Gabrielle E. Reimann, Benjamin B. Lahey, Hee Jung Jeong, E. Leighton Durham, Camille Archer, Carlos Cardenas-Iniguez, Marc G. Berman, Tyler M. Moore, Brooks Applegate, Antonia N. Kaczkurkin
Background
Studies suggest that prosocial behavior, having high empathy and engaging in behaviors intended to benefit others, may predict mental health or vice versa; however, these findings have been mixed. The purpose of the current study was to examine the bidirectional relationships between prosocial behavior and dimensions of psychopathology in children.
Methods
The relationships between prosocial behavior and four dimensions of psychopathology (general psychopathology, internalizing symptoms, conduct problems, and attention-deficit/hyperactivity disorder symptoms) were examined longitudinally in children 9–12 years of age from the Adolescent Brain Cognitive Development Study (N = 9122). We used a random intercept cross-lagged panel model to distinguish between stable, trait-like (between-person) and time-dependent (within-person) fluctuations across a 24-month period.
Results
Between-person results revealed that prosocial behavior was negatively associated with general psychopathology and conduct problems while being positively associated with internalizing symptoms. Within-person results demonstrated that, out of four possible directional paths tested, one was significant. This path showed that greater general psychopathology and conduct problems at the first-year follow-up predicted fewer prosocial behaviors at the second-year follow-up, although the effect size was small. In contrast, prosocial behavior did not predict psychopathology dimensions for any year.
Conclusions
The results of this study suggest that prosocial behaviors have stable associations with psychopathology across preadolescence; however, evidence of a directional association in which psychopathology predicts fewer prosocial behaviors in the future was only modest.
{"title":"Longitudinal associations between youth prosocial behavior and dimensions of psychopathology","authors":"Gabrielle E. Reimann, Benjamin B. Lahey, Hee Jung Jeong, E. Leighton Durham, Camille Archer, Carlos Cardenas-Iniguez, Marc G. Berman, Tyler M. Moore, Brooks Applegate, Antonia N. Kaczkurkin","doi":"10.1002/jcv2.12282","DOIUrl":"10.1002/jcv2.12282","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Studies suggest that prosocial behavior, having high empathy and engaging in behaviors intended to benefit others, may predict mental health or vice versa; however, these findings have been mixed. The purpose of the current study was to examine the bidirectional relationships between prosocial behavior and dimensions of psychopathology in children.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The relationships between prosocial behavior and four dimensions of psychopathology (general psychopathology, internalizing symptoms, conduct problems, and attention-deficit/hyperactivity disorder symptoms) were examined longitudinally in children 9–12 years of age from the Adolescent Brain Cognitive Development Study (<i>N</i> = 9122). We used a random intercept cross-lagged panel model to distinguish between stable, trait-like (between-person) and time-dependent (within-person) fluctuations across a 24-month period.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Between-person results revealed that prosocial behavior was negatively associated with general psychopathology and conduct problems while being positively associated with internalizing symptoms. Within-person results demonstrated that, out of four possible directional paths tested, one was significant. This path showed that greater general psychopathology and conduct problems at the first-year follow-up predicted fewer prosocial behaviors at the second-year follow-up, although the effect size was small. In contrast, prosocial behavior did not predict psychopathology dimensions for any year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The results of this study suggest that prosocial behaviors have stable associations with psychopathology across preadolescence; however, evidence of a directional association in which psychopathology predicts fewer prosocial behaviors in the future was only modest.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264691","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}
Jessica R. Lunsford-Avery, J. Lynn Davis, Michael T. Willoughby
Despite success of pharmacologic and psychosocial treatments, attention-deficit/hyperactivity disorder (ADHD) frequently results in significant personal impairment and socioeconomic burden. A challenge for the development of effective treatments targeting functional deficits in ADHD is the substantial heterogeneity in clinical features such as comorbidity, executive dysfunction, and cognitive disengagement. In this editorial perspective, we consider circadian dysfunction as a potentially critical mechanism underlying clinical heterogeneity and discuss current barriers to identifying and treating circadian dysfunction in pediatric ADHD. Recent advances in wearable sensors may offer new opportunities to elucidate the underlying role of circadian dysfunction in ADHD heterogeneity and support the development of personalized sleep treatments with the power to improve long-term educational, interpersonal, and occupational outcomes for children with ADHD.
