Psychology › Clinical Psychology

Child and Adolescent Psychosocial and Emotional Development

Works Count: 167419

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This cluster of papers explores the intricate relationship between emotion regulation, psychopathology, and developmental trajectories in children and adolescents. It delves into the impact of various factors such as parenting, anxiety disorders, depression, and behavioral problems on the mental health and well-being of young individuals.

Keywords

Emotion Regulation; Psychopathology; Children; Adolescents; Developmental Trajectories; Mental Health; Parenting; Anxiety Disorders; Depression; Behavioral Problems

Handbook of emotion regulation

2014-09-22

James J. Gross

Part 1. Foundations. Gross, Thompson, Emotion Regulation: Conceptual Foundations. Part 2. Biological Bases. Quirk, Prefrontal-Amygdala Interactions in the Regulation of Fear. Davidson, Fox, Kalin, Neural Bases of Emotion Regulation in … Part 1. Foundations. Gross, Thompson, Emotion Regulation: Conceptual Foundations. Part 2. Biological Bases. Quirk, Prefrontal-Amygdala Interactions in the Regulation of Fear. Davidson, Fox, Kalin, Neural Bases of Emotion Regulation in Nonhuman Primates and Humans. Beer, Lombardo, Insights into Emotion Regulation from Neuropsychology. Ochsner, Gross, The Neural Architecture of Emotion Regulation. Hariri, Forbes, Genetics of Emotion Regulation. Part 3. Cognitive Foundations. Zelazo, Cunningham, Executive Function: Mechanisms Underlying Emotion Regulation. Peterson, Park, Explanatory Style and Emotion Regulation. Loewenstein, Affective Regulation and Affective Forecasting. McClure, Botvinick, Yeung, Greene, Cohen, Conflict Monitoring in Cognition-Emotion Competition. Part 4. Developmental Approaches. Calkins, Hill, Caregiver Influences on Emerging Emotion Regulation: Biological and Environmental Transactions in Early Development. Thompson, Meyer, Socialization of Emotion Regulation in the Family. Stegge, Terwogt, Awareness and Regulation of Emotion in Typical and Atypical Development. Eisenberg, Hofer,Vaughan, Effortful Control and its Socioemotional Consequences. Charles, Carstensen, Emotion Regulation and Aging. Part 5. Personality Processes and Individual Differences. Rothbart, Sheese, Temperament and Emotion Regulation. John, Gross, Individual Differences in Emotion Regulation. Westen, Blagov, A Clinical-empirical Model of Emotion Regulation: From Defense and Motivated Reasoning to Emotional Constraint Satisfaction. Wranik, Barrett, Salovey, Intelligent Emotion Regulation: Is Knowledge Power? Baumeister, Zell, Tice, How Emotions Facilitate and Impair Self-Regulation. Part 6. Social Approaches. Bargh, Williams,The Nonconscious Regulation of Emotion. Shaver, Mikulincer, Adult Attachment Strategies and the Regulation of Emotion. Rime, Interpersonal Emotion Regulation. Mesquita, Albert, The Cultural Regulation of Emotions. Watts, Emotion Regulation and Religion. Part 7. Clinical Applications. Mullin, Hinshaw, Emotion Regulation and Externalizing Disorders in Children and Adolescents. Campbell-Sills, Barlow, Incorporating Emotion Regulation into Conceptualizations and Treatments of Anxiety and Mood Disorders. Sher, Grekin, Alcohol and Affect Regulation. Linehan, Bohus, Lynch, Dialectical Behavior Therapy for Pervasive Emotion Dysregulation: Theoretical and Practical Underpinnings. Sapolsky, Stress, Stress-related Disease, and Emotional Regulation. Appendix.

Depression: Causes and treatment

1973-03-01

Aaron T. Beck , Brad A. Alford

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Depression. Clinical, Experimental, and Theoretical Aspects.

1968-02-01

Aaron T. Beck

Handbook of Emotion Regulation

2007-10-16

Kelly G. Lambert

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue JAMA HomeNew OnlineCurrent IssueFor … Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue JAMA HomeNew OnlineCurrent IssueFor Authors Publications JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry (1919-1959) Podcasts Clinical Reviews Editors' Summary Medical News Author Interviews More JN Learning / CMESubscribeJobsInstitutions / LibrariansReprints & Permissions Terms of Use | Privacy Policy | Accessibility Statement 2023 American Medical Association. All Rights Reserved Search All JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Forum Archive JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry Input Search Term Sign In Individual Sign In Sign inCreate an Account Access through your institution Sign In Purchase Options: Buy this article Rent this article Subscribe to the JAMA journal

A Parental Bonding Instrument

1979-03-01

Gordon Parker , Hilary Tupling , L. B. Brown

EMOTION REGULATION: A THEME IN SEARCH OF DEFINITION

1994-02-01

Ross A. Thompson

Contemporary interest in emotion regulation promises to advance important new views of emotional development as well as offering applications to developmental psychopathology, but these potential contributions are contingent on developmentalists' … Contemporary interest in emotion regulation promises to advance important new views of emotional development as well as offering applications to developmental psychopathology, but these potential contributions are contingent on developmentalists' attention to some basic definitional issues. This essay offers a perspective on these issues by considering how emotion regulation should be defined, the various components of the management of emotion, how emotion regulation strategies fit into the dynamics of social interaction, and how individual differences in emotion regulation should be conceptualized and measured. In the end, it seems clear that emotion regulation is a conceptual rubric for a remarkable range of developmental processes, each of which may have its own catalysts and control processes. Likewise, individual differences in emotion regulation skills likely have multifaceted origins and are also related in complex ways to the person's emotional goals and the immediate demands of the situation. Assessment approaches that focus on the dynamics of emotion are well suited to elucidating these complex developmental and individual differences. In sum, a challenging research agenda awaits those who enter this promising field of study.

Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.

1987-01-01

Thomas M. Achenbach , Stephanie H. McConaughy , Catherine T. Howell

Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 … Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans

Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data

1997-07-01

Joan Kaufman , Boris Birmaher , David A. Brent +5 more

ObJective: To describe the psychometric properties of the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version (K-SADS-PL) interview, which surveys additional disorders not assessed in prior … ObJective: To describe the psychometric properties of the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime version (K-SADS-PL) interview, which surveys additional disorders not assessed in prior K-SADS, contains improved probes and anchor points, includes diagnosis-specific impairment ratings, generates DSM-IfI-R and DSM-IV diagnoses, and divides symptoms surveyed into a screening interview and five diagnostic supplements.Method: Subjects were 55 psychiatric outpatients and 11 normal controls (aged 7 through 17 years).Both parents and children were used as informants.Concurrent validity of the screen criteria and the K-SADS-PL diagnoses was assessed against standard self-report scales.Interrater (n = 15) and test-retest (n = 20) reliability data were also collected (mean retest interval: 18 days: range: 2 to 38 days).Results: Rating scale data support the concurrent validity of screens and K-SADS-PL diagnoses.Interrater agreement in scoring screens and diagnoses was high (range: 93% to 100%).Test-retest reliability l( coefficients were in the excellent range for present and/or lifetime diagnoses of major depression, any bipolar, generalized anxiety, conduct, and oppositional defiant disorder (.77 to 1.00) and in the good range for present diagnoses of posttraumatic stress disorder and attention-deficit hyperactivity disorder (.63 to .67).Conclusion: Results suggest the K-SADS•PL generates reliable and valid child psychiatric diagnoses.J.

Frustration and aggression.

1939-01-01

John Dollard , Neal E. Miller , Leonard W. Doob +2 more

The authors postulate that aggression is always a consequence of frustration. They indicate manifestations of this sequence in almost every field of human behavior and interpret aggression as assuming many … The authors postulate that aggression is always a consequence of frustration. They indicate manifestations of this sequence in almost every field of human behavior and interpret aggression as assuming many forms and as being affected by other psychological factors.

Psychometric Properties of the Strengths and Difficulties Questionnaire

2001-11-01

Robert Goodman

Emotion Regulation: Current Status and Future Prospects

2015-01-02

James J. Gross

One of the fastest growing areas within psychology is the field of emotion regulation. However, enthusiasm for this topic continues to outstrip conceptual clarity, and there remains considerable uncertainty as … One of the fastest growing areas within psychology is the field of emotion regulation. However, enthusiasm for this topic continues to outstrip conceptual clarity, and there remains considerable uncertainty as to what is even meant by "emotion regulation." The goal of this review is to examine the current status and future prospects of this rapidly growing field. In the first section, I define emotion and emotion regulation and distinguish both from related constructs. In the second section, I use the process model of emotion regulation to selectively review evidence that different regulation strategies have different consequences. In the third section, I introduce the extended process model of emotion regulation; this model considers emotion regulation to be one type of valuation, and distinguishes three emotion regulation stages (identification, selection, implementation). In the final section, I consider five key growth points for the field of emotion regulation.

Delay of Gratification in Children

1989-05-26

Walter Mischel , Yuichi Shoda , Mónica Rodríguez

To function effectively, individuals must voluntarily postpone immediate gratification and persist in goal-directed behavior for the sake of later outcomes. The present research program analyzed the nature of this type … To function effectively, individuals must voluntarily postpone immediate gratification and persist in goal-directed behavior for the sake of later outcomes. The present research program analyzed the nature of this type of future-oriented self-control and the psychological processes that underlie it. Enduring individual differences in self-control were found as early as the preschool years. Those 4-year-old children who delayed gratification longer in certain laboratory situations developed into more cognitively and socially competent adolescents, achieving higher scholastic performance and coping better with frustration and stress. Experiments in the same research program also identified specific cognitive and attentional processes that allow effective self-regulation early in the course of development. The experimental results, in turn, specified the particular types of preschool delay situations diagnostic for predicting aspects of cognitive and social competence later in life.

The structure of coping.

1978-03-01

Leonard I. Pearlin , Carmi Schooler

Coping refers to behavior that protects peoplefrom being psychologically harmed by problematic social experience, a behavior that importantly mediates the impact that societies have on their members. The protective function … Coping refers to behavior that protects peoplefrom being psychologically harmed by problematic social experience, a behavior that importantly mediates the impact that societies have on their members. The protective function of coping behavior can be exercised in three ways: by eliminating or modifying conditions giving rise to problems; by perceptually controlling the meaning of experience in a manner that neutralizes its problematic character; and by keeping the emotional consequences of problems within manageable bounds. The efficacy of a number of concrete coping behaviors representing these threefunctions was evaluated. Results indicate that individuals' coping interventions are most effective when dealing with problems within the close interpersonal role areas of marriage and child-rearing and least effective when dealing with the more impersonal problems found in occupation. The effective coping modes are unequally distributed in society, with men, the educated, and the affluent making greater use of the efficacious mechanisms.

Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

2001-03-01

Bridget K. Hamre , Robert C. Pianta

This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range … This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher–child relationship. Follow‐up data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work‐habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult –child relationships in development, and a range of early intervention and prevention efforts.

Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale

2003-12-10

Kim L. Gratz , Lizabeth Roemer

The Influence of Parenting Style on Adolescent Competence and Substance Use

1991-02-01

Diana Baumrind

An overview of the Family Socialization and Developmental Competence longitudinal program of research (FSP) is followed by a presentation of the hypotheses and findings pertaining to family patterns as determinants … An overview of the Family Socialization and Developmental Competence longitudinal program of research (FSP) is followed by a presentation of the hypotheses and findings pertaining to family patterns as determinants of adolescent competence, and of types of adolescent substance users. Data include clusters derived from comprehensive ratings of parents and their children completed independently within- and across-time periods at ages 4, 9, and 15 years. At Time 3 (T3), the sample included 139 adolescents and their parents from a predominantly affluent, well-educated, Caucasian population. Parenting types were identified that differ on the bases of commitment and balance of demandingness and responsiveness. Authoritative parents who are highly demanding and highly responsive were remarkably successful in protecting their adolescents from problem drug use, and in generating competence. Authoritative upbringing, although sufficient, is not a necessary condition to produce competent children. Casual recreational drug use was not associated with pathological attributes, either precursive or concurrent, although nonusers showed an increment in competence from Time 2 (T2) to Time 3 (T3).

The Strengths and Difficulties Questionnaire: A Research Note

1997-07-01

Robert Goodman

A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. … A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.

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Validation and Standardization of the Generalized Anxiety Disorder Screener (GAD-7) in the General Population

2008-03-01

Bernd Löwe , Oliver Decker , Stefanie Müller +4 more

Background: The 7-item Generalized Anxiety Disorder Scale (GAD-7) is a practical self-report anxiety questionnaire that proved valid in primary care. However, the GAD-7 was not yet validated in the general … Background: The 7-item Generalized Anxiety Disorder Scale (GAD-7) is a practical self-report anxiety questionnaire that proved valid in primary care. However, the GAD-7 was not yet validated in the general population and thus far, normative data are not available. Objectives: To investigate reliability, construct validity, and factorial validity of the GAD-7 in the general population and to generate normative data. Research Design: Nationally representative face-to-face household survey conducted in Germany between May 5 and June 8, 2006. Subjects: Five thousand thirty subjects (53.6% female) with a mean age (SD) of 48.4 (18.0) years. Measures: The survey questionnaire included the GAD-7, the 2-item depression module from the Patient Health Questionnaire (PHQ-2), the Rosenberg Self-Esteem Scale, and demographic characteristics. Results: Confirmatory factor analyses substantiated the 1-dimensional structure of the GAD-7 and its factorial invariance for gender and age. Internal consistency was identical across all subgroups (α = 0.89). Intercorrelations with the PHQ-2 and the Rosenberg Self-Esteem Scale were r = 0.64 (P < 0.001) and r = −0.43 (P < 0.001), respectively. As expected, women had significantly higher mean (SD) GAD-7 anxiety scores compared with men [3.2 (3.5) vs. 2.7 (3.2); P < 0.001]. Normative data for the GAD-7 were generated for both genders and different age levels. Approximately 5% of subjects had GAD-7 scores of 10 or greater, and 1% had GAD-7 scores of 15 or greater. Conclusions: Evidence supports reliability and validity of the GAD-7 as a measure of anxiety in the general population. The normative data provided in this study can be used to compare a subject's GAD-7 score with those determined from a general population reference group.

Self-monitoring of expressive behavior.

1974-10-01

Mark Snyder

The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses

2012-07-30

Stefan G. Hofmann , Anu Asnaani , Imke J. J. Vonk +2 more

The Determinants of Parenting: A Process Model

1984-02-01

Jay Belsky

This essay is based on the assumption that a long-neglected topic of socialization, the determinants of individual differences in parental functioning, is illuminated by research on the etiology of child … This essay is based on the assumption that a long-neglected topic of socialization, the determinants of individual differences in parental functioning, is illuminated by research on the etiology of child maltreatment. Three domains of determinants are identified (personal psychological resources of parents, characteristics of the child, and contextual sources of stress and support), and a process model of competent parental functioning is offered on the basis of the analysis. The model presumes that parental functioning is multiply determined, that sources of contextual stress and support can directly affect parenting or indirectly affect parenting by first influencing individual psychological well-being, that personality influences contextual support/stress, which feeds back to shape parenting, and that, in order of importance, the personal psychological resources of the parent are more effective in buffering the parent-child relation from stress than are contextual sources of support, which are themselves more effective than characteristics of the child.This essay is based on the assumption that a long-neglected topic of socialization, the determinants of individual differences in parental functioning, is illuminated by research on the etiology of child maltreatment. 3 domains of determinants are identified: 1) Personal psychological resources of parents--the data support the contention that developmental history shapes personality and psychological well-being, which in turn influences parental functioning. In general, supportive developmental experiences give rise to a mature healthy personality that is then capable of providing sensitive parental care which fosters optimal child development. 2) Characteristics of the child--the limited evidence available may be marshaled to support the conclusion that neither temperment nor other child characteristics per se shape parenting, but rather that the "goodness-of-fit" between parent and child determines the development of parent-child relations. 3) Contextual sources of stress and support--the work on child abuse highlights 3 distinct sources of stress and support that are likely to promote or undermind parental competence: the marital relationship, social networks, and employment. The data reviewed suggest that marital relations do not so much influence parenting directly as they do indirectly--by having an impact on the general psychological well-being of individuals and only thereby the skills exercised in the parenting role. Social networks also function in this manner. They can serve to enhance self-esteem and, as a consequence, increase the patience and sensitivity that individuals exercise as parents. With respect to occupation, it is unclear at present what its relative influence will be. The more important it is in one's hierarchy of identities, the more influence it is likely to exert. That is, when work is seen as a career and achievement is an important source of motivation, "work absorption" is likely to relate to parental inadequacy. A process model of competent parental functioning is offered on the basis of these determinants.

Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention.

1992-01-01

J. David Hawkins , Richard F. Catalano , Janet Y. Miller

The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach. This approach requires the … The authors suggest that the most promising route to effective strategies for the prevention of adolescent alcohol and other drug problems is through a risk-focused approach. This approach requires the identification of risk factors for drug abuse, identification of methods by which risk factors have been effectively addressed, and application of these methods to appropriate high-risk and general population samples in controlled studies. The authors review risk and protective factors for drug abuse, assess a number of approaches for drug abuse prevention potential with high-risk groups, and make recommendations for research and practice.

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A revised version of the psychoticism scale

1985-01-01

Sybil B. G. Eysenck , H.J. Eysenck , Paul Barrett

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Mental health of young people: a global public-health challenge

2007-03-28

Vikram Patel , Alan J. Flisher , Sarah Hetrick +1 more

Measurement of social-evaluative anxiety.

1969-01-01

David Watson , Ronald Friend

Cognitive Therapy and the Emotional Disorders

1977-01-01

Beryl Jaffe

Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research.

2001-01-01

Bruce E. Compas , Jennifer K. Connor-Smith , Heidi Saltzman +2 more

Progress and issues in the study of coping with stress during childhood and adolescence are reviewed. Definitions of coping are considered, and the relationship between coping and other aspects of … Progress and issues in the study of coping with stress during childhood and adolescence are reviewed. Definitions of coping are considered, and the relationship between coping and other aspects of responses to stress (e.g., temperament and stress reactivity) is described. Questionnaire, interview, and observation measures of child and adolescent coping are evaluated with regard to reliability and validity. Studies of the association of coping with symptoms of psychopathology and social and academic competence are reviewed. Initial progress has been made in the conceptualization and measurement of coping, and substantial evidence has accumulated on the association between coping and adjustment. Problems still remain in the conceptualization and measurement of coping in young people, however, and aspects of the development and correlates of coping remain to be identified. An agenda for future research on child-adolescent coping is outlined.

Perceived locus of causality and internalization: Examining reasons for acting in two domains.

1989-01-01

Richard M. Ryan , James P. Connell

Theories of internalization typically suggest that self-perceptions of the "causes" of (i.e. reasons for) behavior are differentiated along a continuum of autonomy that contains identifiable gradations. A model of perceived … Theories of internalization typically suggest that self-perceptions of the "causes" of (i.e. reasons for) behavior are differentiated along a continuum of autonomy that contains identifiable gradations. A model of perceived locus of causality (PLOC) is developed, using children's self-reported reasons for acting. In Project 1, external, introjected, identified, and intrinsic types of reasons for achievement-related behaviors are shown to conform to a simplex-like (ordered correlation) structure in four samples. These reason categories are then related to existing measures of PLOC and to motivation. A second project examines 3 reason categories (external, introject, and identification) within the domain of prosocial behavior. Relations with measures of empathy, moral judgement and positive interpersonal relatedness are presented. Finally, the proposed model and conceptualization of PLOC are discussed with regard to intrapersonal versus interpersonal perception, internalization, cause-reason distinctions, and the significance of perceived autonomy in human behavior.

Protecting adolescents from harm. Findings from the National Longitudinal Study on Adolescent Health

1997-09-10

Michael D. Resnick , Peter Bearman , Robert W. Blum +7 more

The main threats to adolescents' health are the risk behaviors they choose. How their social context shapes their behaviors is poorly understood.To identify risk and protective factors at the family, … The main threats to adolescents' health are the risk behaviors they choose. How their social context shapes their behaviors is poorly understood.To identify risk and protective factors at the family, school, and individual levels as they relate to 4 domains of adolescent health and morbidity: emotional health, violence, substance use, and sexuality.Cross-sectional analysis of interview data from the National Longitudinal Study of Adolescent Health.A total of 12118 adolescents in grades 7 through 12 drawn from an initial national school survey of 90118 adolescents from 80 high schools plus their feeder middle schools.The interview was completed in the subject's home.Eight areas were assessed: emotional distress; suicidal thoughts and behaviors; violence; use of 3 substances (cigarettes, alcohol, marijuana); and 2 types of sexual behaviors (age of sexual debut and pregnancy history). Independent variables included measures of family context, school context, and individual characteristics.Parent-family connectedness and perceived school connectedness were protective against every health risk behavior measure except history of pregnancy. Conversely, ease of access to guns at home was associated with suicidality (grades 9-12: P<.001) and violence (grades 7-8: P<.001; grades 9-12: P<.001). Access to substances in the home was associated with use of cigarettes (P<.001), alcohol (P<.001), and marijuana (P<.001) among all students. Working 20 or more hours a week was associated with emotional distress of high school students (P<.01), cigarette use (P<.001), alcohol use (P<.001), and marijuana use (P<.001). Appearing "older than most" in class was associated with emotional distress and suicidal thoughts and behaviors among high school students (P<.001); it was also associated with substance use and an earlier age of sexual debut among both junior and senior high students. Repeating a grade in school was associated with emotional distress among students in junior high (P<.001) and high school (P<.01) and with tobacco use among junior high students (P<.001). On the other hand, parental expectations regarding school achievement were associated with lower levels of health risk behaviors; parental disapproval of early sexual debut was associated with a later age of onset of intercourse (P<.001).Family and school contexts as well as individual characteristics are associated with health and risky behaviors in adolescents. The results should assist health and social service providers, educators, and others in taking the first steps to diminish risk factors and enhance protective factors for our young people.

