, 24% of the participants still complied with the ED and 37% still complied with the HD. In the ED (+CAU) trajectory, fewer participants showed (partial) improvement after 1‐year prospective follow‐up compared to the HD (+CAU) trajectory (47% vs. 64%, χ2 (4, N = 152) = 11.97, p = 0.018). The HD (+CAU) ‐ but not ED (+CAU) ‐ trajectory had comparable 1‐year outcomes compared to the non‐randomized CAU‐trajectory. Results for secondary outcomes (e.g. health, parental stress) did not differ between the ED (+CAU) and HD (+CAU) trajectories. The prevalence of psychostimulant use was lower in the ED (+CAU) and HD (+CAU) trajectories compared to the non‐randomized CAU‐trajectory (38%, 45%, 78%, respectively). Predictors for long‐term benefit from dietary treatments included high initial severity of ADHD problems, low severity of emotional problems and sufficient parental mental resources.In line with the short‐term effects, prospective 1‐year follow‐up outcomes are in favor of treatment with HD and not ED. Initial 5‐week treatment with HD and if needed/preferred followed by CAU may reduce psychostimulant use without negatively impacting 1‐year outcomes.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670224","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}
M. Bakermans‐Kranenburg, Marinus H. van IJzendoorn
Participant and Public Involvement in youth mental health research aims at making research more responsive to the needs of youth struggling with mental health issues, their parents, and mental health professionals and other stakeholders. Do characteristics of Patient and Public Involvement (PPI) in youth mental health research align with transparency and replication prerequisites as necessary conditions for translation? Relatedly, the question is addressed whether co‐authorship should be assigned to youth involved in the study.Here we address these questions re‐visiting 50 PPI studies included in two recent systematic reviews of PPI on characteristics that are pertinent to questions about transparency, replicability, translatability, and co‐authorship in PPI research.Almost two‐third of the studies on youth mental health incorporating PPI translate their results to policy or practice, mostly as recommendations but sometimes also by dissemination of (online) interventions. At the same time the authors of a substantial majority of the studies (70%) also suggest the need for further work on their results, for example, in randomized controlled trials to validate the outcome of their exploratory inquiry. Only a quarter of the studies using PPI met the conditions for replicability, thus a majority of the PPI studies suggest premature translation of results. Authorship to involved participants was assigned in 24% of the studies.“Anything goes” for PPI in an exploratory stage to generate fruitful hypotheses. Translation of the findings of PPI studies however require a firm evidence base of replicated results. Radical merging of research and action in participatory action research seems incompatible with replicable and therefore translatable inquiry. Assigning co‐authorship to PPI representatives is often at odds with current guidelines for authorship. More evidence from randomized trials on the translational impact of PPI is needed before grant foundations should require PPI in grant proposals.
青少年心理健康研究中的 "患者和公众参与"（PPI）旨在使研究更能满足与心理健康问题作斗争的青少年、他们的父母、心理健康专业人员和其他利益相关者的需求。青少年心理健康研究中的 "参与者和公众参与"（Patient and Public Involvement，PPI）的特点是否与作为转化必要条件的透明度和复制前提相一致？在此，我们针对这些问题，重新研究了最近两篇关于患者和公众参与的系统性综述中包含的 50 项患者和公众参与研究，这些研究的特点与患者和公众参与研究中的透明度、可复制性、可转化性和共同作者等问题相关。在纳入了患者和公众参与的青少年心理健康研究中，几乎有三分之二的研究将其结果转化为政策或实践，大部分是作为建议，但有时也通过传播（在线）干预措施。与此同时，绝大多数研究（70%）的作者还建议有必要进一步研究其结果，例如通过随机对照试验来验证其探索性研究的结果。只有四分之一的使用 PPI 的研究符合可复制性的条件，因此大多数 PPI 研究建议过早地转化结果。24%的研究指定了参与研究者的作者身份。在探索阶段，PPI "无所不能"，以产生富有成果的假设。然而，PPI 研究结果的转化需要有一个坚实的、可重复结果的证据基础。在参与式行动研究中，研究与行动的激进融合似乎与可复制的、因而也是可转化的探究不相容。为参与式行动研究的代表指定共同作者往往与现行的作者资格准则相悖。在资助基金会要求在资助提案中加入参与式行动研究之前，需要从随机试验中获得更多关于参与式行动研究的转化影响的证据。
{"title":"Anything goes for participant, patient and public involvement in youth mental health research","authors":"M. Bakermans‐Kranenburg, Marinus H. van IJzendoorn","doi":"10.1002/jcv2.12258","DOIUrl":"https://doi.org/10.1002/jcv2.12258","url":null,"abstract":"Participant and Public Involvement in youth mental health research aims at making research more responsive to the needs of youth struggling with mental health issues, their parents, and mental health professionals and other stakeholders. Do characteristics of Patient and Public Involvement (PPI) in youth mental health research align with transparency and replication prerequisites as necessary conditions for translation? Relatedly, the question is addressed whether co‐authorship should be assigned to youth involved in the study.Here we address these questions re‐visiting 50 PPI studies included in two recent systematic reviews of PPI on characteristics that are pertinent to questions about transparency, replicability, translatability, and co‐authorship in PPI research.Almost two‐third of the studies on youth mental health incorporating PPI translate their results to policy or practice, mostly as recommendations but sometimes also by dissemination of (online) interventions. At the same time the authors of a substantial majority of the studies (70%) also suggest the need for further work on their results, for example, in randomized controlled trials to validate the outcome of their exploratory inquiry. Only a quarter of the studies using PPI met the conditions for replicability, thus a majority of the PPI studies suggest premature translation of results. Authorship to involved participants was assigned in 24% of the studies.