{"title":"Circadian rhythm dysfunction and clinical heterogeneity in pediatric ADHD: A critical need for innovation in assessment and treatment","authors":"Jessica R. Lunsford-Avery, J. Lynn Davis, Michael T. Willoughby","doi":"10.1002/jcv2.12281","DOIUrl":"10.1002/jcv2.12281","url":null,"abstract":"<p>Despite success of pharmacologic and psychosocial treatments, attention-deficit/hyperactivity disorder (ADHD) frequently results in significant personal impairment and socioeconomic burden. A challenge for the development of effective treatments targeting functional deficits in ADHD is the substantial heterogeneity in clinical features such as comorbidity, executive dysfunction, and cognitive disengagement. In this editorial perspective, we consider circadian dysfunction as a potentially critical mechanism underlying clinical heterogeneity and discuss current barriers to identifying and treating circadian dysfunction in pediatric ADHD. Recent advances in wearable sensors may offer new opportunities to elucidate the underlying role of circadian dysfunction in ADHD heterogeneity and support the development of personalized sleep treatments with the power to improve long-term educational, interpersonal, and occupational outcomes for children with ADHD.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571275","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}
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":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>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>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>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>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":3.1,"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}
Alaina M. Di Dio, Elizabeth A. Shewark, Daniel Thaler, S. Alexandra Burt
Background
Lower parental nurturance is consistently associated with higher levels of youth antisocial behavior (ASB), but the etiology of this association remains unclear. To fill this gap, we employed a twin differences approach to illuminate the environmental and genetic origins of the association between parental nurturance and children's ASB.
Methods
Participants were 2060 twins (49% female) ages 6–10 from the Michigan State University Twin Registry. Parental nurturance and youth ASB were assessed using multiple measures (e.g., questionnaires, interviews) and informant reports (e.g., twins, parents, teachers). Co-twin difference-score correlations were analyzed separately by zygosity using specification curve analysis, an exhaustive modeling approach that examined associations across all possible specifications of the nurturance and ASB data.
Results
Parental nurturance demonstrated clear, negatively signed associations with youth ASB at the individual level. However, these associations generally did not persist within twin pairs. We observed no significant twin difference correlations within monozygotic (MZ) pairs and only a handful of significant twin difference correlations among dizygotic (DZ) pairs, in which the DZ co-twin who experienced more nurturance exhibited less ASB. Post-hoc analyses in these data revealed that these associations differed markedly from those with harsh parenting that suggested environmental influences on youth ASB.
Conclusions
These results strongly argue against a causal influence of low parental nurturance on youth ASB, and instead suggest that genetic influences and shared environmental confounds underlie their association. Further, findings strongly suggest that different parenting behaviors are associated with child ASB via different etiologic mechanisms.
{"title":"The etiology of the association between parental nurturance and youth antisocial behavior: Evidence from a twin differences study","authors":"Alaina M. Di Dio, Elizabeth A. Shewark, Daniel Thaler, S. Alexandra Burt","doi":"10.1002/jcv2.12269","DOIUrl":"10.1002/jcv2.12269","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Lower parental nurturance is consistently associated with higher levels of youth antisocial behavior (ASB), but the etiology of this association remains unclear. To fill this gap, we employed a twin differences approach to illuminate the environmental and genetic origins of the association between parental nurturance and children's ASB.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were 2060 twins (49% female) ages 6–10 from the Michigan State University Twin Registry. Parental nurturance and youth ASB were assessed using multiple measures (e.g., questionnaires, interviews) and informant reports (e.g., twins, parents, teachers). Co-twin difference-score correlations were analyzed separately by zygosity using specification curve analysis, an exhaustive modeling approach that examined associations across all possible specifications of the nurturance and ASB data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parental nurturance demonstrated clear, negatively signed associations with youth ASB at the individual level. However, these associations generally did not persist within twin pairs. We observed no significant twin difference correlations within monozygotic (MZ) pairs and only a handful of significant twin difference correlations among dizygotic (DZ) pairs, in which the DZ co-twin who experienced more nurturance exhibited less ASB. Post-hoc analyses in these data revealed that these associations differed markedly from those with harsh parenting that suggested environmental influences on youth ASB.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These results strongly argue against a causal influence of low parental nurturance on youth ASB, and instead suggest that genetic influences and shared environmental confounds underlie their association. Further, findings strongly suggest that different parenting behaviors are associated with child ASB via different etiologic mechanisms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264454","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}
Emotion regulation (ER) difficulties and differences in autism are well documented in both research and clinical literature, negatively impacting well-being for autistic young people. Emotion dysregulation can significantly decrease access to opportunities to learn life skills and increase the risk of mental health problems in adulthood. This situation intensifies with more extreme demand avoidant presentations. Efforts to increase understanding in this area have therefore been the subject of much attention with conceptual models created to explore possible underlying mechanisms and guide interventions. This clinical review explores the ER literature and conceptual models in autism and offers a formulation—Neural Preferencing Locus of Control (NP-LOC). NP-LOC aims to build on existing theory, research and conceptual models by offering different perspectives in ER through a cognitive, developmental formulation related to the core features of autism—in particular, the impact of a strong need to follow preferred agendas and routines, differences in social understanding related to daily demands, and difficulties accessing social support systems—and how these factors relate to perceived safety and control needed for daily functioning. The role of social understanding as a mediating factor in ER and the implications for intervention in autism are discussed, especially for demand avoidant presentations.