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Prevalence and Development of Psychiatric Disorders in Childhood and Adolescence

2003-08-01

E. Jane Costello , Sarah Mustillo , Alaattin Erkanli +2 more

This longitudinal community study assessed the prevalence and development of psychiatric disorders from age 9 through 16 years and examined homotypic and heterotypic continuity.A representative population sample of 1420 children … This longitudinal community study assessed the prevalence and development of psychiatric disorders from age 9 through 16 years and examined homotypic and heterotypic continuity.A representative population sample of 1420 children aged 9 to 13 years at intake were assessed annually for DSM-IV disorders until age 16 years.Although 3-month prevalence of any disorder averaged 13.3% (95% confidence interval [CI], 11.7%-15.0%), during the study period 36.7% of participants (31% of girls and 42% of boys) had at least 1 psychiatric disorder. Some disorders (social anxiety, panic, depression, and substance abuse) increased in prevalence, whereas others, including separation anxiety disorder and attention-deficit/hyperactivity disorder (ADHD), decreased. Lagged analyses showed that children with a history of psychiatric disorder were 3 times more likely than those with no previous disorder to have a diagnosis at any subsequent wave (odds ratio, 3.7; 95% CI, 2.9-4.9; P<.001). Risk from a previous diagnosis was high among both girls and boys, but it was significantly higher among girls. Continuity of the same disorder (homotypic) was significant for all disorders except specific phobias. Continuity from one diagnosis to another (heterotypic) was significant from depression to anxiety and anxiety to depression, from ADHD to oppositional defiant disorder, and from anxiety and conduct disorder to substance abuse. Almost all the heterotypic continuity was seen in girls.The risk of having at least 1 psychiatric disorder by age 16 years is much higher than point estimates would suggest. Concurrent comorbidity and homotypic and heterotypic continuity are more marked in girls than in boys.

Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review

2010-12-01

Amelia Gulliver , Kathleen M Griffiths , Helen Christensen

Adolescents and young adults frequently experience mental disorders, yet tend not to seek help. This systematic review aims to summarise reported barriers and facilitators of help-seeking in young people using … Adolescents and young adults frequently experience mental disorders, yet tend not to seek help. This systematic review aims to summarise reported barriers and facilitators of help-seeking in young people using both qualitative research from surveys, focus groups, and interviews and quantitative data from published surveys. It extends previous reviews through its systematic research methodology and by the inclusion of published studies describing what young people themselves perceive are the barriers and facilitators to help-seeking for common mental health problems. Twenty two published studies of perceived barriers or facilitators in adolescents or young adults were identified through searches of PubMed, PsycInfo, and the Cochrane database. A thematic analysis was undertaken on the results reported in the qualitative literature and quantitative literature. Fifteen qualitative and seven quantitative studies were identified. Young people perceived stigma and embarrassment, problems recognising symptoms (poor mental health literacy), and a preference for self-reliance as the most important barriers to help-seeking. Facilitators were comparatively under-researched. However, there was evidence that young people perceived positive past experiences, and social support and encouragement from others as aids to the help-seeking process. Strategies for improving help-seeking by adolescents and young adults should focus on improving mental health literacy, reducing stigma, and taking into account the desire of young people for self-reliance.

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Addressing Moderated Mediation Hypotheses: Theory, Methods, and Prescriptions

2007-06-29

Kristopher J. Preacher , Derek D. Rucker , Andrew F. Hayes

This article provides researchers with a guide to properly construe and conduct analyses of conditional indirect effects, commonly known as moderated mediation effects. We disentangle conflicting definitions of moderated mediation … This article provides researchers with a guide to properly construe and conduct analyses of conditional indirect effects, commonly known as moderated mediation effects. We disentangle conflicting definitions of moderated mediation and describe approaches for estimating and testing a variety of hypotheses involving conditional indirect effects. We introduce standard errors for hypothesis testing and construction of confidence intervals in large samples but advocate that researchers use bootstrapping whenever possible. We also describe methods for probing significant conditional indirect effects by employing direct extensions of the simple slopes method and Johnson-Neyman technique for probing significant interactions. Finally, we provide an SPSS macro to facilitate the implementation of the recommended asymptotic and bootstrapping methods. We illustrate the application of these methods with an example drawn from the Michigan Study of Adolescent Life Transitions, showing that the indirect effect of intrinsic student interest on mathematics performance through teacher perceptions of talent is moderated by student math self-concept.