“Anything goes” for PPI in an exploratory stage to generate fruitful hypotheses. Translation of the findings of PPI studies however require a firm evidence base of replicated results. Radical merging of research and action in participatory action research seems incompatible with replicable and therefore translatable inquiry. Assigning co‐authorship to PPI representatives is often at odds with current guidelines for authorship. More evidence from randomized trials on the translational impact of PPI is needed before grant foundations should require PPI in grant proposals.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"80 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682657","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}
Irritability is a transdiagnostic psychiatric phenotype defined as an increased proneness to anger relative to peers. Trauma is defined as actual or threatened death, serious injury, or sexual violence while adversity more broadly describes difficult or challenging situations including abuse, neglect, and household dysfunction. Irritability [or aggression] is symptom of posttraumatic stress disorder (PTSD) and may arise in response to trauma or traumatic events. Responses to negative early life experiences may differ based on the type of exposure, for example, threat (abuse) versus deprivation (neglect), with implications for development of psychopathology. Therefore, the objective of this study was to investigate the relation between exposure to threat and deprivation, and irritability in a predominantly Hispanic/Latin sample. We hypothesized unique effects of threat versus deprivation on irritability.We investigated relations between threat and deprivation aspects of childhood trauma (within each dimension) and later irritability in a sample of n = 48 (26F) youth ages 9–19 (Mage = 14.89, SD = 2.04) recruited based on trauma exposure. Multivariate regression tested the unique effects of threat and deprivation (measurement: Childhood Trauma Questionnaire) on irritability (measurement: Affective Reactivity Index).Greater threat exposure was associated with more severe self‐reported irritability, F(1,46) = 8.64, B = 0.40, R2 = 0.14, p = 0.005. Findings remained significant after controlling for values of excessive influence and the non‐significant effect of gender (B = 0.25, t = 1.88, p = 0.067). When looking at the unique effects of threat adjusted for deprivation, the relation between threat and irritability remained significant, B = 0.35, t = 2.45, p = 0.019. There was no significant association between deprivation and irritability, F(1,46) = 3.35, B = 0.26, R2 = 0.05, p = 0.074.Exposure to threat, but not deprivation, may increase risk for irritability in youth. Early life experiences should be considered in assessment and treatment of youth with clinically impairing irritability. Transdiagnostic treatments targeting irritability should be tested for youth with trauma exposure who do not meet criteria for post‐traumatic stress disorder.
{"title":"The contribution of childhood trauma to irritability symptoms","authors":"L. Grasser, Ruiyu Yang, M. Brotman, J. Wiggins","doi":"10.1002/jcv2.12260","DOIUrl":"https://doi.org/10.1002/jcv2.12260","url":null,"abstract":"Irritability is a transdiagnostic psychiatric phenotype defined as an increased proneness to anger relative to peers. Trauma is defined as actual or threatened death, serious injury, or sexual violence while adversity more broadly describes difficult or challenging situations including abuse, neglect, and household dysfunction. Irritability [or aggression] is symptom of posttraumatic stress disorder (PTSD) and may arise in response to trauma or traumatic events. Responses to negative early life experiences may differ based on the type of exposure, for example, threat (abuse) versus deprivation (neglect), with implications for development of psychopathology. Therefore, the objective of this study was to investigate the relation between exposure to threat and deprivation, and irritability in a predominantly Hispanic/Latin sample. We hypothesized unique effects of threat versus deprivation on irritability.We investigated relations between threat and deprivation aspects of childhood trauma (within each dimension) and later irritability in a sample of n = 48 (26F) youth ages 9–19 (Mage = 14.89, SD = 2.04) recruited based on trauma exposure. Multivariate regression tested the unique effects of threat and deprivation (measurement: Childhood Trauma Questionnaire) on irritability (measurement: Affective Reactivity Index).Greater threat exposure was associated with more severe self‐reported irritability, F(1,46) = 8.64, B = 0.40, R2 = 0.14, p = 0.005. Findings remained significant after controlling for values of excessive influence and the non‐significant effect of gender (B = 0.25, t = 1.88, p = 0.067). When looking at the unique effects of threat adjusted for deprivation, the relation between threat and irritability remained significant, B = 0.35, t = 2.45, p = 0.019. There was no significant association between deprivation and irritability, F(1,46) = 3.35, B = 0.26, R2 = 0.05, p = 0.074.Exposure to threat, but not deprivation, may increase risk for irritability in youth. Early life experiences should be considered in assessment and treatment of youth with clinically impairing irritability. Transdiagnostic treatments targeting irritability should be tested for youth with trauma exposure who do not meet criteria for post‐traumatic stress disorder.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"64 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141696298","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}