情绪调节（ER）的困难和差异在研究和临床文献中都有很好的记录，对自闭症年轻人的健康产生负面影响。情绪失调会大大减少学习生活技能的机会，并增加成年后出现精神健康问题的风险。这种情况随着更极端的需求回避型陈述而加剧。因此，增加对这一领域的了解的努力受到了广泛关注，并创建了概念模型，以探索可能的潜在机制并指导干预措施。这篇临床综述探讨了自闭症的内质网文献和概念模型，并提出了一个公式——神经偏好控制点（neural preference Locus of Control, NP-LOC）。NP-LOC的目标是在现有理论、研究和概念模型的基础上，通过与自闭症的核心特征相关的认知、发展公式，提供不同的观点，特别是对遵循首选议程和惯例的强烈需求的影响，与日常需求相关的社会理解差异，以及获得社会支持系统的困难，以及这些因素如何与日常功能所需的感知安全和控制相关。本文讨论了社会理解在ER中的中介作用及其对自闭症干预的影响，特别是对需求回避型表现的影响。
{"title":"Emotion regulation difficulties and differences in autism including demand-avoidant presentations—A clinical review of research and models, and a proposed conceptual formulation: Neural-preferencing locus of control (NP-LOC)","authors":"Nicky Greaves","doi":"10.1002/jcv2.12270","DOIUrl":"10.1002/jcv2.12270","url":null,"abstract":"<p>Emotion regulation (ER) difficulties and differences in autism are well documented in both research and clinical literature, negatively impacting well-being for autistic young people. Emotion dysregulation can significantly decrease access to opportunities to learn life skills and increase the risk of mental health problems in adulthood. This situation intensifies with more extreme demand avoidant presentations. Efforts to increase understanding in this area have therefore been the subject of much attention with conceptual models created to explore possible underlying mechanisms and guide interventions. This clinical review explores the ER literature and conceptual models in autism and offers a formulation—Neural Preferencing Locus of Control (NP-LOC). NP-LOC aims to build on existing theory, research and conceptual models by offering different perspectives in ER through a cognitive, developmental formulation related to the core features of autism—in particular, the impact of a strong need to follow preferred agendas and routines, differences in social understanding related to daily demands, and difficulties accessing social support systems—and how these factors relate to perceived safety and control needed for daily functioning. The role of social understanding as a mediating factor in ER and the implications for intervention in autism are discussed, especially for demand avoidant presentations.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264441","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}
Tessa Reardon, Obioha C. Ukoumunne, Susan Ball, Paul Brown, Tamsin Ford, Alastair Gray, Claire Hill, Bec Jasper, Michael Larkin, Ian Macdonald, Fran Morgan, Michelle Sancho, Falko F. Sniehotta, Susan H. Spence, Jason Stainer, Paul Stallard, Mara Violato, iCATS Team, Cathy Creswell
Background
Difficulties identifying anxiety disorders in primary-school aged children present significant barriers to timely access to support and intervention. This study aimed to develop a brief assessment tool that can identify children with anxiety disorders in community settings, with a high level of sensitivity and specificity.
Methods
Children (aged 8–11 years), and their parents/carers and teachers from 19 primary/junior schools in England each completed a pool of questionnaire items that assessed child anxiety symptoms and associated impact. Diagnostic assessments (Anxiety Disorder Interview Schedule for Children: Child and Parent interviews) were administered by independent assessors to determine the presence/absence of anxiety disorders in children. We created alternative candidate brief child-, parent-, teacher-report questionnaires consisting of the ‘best’ items selected from the wider pool of completed items. We used exploratory factor analysis to reduce the item pool, and multivariable backward elimination logistic regression to identify items that were the strongest predictors of the presence/absence of an anxiety disorder.