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Social Origins of Depression: A Study of Psychiatric Disorder in Women.

1980-01-01

Phoebe Kazdin Schnitzer , George W. Brown , Tirril Harris

Testing Moderator and Mediator Effects in Counseling Psychology Research.

2004-01-01

Patricia Frazier , Andrew P. Tix , Kenneth E. Barron

The goals of this article are to (a) describe differences between moderator and mediator effects; (b) provide nontechnical descriptions of how to examine each type of effect, including study design, … The goals of this article are to (a) describe differences between moderator and mediator effects; (b) provide nontechnical descriptions of how to examine each type of effect, including study design, analysis, and interpretation of results; (c) demonstrate how to analyze each type of effect; and (d) provide suggestions for further reading. The authors focus on the use of multiple regression because it is an accessible data-analytic technique contained in major statistical packages. When appropriate, they also note limitations of using regression to detect moderator and mediator effects and describe alternative procedures, particularly structural equation modeling. Finally, to illustrate areas of confusion in counseling psychology research, they review research testing moderation and mediation that was published in the Journal of Counseling Psychology during 2001.

Emotion regulation: Affective, cognitive, and social consequences

2002-05-01

James J. Gross

One of life's great challenges is successfully regulating emotions. Do some emotion regulation strategies have more to recommend them than others? According to Gross's (1998, Review of General Psychology , … One of life's great challenges is successfully regulating emotions. Do some emotion regulation strategies have more to recommend them than others? According to Gross's (1998, Review of General Psychology , 2 , 271–299) process model of emotion regulation, strategies that act early in the emotion‐generative process should have a different profile of consequences than strategies that act later on. This review focuses on two commonly used strategies for down‐regulating emotion. The first, reappraisal, comes early in the emotion‐generative process. It consists of changing the way a situation is construed so as to decrease its emotional impact. The second, suppression, comes later in the emotion‐generative process. It consists of inhibiting the outward signs of inner feelings. Experimental and individual‐difference studies find reappraisal is often more effective than suppression. Reappraisal decreases emotion experience and behavioral expression, and has no impact on memory. By contrast, suppression decreases behavioral expression, but fails to decrease emotion experience, and actually impairs memory. Suppression also increases physiological responding for suppressors and their social partners. This review concludes with a consideration of five important directions for future research on emotion regulation processes.

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When moderation is mediated and mediation is moderated.

2005-01-01

Dominique Müller , Charles M. Judd , Vincent Yzerbyt

Procedures for examining whether treatment effects on an outcome are mediated and/or moderated have been well developed and are routinely applied. The mediation question focuses on the intervening mechanism that … Procedures for examining whether treatment effects on an outcome are mediated and/or moderated have been well developed and are routinely applied. The mediation question focuses on the intervening mechanism that produces the treatment effect. The moderation question focuses on factors that affect the magnitude of the treatment effect. It is important to note that these two processes may be combined in informative ways, such that moderation is mediated or mediation is moderated. Although some prior literature has discussed these possibilities, their exact definitions and analytic procedures have not been completely articulated. The purpose of this article is to define precisely both mediated moderation and moderated mediation and provide analytic strategies for assessing each.

The Aggression Questionnaire.

1992-01-01

Arnold H. Buss , Mark Perry

A new questionnaire on aggression was constructed. Replicated factor analyses yielded 4 scales: Physical Aggression, Verbal Aggression, Anger, and Hostility. Correlational analysis revealed that anger is the bridge between both … A new questionnaire on aggression was constructed. Replicated factor analyses yielded 4 scales: Physical Aggression, Verbal Aggression, Anger, and Hostility. Correlational analysis revealed that anger is the bridge between both physical and verbal aggression and hostility. The scales showed internal consistency and stability over time. Men scored slightly higher on Verbal Aggression and Hostility and much higher on Physical Aggression. There was no sex difference for Anger. The various scales correlated differently with various personality traits. Scale scores correlated with peer nominations of the various kinds of aggression. These findings suggest the need to assess not only overall aggression but also its individual components.

Parenting style as context: An integrative model.

1993-05-01

Nancy Darling , Laurence Steinberg

Despite broad consensus about the effects of parenting practices on child development, many questions about the construct parenting style remain unanswered. Particularly pressing issues are the variability in the effects … Despite broad consensus about the effects of parenting practices on child development, many questions about the construct parenting style remain unanswered. Particularly pressing issues are the variability in the effects of parenting style as a function of the child's cultural background, the processes through which parenting style influences the child's development, and the operationalization of parenting style. Drawing on historical review, the authors present a model that integrates two traditions in socialization research, the study of specific parenting practices and the study of global parent characteristics. They propose that parenting style is best conceptualized as a context that moderates the influence of specific parenting practices on the child. It is argued that only by maintaining the distinction between parenting style and parenting practice can researchers address questions concerning socialization processes. During the past 25 years, research based on Baumrind's conceptualization of parenting style has produced a remarkably consistent picture of the type of parenting conducive to the successful socialization of children into the dominant culture of the United States. Authoritativeness—a constellation of parent attributes that includes emotional support, high standards, appropriate autonomy granting, and clear, bidirectional communication—has been shown to help children and adolescents develop an instrumental competence characterized by the balancing of societal and individual needs and responsibilities. Among the indicators of instrumental competence are responsible independence, cooperation with adults and peers, psychosocial maturity, and academic success (for reviews, see Baumrind, 1989,199 la). This work on authoritative ness and its beneficial effects builds on half a century of research on parenting and parenting style. Yet, despite some impressive consistencies in the socialization literature, important questions remain unanswered. As researchers have expanded beyond samples of White, predominantly middle-class families, it has become increasingly clear that the influence of authoritativeness, as well as other styles of parenting, varies depending on the social milieu in which the family is embedded. For example, Baumrind (1972) reported that authoritarian parenting, which is associated with fearful, timid behavior and behavioral compliance among EuropeanAmerican children, is associated with assertiveness among African-American girls. Furthermore, recent studies in which the effects of authoritativeness have been compared across ethnic groups have consistently shown that authoritative parenting is most strongly associated with academic achievement among