Social anxiety disorder typically emerges in adolescence and its symptoms often co‐occur with depression and suicidal ideation. It is important to understand whether social anxiety symptoms precede depression and suicidal ideation in youth. This study aimed to investigate the temporal associations between baseline social anxiety and later suicidal ideation and depressive symptoms in a community youth sample.The Wellcome Trust NSPN (Neuroscience in Psychiatry Network) study recruited 2397 youth aged 14–24 in the United Kingdom to participate in a prospective observational study. Participants were assessed for symptoms of social anxiety, generalised anxiety, depression and suicidal ideation at baseline, 1‐year follow‐up, and 2‐year follow‐up. We conducted multiple linear regression analyses and mediation analyses to examine whether baseline social anxiety was associated with 2‐year suicidal ideation and depressive symptoms (excluding suicide‐related items), and whether these associations were mediated by 1‐year depressive symptoms. The study was preregistered on the Open Science Framework.Results from multiple linear regression analyses indicated that baseline social anxiety symptoms were associated with 2‐year suicidal ideation (β = 0.07, p < 0.05, 95% CI [0.02, 0.12]) and 2‐year depressive symptoms (β = 0.08, p < 0.05, 95% CI [0.02, 0.13]), after controlling for baseline predicted variable. Furthermore, 1‐year depressive symptoms significantly mediated the relationship between baseline social anxiety symptoms and 2‐year suicidal ideation (β = 0.04, 95% CI [0.02, 0.05]), and the relationship between baseline social anxiety symptoms and 2‐year depressive symptoms (β = 0.06, 95% CI [0.03, 0.08]) after adjusting for age, sex, and other covariates.We found evidence that baseline social anxiety symptoms were associated with 2‐year suicidal ideation and 2‐year depressive symptoms via 1‐year depressive symptoms in non‐clinical adolescents. These results may have important implications for targeted psychological interventions.
{"title":"Social anxiety symptoms and their relationship with suicidal ideation and depressive symptoms in adolescents: A prospective study","authors":"Kenny Chiu, A. Stringaris, E. Leigh","doi":"10.1002/jcv2.12249","DOIUrl":"https://doi.org/10.1002/jcv2.12249","url":null,"abstract":"Social anxiety disorder typically emerges in adolescence and its symptoms often co‐occur with depression and suicidal ideation. It is important to understand whether social anxiety symptoms precede depression and suicidal ideation in youth. This study aimed to investigate the temporal associations between baseline social anxiety and later suicidal ideation and depressive symptoms in a community youth sample.The Wellcome Trust NSPN (Neuroscience in Psychiatry Network) study recruited 2397 youth aged 14–24 in the United Kingdom to participate in a prospective observational study. Participants were assessed for symptoms of social anxiety, generalised anxiety, depression and suicidal ideation at baseline, 1‐year follow‐up, and 2‐year follow‐up. We conducted multiple linear regression analyses and mediation analyses to examine whether baseline social anxiety was associated with 2‐year suicidal ideation and depressive symptoms (excluding suicide‐related items), and whether these associations were mediated by 1‐year depressive symptoms. The study was preregistered on the Open Science Framework.Results from multiple linear regression analyses indicated that baseline social anxiety symptoms were associated with 2‐year suicidal ideation (β = 0.07, p < 0.05, 95% CI [0.02, 0.12]) and 2‐year depressive symptoms (β = 0.08, p < 0.05, 95% CI [0.02, 0.13]), after controlling for baseline predicted variable. Furthermore, 1‐year depressive symptoms significantly mediated the relationship between baseline social anxiety symptoms and 2‐year suicidal ideation (β = 0.04, 95% CI [0.02, 0.05]), and the relationship between baseline social anxiety symptoms and 2‐year depressive symptoms (β = 0.06, 95% CI [0.03, 0.08]) after adjusting for age, sex, and other covariates.We found evidence that baseline social anxiety symptoms were associated with 2‐year suicidal ideation and 2‐year depressive symptoms via 1‐year depressive symptoms in non‐clinical adolescents. These results may have important implications for targeted psychological interventions.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"101 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362751","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号