Results
Parents/carers of 646 children provided consent; child/parent/teacher-report questionnaires were collected for 582/646/565 children respectively; and diagnostic outcome data were collected for 463 children. None of the brief child- nor teacher-report questionnaires achieved acceptable sensitivity/specificity (<75%). Parent-report questionnaires including between 2 and 9 items that assess anxiety symptoms and/or associated impact achieved acceptable sensitivity and specificity (≥75%).
Conclusions
The two-item parent-report measure that assesses distress and impairment associated with anxiety brings the advantage of brevity and has the potential to be used in community settings to improve identification of children with anxiety disorders.
{"title":"Development of a brief assessment tool to identify children with probable anxiety disorders","authors":"Tessa Reardon, Obioha C. Ukoumunne, Susan Ball, Paul Brown, Tamsin Ford, Alastair Gray, Claire Hill, Bec Jasper, Michael Larkin, Ian Macdonald, Fran Morgan, Michelle Sancho, Falko F. Sniehotta, Susan H. Spence, Jason Stainer, Paul Stallard, Mara Violato, iCATS Team, Cathy Creswell","doi":"10.1002/jcv2.12265","DOIUrl":"10.1002/jcv2.12265","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Difficulties identifying anxiety disorders in primary-school aged children present significant barriers to timely access to support and intervention. This study aimed to develop a brief assessment tool that can identify children with anxiety disorders in community settings, with a high level of sensitivity and specificity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Children (aged 8–11 years), and their parents/carers and teachers from 19 primary/junior schools in England each completed a pool of questionnaire items that assessed child anxiety symptoms and associated impact. Diagnostic assessments (Anxiety Disorder Interview Schedule for Children: Child and Parent interviews) were administered by independent assessors to determine the presence/absence of anxiety disorders in children. We created alternative candidate brief child-, parent-, teacher-report questionnaires consisting of the ‘best’ items selected from the wider pool of completed items. We used exploratory factor analysis to reduce the item pool, and multivariable backward elimination logistic regression to identify items that were the strongest predictors of the presence/absence of an anxiety disorder.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Parents/carers of 646 children provided consent; child/parent/teacher-report questionnaires were collected for 582/646/565 children respectively; and diagnostic outcome data were collected for 463 children. None of the brief child- nor teacher-report questionnaires achieved acceptable sensitivity/specificity (<75%). Parent-report questionnaires including between 2 and 9 items that assess anxiety symptoms and/or associated impact achieved acceptable sensitivity and specificity (≥75%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The two-item parent-report measure that assesses distress and impairment associated with anxiety brings the advantage of brevity and has the potential to be used in community settings to improve identification of children with anxiety disorders.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264685","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}
Vassilis Sideropoulos, Olympia Palikara, Elizabeth Burchell, Maria Ashworth, Jo Van Herwegen
Transition from primary to secondary school is an educational milestone that coincides with other key developmental changes associated with the onset of adolescence. Although previous studies have examined the impact of school transition on autistic students, no studies thus far have examined whether the impacts experienced are similar across different neurodivergent populations. In this paper, we examined how the transition to secondary school affects anxiety experienced by autistic children, children with Down syndrome (DS) and Williams syndrome (WS). Sixty-one parents completed an online survey at two time-points, answering questions about their neurodivergent child's anxiety, adjustment, well-being, skills, and experiences of the transition to secondary school. The children themselves completed a short interview, which included completing a set of standardised measures with a researcher. Both neurodivergent children and parents expressed concerns about bullying and adjustment to new environments during transition from primary to secondary school. Although wide variability was found in our sample, no significant differences were revealed in the overall levels of parent-reported anxiety pre- and post-transition. However, different factors predicted anxiety during pre- and post-school transition. The impact of these findings for theory and practice are discussed.