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NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, Differences From Previous Versions, and Reliability of Some Common Diagnoses

2000-01-01

David Shaffer , Prudence W. Fisher , Christopher P. Lucas +2 more

ObjectiveTo describe the National Institute of Mental Health Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV) and how it differs from earlier versions of the interview. The NIMH DISC-IV … ObjectiveTo describe the National Institute of Mental Health Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV) and how it differs from earlier versions of the interview. The NIMH DISC-IV is a highly structured diagnostic interview, designed to assess more than 30 psychiatric disorders occurring in children and adolescents, and can be administered by "lay" interviewers after a minimal training period. The interview is available in both English and Spanish versions.MethodAn editorial board was established in 1992 to guide DISC development and ensure that a standard version of the instrument is maintained. Preliminary reliability and acceptability results of the NIMH DISC-IV in a clinical sample of 84 parents and 82 children (aged 9-17 years) drawn from outpatient child and adolescent psychiatric clinics at 3 sites are presented. Results of the previous version in a community sample are reviewed.ResultsDespite its greater length and complexity, the NIMH DISC-IV compares favorably with earlier versions. Alternative versions of the interview are in development (the Present State DISC, the Teacher DISC, the Quick DISC, the Voice DISC).ConclusionsThe NIMH DISC is an acceptable, inexpensive, and convenient instrument for ascertaining a comprehensive range of child and adolescent diagnoses.

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Emotional processing of fear: Exposure to corrective information.

1986-01-01

Edna B. Foa , Michael J. Kozak

In this article we propose mechanisms that govern the processing of emotional information, particularly those involved in fear reduction. Emotions are viewed as represented by information structures in memory, and … In this article we propose mechanisms that govern the processing of emotional information, particularly those involved in fear reduction. Emotions are viewed as represented by information structures in memory, and anxiety is thought to occur when an information structure that serves as program to escape or avoid danger is activated. Emotional processing is denned as the modification of memory structures that underlie emotions. It is argued that some form of exposure to feared situations is common to many psychotherapies for anxiety, and that confrontation with feared objects or situations is an effective treatment. Physiological activation and habituation within and across exposure sessions are cited as indicators of emotional processing, and variables that influence activation and habituation of fear responses are examined. These variables and the indicators are analyzed to yield an account of what information must be integrated for emotional processing of a fear structure. The elements of such a structure are viewed as cognitive representations of the stimulus characteristic of the fear situation, the individual's responses in it, and aspects of its meaning for the individual. Treatment failures are interpreted with respect to the interference of cognitive defenses, autonomic arousal, mood state, and erroneous ideation with reformation of targeted fear structures. Applications of the concepts advanced here to therapeutic practice and to the broader study of psychopathology are discussed.

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Family Therapy in Clinical Practice

1979-03-01

David Mendell

Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy.

1993-01-01

Terrie E. Moffitt

A dual taxonomy is presented to reconcile 2 incongruous facts about antisocial behavior: (a) It shows impressive continuity over age, but (b) its prevalence changes dramatically over age, increasing almost … A dual taxonomy is presented to reconcile 2 incongruous facts about antisocial behavior: (a) It shows impressive continuity over age, but (b) its prevalence changes dramatically over age, increasing almost 10-fold temporarily during adolescence. This article suggests that delinquency conceals 2 distinct categories of individuals, each with a unique natural history and etiology: A small group engages in antisocial behavior of 1 sort or another at every life stage, whereas a larger group is antisocial only during adolescence. According to the theory of life-course-persistent antisocial behavior, children's neuropsychological problems interact cumulatively with their criminogenic environments across development, culminating in a pathological personality. According to the theory of adolescence-limited antisocial behavior, a contemporary maturity gap encourages teens to mimic antisocial behavior in ways that are normative and adjustive.

Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A)

2010-10-01

Kathleen R. Merikangas , Jianping He , Marcy Burstein +6 more

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Annual Research Review: A meta‐analysis of the worldwide prevalence of mental disorders in children and adolescents