{"title":"Anxiety during transition from primary to secondary schools in neurodivergent children","authors":"Vassilis Sideropoulos, Olympia Palikara, Elizabeth Burchell, Maria Ashworth, Jo Van Herwegen","doi":"10.1002/jcv2.12262","DOIUrl":"10.1002/jcv2.12262","url":null,"abstract":"<p>Transition from primary to secondary school is an educational milestone that coincides with other key developmental changes associated with the onset of adolescence. Although previous studies have examined the impact of school transition on autistic students, no studies thus far have examined whether the impacts experienced are similar across different neurodivergent populations. In this paper, we examined how the transition to secondary school affects anxiety experienced by autistic children, children with Down syndrome (DS) and Williams syndrome (WS). Sixty-one parents completed an online survey at two time-points, answering questions about their neurodivergent child's anxiety, adjustment, well-being, skills, and experiences of the transition to secondary school. The children themselves completed a short interview, which included completing a set of standardised measures with a researcher. Both neurodivergent children and parents expressed concerns about bullying and adjustment to new environments during transition from primary to secondary school. Although wide variability was found in our sample, no significant differences were revealed in the overall levels of parent-reported anxiety pre- and post-transition. However, different factors predicted anxiety during pre- and post-school transition. The impact of these findings for theory and practice are discussed.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264583","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}
Tasha Cullingham, Una Rennard, Cathy Creswell, Damian Milton, Karen Leneh Buckle, Lucie Godber, Kate Gordon, Michael Larkin, Jonathan Green
Background
Mental health difficulties are common for autistic people; however, almost no interventions have been co-designed with the autistic community. Co-design has the potential to add important insights from lived experience into intervention design, but there are currently limited examples of how rigorously to undertake this practice. This paper details a worked model of co-design and its process, focussed on adapting an evidenced parent-led intervention for non-autistic child anxiety (HYC), to meet the needs of young autistic children. The aim is to provide an example of co-design, integrating autistic, parental, academic, clinical, experience and expertise.
Methods
Using prior literature and theory, including Experience-Based Co-Design, we developed an iterative and collaborative process between the research team and an expert reference group (ERG). The research team comprised autistic and non-autistic members. The ERG included parents (autistic and non-autistic) of autistic children with anxiety problems, autistic adults with experience of anxiety problems, and clinicians with experience supporting autistic children with anxiety problems. The ERG and research team reviewed information from qualitative research interviews with autistic children with anxiety problems and their parents along with information from clinical experience and the academic literature to reach consensus on the adapted intervention design.
Results
The creation of a truly co-designed intervention that includes a neurodiversity-affirmative perspective, alongside CBT techniques. With anxiety problems experienced by autistic children being framed by combining the impacts of being neurodivergent in a neurotypical world, developmental science and well known cognitive behavioural models of child-anxiety.
Conclusion
Co-design can help to integrate multiple perspectives and result in the creation of interventions that are potentially relevant and acceptable to autistic people, their family members, and clinicians.
{"title":"The process of co-design for a new anxiety intervention for autistic children","authors":"Tasha Cullingham, Una Rennard, Cathy Creswell, Damian Milton, Karen Leneh Buckle, Lucie Godber, Kate Gordon, Michael Larkin, Jonathan Green","doi":"10.1002/jcv2.12255","DOIUrl":"10.1002/jcv2.12255","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Mental health difficulties are common for autistic people; however, almost no interventions have been co-designed with the autistic community. Co-design has the potential to add important insights from lived experience into intervention design, but there are currently limited examples of how rigorously to undertake this practice. This paper details a worked model of co-design and its process, focussed on adapting an evidenced parent-led intervention for non-autistic child anxiety (HYC), to meet the needs of young autistic children. The aim is to provide an example of co-design, integrating autistic, parental, academic, clinical, experience and expertise.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using prior literature and theory, including Experience-Based Co-Design, we developed an iterative and collaborative process between the research team and an expert reference group (ERG). The research team comprised autistic and non-autistic members. The ERG included parents (autistic and non-autistic) of autistic children with anxiety problems, autistic adults with experience of anxiety problems, and clinicians with experience supporting autistic children with anxiety problems. The ERG and research team reviewed information from qualitative research interviews with autistic children with anxiety problems and their parents along with information from clinical experience and the academic literature to reach consensus on the adapted intervention design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The creation of a truly co-designed intervention that includes a neurodiversity-affirmative perspective, alongside CBT techniques. With anxiety problems experienced by autistic children being framed by combining the impacts of being neurodivergent in a neurotypical world, developmental science and well known cognitive behavioural models of child-anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Co-design can help to integrate multiple perspectives and result in the creation of interventions that are potentially relevant and acceptable to autistic people, their family members, and clinicians.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264709","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}
Alex Morey, Victoria Samuel, Matthew Lewis, Marc Williams
Background
Acceptance and Commitment Therapy (ACT) is a transdiagnostic approach which aims to increase psychological flexibility. Higher psychological flexibility has been associated with reduced psychological distress, mental health symptoms and improvements in well-being and functioning. Reviews of ACT for children and young people (CYP) indicate it shows potential as an effective treatment for a range of difficulties, however a comprehensive measure of psychological flexibility processes does not exist for CYP. Following revision of the adult Comprehensive assessment of Acceptance and Commitment Therapy Processes (CompACT), through cognitive interviewing with adolescents and consultation with ACT experts, the present study aimed to assess the factor structure and validity of the revised youth measure (the CompACT-Y).
Method
The CompACT-Y measure was administered alongside measures of ACT processes, mental health and well-being to 334 young people across six UK schools, to assess for convergent and concurrent validity.
Results
Exploratory factor analysis indicated a 19-item three-factor structure was the most stable, with all items loading above 0.50. The CompACT-Y correlated with measures of psychological flexibility (r = -0.64 – 0.66), mental health (r = −0.58 – −0.66), well-being (r = 0.57–0.65) and behaviour (r = −0.63) as expected, indicating acceptable convergent and concurrent validity.
Conclusions
The CompACT-Y appears to be a valid and reliable measure of psychological flexibility in young people. Further research is needed to replicate the findings and confirm factor structure, validity and reliability, particularly in younger adolescents and those from diverse backgrounds. The CompACT-Y offers a promising tool to improve the methodological rigour of ACT studies in young people, and has implications for the use of ACT in clinical practice.
{"title":"Validation of the comprehensive assessment of acceptance and commitment therapy processes for youth: The CompACT-Y","authors":"Alex Morey, Victoria Samuel, Matthew Lewis, Marc Williams","doi":"10.1002/jcv2.12271","DOIUrl":"10.1002/jcv2.12271","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Acceptance and Commitment Therapy (ACT) is a transdiagnostic approach which aims to increase psychological flexibility. Higher psychological flexibility has been associated with reduced psychological distress, mental health symptoms and improvements in well-being and functioning. Reviews of ACT for children and young people (CYP) indicate it shows potential as an effective treatment for a range of difficulties, however a comprehensive measure of psychological flexibility processes does not exist for CYP. Following revision of the adult Comprehensive assessment of Acceptance and Commitment Therapy Processes (CompACT), through cognitive interviewing with adolescents and consultation with ACT experts, the present study aimed to assess the factor structure and validity of the revised youth measure (the CompACT-Y).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>The CompACT-Y measure was administered alongside measures of ACT processes, mental health and well-being to 334 young people across six UK schools, to assess for convergent and concurrent validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Exploratory factor analysis indicated a 19-item three-factor structure was the most stable, with all items loading above 0.50. The CompACT-Y correlated with measures of psychological flexibility (<i>r</i> = -0.64 – 0.66), mental health (<i>r</i> = −0.58 – −0.66), well-being (<i>r</i> = 0.57–0.65) and behaviour (<i>r</i> = −0.63) as expected, indicating acceptable convergent and concurrent validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The CompACT-Y appears to be a valid and reliable measure of psychological flexibility in young people. Further research is needed to replicate the findings and confirm factor structure, validity and reliability, particularly in younger adolescents and those from diverse backgrounds. The CompACT-Y offers a promising tool to improve the methodological rigour of ACT studies in young people, and has implications for the use of ACT in clinical practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12271","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264639","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}
Jessica J. Todorov, Gregor Kohls, Ruth Pauli, Jack Rogers, Anka Bernhard, Katharina Ackermann, Nora M. Raschle, Jules R. Dugre, Aranzazu Fernandez-Rivas, Miguel Angel Gonzalez-Torres, Amaia Hervas, Areti Smaragdi, Karen Gonzalez, Ágnes Vetró, Dimitris Dikeos, Arne Popma, Christina Stadler, Kerstin Konrad, Christine M. Freitag, Graeme Fairchild, Rory T. Devine, Stephane A. De Brito
Background
Youth with conduct disorder (CD) and high callous-unemotional (CU) traits are not a homogenous group and can be disaggregated into primary and secondary subgroups. However, there are inconsistencies in defining primary and secondary subgroups, with some studies using anxiety, others using maltreatment and still others using both features to identify subgroups. There is a paucity of work comparing primary and secondary subgroups with typically developing (TD) youth on experiences of maltreatment and parenting as well as a lack of studies investigating sex differences.
Methods
In a large sample of TD youth (n = 946, 66% female) and youth with CD (n = 885, 60% female), we used latent profile analysis in youth with CD aged between 9 and 18 years to address four aims: (i) to demonstrate how primary and secondary subgroup membership differs when anxiety, maltreatment, or both are used as continuous indicators, (ii) to compare primary and secondary subgroups with TD youth on abuse and neglect measures, and (iii) to compare primary and secondary subgroups with TD youth on parenting experiences, and (iv) to examine whether the results were consistent across sexes.
Results
Anxiety without maltreatment yielded the best fitting and most theoretically interpretable classification of primary and secondary subgroups across both sexes (Bayesian information criterion = 17832.33, Entropy = 0.75, Lo-Mendell-Rubin: p < 0.01). Compared with TD youth, youth with primary and secondary CU traits experienced greater levels of abuse and neglect (p < 0.001, η2p = 0.04−0.16) and maladaptive parenting practices (p < 0.001, η2p = 0.04−0.13). Youth with primary and secondary CU traits were equally high on levels of abuse, neglect, and maladaptive parenting (all p values >0.05).
Conclusions
We provide evidence that anxiety and maltreatment cannot be used interchangeably to identify youth with primary versus secondary CU traits. Anxiey yielded the best fitting and most theoretically interpretable classifications across both sexes. Our results signify the need for researchers and clinicians to adopt a unified approach to defining primary and secondary subgroups of CU traits using anxiety in both sexes.
{"title":"Maltreatment and parenting in youth with primary and secondary callous-unemotional traits: Anxiety matters","authors":"Jessica J. Todorov, Gregor Kohls, Ruth Pauli, Jack Rogers, Anka Bernhard, Katharina Ackermann, Nora M. Raschle, Jules R. Dugre, Aranzazu Fernandez-Rivas, Miguel Angel Gonzalez-Torres, Amaia Hervas, Areti Smaragdi, Karen Gonzalez, Ágnes Vetró, Dimitris Dikeos, Arne Popma, Christina Stadler, Kerstin Konrad, Christine M. Freitag, Graeme Fairchild, Rory T. Devine, Stephane A. De Brito","doi":"10.1002/jcv2.12266","DOIUrl":"10.1002/jcv2.12266","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Youth with conduct disorder (CD) and high callous-unemotional (CU) traits are not a homogenous group and can be disaggregated into primary and secondary subgroups. However, there are inconsistencies in defining primary and secondary subgroups, with some studies using anxiety, others using maltreatment and still others using both features to identify subgroups. There is a paucity of work comparing primary and secondary subgroups with typically developing (TD) youth on experiences of maltreatment and parenting as well as a lack of studies investigating sex differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a large sample of TD youth (<i>n</i> = 946, 66% female) and youth with CD (<i>n</i> = 885, 60% female), we used latent profile analysis in youth with CD aged between 9 and 18 years to address four aims: (i) to demonstrate how primary and secondary subgroup membership differs when anxiety, maltreatment, or both are used as continuous indicators, (ii) to compare primary and secondary subgroups with TD youth on abuse and neglect measures, and (iii) to compare primary and secondary subgroups with TD youth on parenting experiences, and (iv) to examine whether the results were consistent across sexes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Anxiety without maltreatment yielded the best fitting and most theoretically interpretable classification of primary and secondary subgroups across both sexes (Bayesian information criterion = 17832.33, Entropy = 0.75, Lo-Mendell-Rubin: <i>p</i> < 0.01). Compared with TD youth, youth with primary and secondary CU traits experienced greater levels of abuse and neglect (<i>p</i> < 0.001, <i>η</i><sup>2</sup><sub><i>p</i></sub> = 0.04−0.16) and maladaptive parenting practices (<i>p</i> < 0.001, <i>η</i><sup>2</sup><sub><i>p</i></sub> = 0.04−0.13). Youth with primary and secondary CU traits were equally high on levels of abuse, neglect, and maladaptive parenting (all <i>p</i> values >0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We provide evidence that anxiety and maltreatment cannot be used interchangeably to identify youth with primary versus secondary CU traits. Anxiey yielded the best fitting and most theoretically interpretable classifications across both sexes. Our results signify the need for researchers and clinicians to adopt a unified approach to defining primary and secondary subgroups of CU traits using anxiety in both sexes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 2","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144264694","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}
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