2015-02-03

Guilherme V. Polanczyk , Giovanni Abrahão Salum , Luisa Sugaya +2 more

Background The literature on the prevalence of mental disorders affecting children and adolescents has expanded significantly over the last three decades around the world. Despite the field having matured significantly, … Background The literature on the prevalence of mental disorders affecting children and adolescents has expanded significantly over the last three decades around the world. Despite the field having matured significantly, there has been no meta‐analysis to calculate a worldwide‐pooled prevalence and to empirically assess the sources of heterogeneity of estimates. Methods We conducted a systematic review of the literature searching in PubMed, Psyc INFO , and EMBASE for prevalence studies of mental disorders investigating probabilistic community samples of children and adolescents with standardized assessments methods that derive diagnoses according to the DSM or ICD . Meta‐analytical techniques were used to estimate the prevalence rates of any mental disorder and individual diagnostic groups. A meta‐regression analysis was performed to estimate the effect of population and sample characteristics, study methods, assessment procedures, and case definition in determining the heterogeneity of estimates. Results We included 41 studies conducted in 27 countries from every world region. The worldwide‐pooled prevalence of mental disorders was 13.4% ( CI 95% 11.3–15.9). The worldwide prevalence of any anxiety disorder was 6.5% ( CI 95% 4.7–9.1), any depressive disorder was 2.6% ( CI 95% 1.7–3.9), attention‐deficit hyperactivity disorder was 3.4% ( CI 95% 2.6–4.5), and any disruptive disorder was 5.7% ( CI 95% 4.0–8.1). Significant heterogeneity was detected for all pooled estimates. The multivariate metaregression analyses indicated that sample representativeness, sample frame, and diagnostic interview were significant moderators of prevalence estimates. Estimates did not vary as a function of geographic location of studies and year of data collection. The multivariate model explained 88.89% of prevalence heterogeneity, but residual heterogeneity was still significant. Additional meta‐analysis detected significant pooled difference in prevalence rates according to requirement of funcional impairment for the diagnosis of mental disorders. Conclusions Our findings suggest that mental disorders affect a significant number of children and adolescents worldwide. The pooled prevalence estimates and the identification of sources of heterogeneity have important implications to service, training, and research planning around the world.

Children’s Depression Inventory (CDI)

2011-01-01

Sam Goldstein

Cognitive Therapy in Depression

1980-01-01

Mária Kovács

Beck Depression Inventory–II

1996-01-01

Aaron T. Beck , R A Steer , Gary Brown

Universal school-based depression prevention: what makes psychologists more effective than teachers?

2025-06-26

Patrick Pössel , Hayley D. Seely , Martin Hautzinger | Current Psychology

Editorial Expression of Concern for Fries et al., Early experience in humans is associated with changes in neuropeptides critical for regulating social behavior

2025-06-26

| Proceedings of the National Academy of Sciences

Individual and School Environment Predictors of Mental Health and Wellbeing Across the Primary-to-Secondary School Transition

2025-06-25

Caitlyn Donaldson , Jemma Hawkins , Graham Moore | School Mental Health

How the body tells the story: using the nonverbal cues of trauma between mothers and toddlers to mark a change in maternal attitudes during Clinician-Assisted Videofeedback Exposure Sessions

2025-06-25

Suzi Tortora , Daniel S. Schechter | Frontiers in Psychology

Introduction This study aims to examine what a form of video-based analysis of nonverbal communication: “Dyadic Attachment-based Nonverbal Communicative Expressions (DANCE)” can reveal about change in the bodies of interpersonal … Introduction This study aims to examine what a form of video-based analysis of nonverbal communication: “Dyadic Attachment-based Nonverbal Communicative Expressions (DANCE)” can reveal about change in the bodies of interpersonal violence-exposed mothers who suffer from posttraumatic stress disorder. DANCE, developed by a dance-movement therapist (first author) was applied to video excerpts from a videofeedback, exposure- and mentalization-based, manualized intervention. This intervention, Clinician-Assisted Videofeedback Exposure Session(s) (CAVES),” developed by a child and adolescent psychiatrist (second author), involves the filming of mother-infant interactions. It has empirically shown a change in these mothers’ perception of their young children, as expressed verbally, but has not yet been examined for accompanying changes in behavior. Methods Following an introduction to the theoretical premises and historical context of both DANCE and CAVES and the latter’s related 16-session manualized psychotherapy “Clinician-Assisted Videofeedback Exposure Approach Therapy (CAVEAT),” case vignettes of two mothers who underwent the CAVES with their toddlers are presented qualitatively. Results Two case-naïve raters observed significant changes in body tone, posture, gestures and facial expression in line with previous findings of reduction of negativity of maternal attributions towards the children. Discussion Implications for further research based on these qualitative results include consideration of (1) how the DANCE video microanalysis tool might be applied to the study of clinical progress and outcome by therapists during CAVES and related CAVEAT treatment, and (2) how more body-focused therapeutic techniques might further enhance the CAVES/CAVEAT model in future clinical applications and research.

„Youth Mental Health“: Früherkennung und Frühintervention psychischer Erkrankungen im Jugendalter

2025-06-25

Peter J. Uhlhaas , Andreas Bechdolf , Kerstin Konrad +5 more | Der Nervenarzt

ATTITUDES TOWARDS THE CORPORAL PUNISHMENT OF CHILDREN AND PERSONAL CHILDHOOD EXPERIENCES OF CORPORAL PUNISHMENT: THE RELEVANCE OF THE FEELING OF HELPLESSNESS

2025-06-25

Jasna Hrnčić , Milena Blagojević , Bojana Stajkić | TEME

The lack of consensus in public attitudes toward the legal prohibition of the corporal punishment of children (CPC) may, in part, be explained by variations in individuals’ personal experiences of … The lack of consensus in public attitudes toward the legal prohibition of the corporal punishment of children (CPC) may, in part, be explained by variations in individuals’ personal experiences of corporal punishment in childhood (PECPC). Theories of trauma and learned helplessness suggest the potential significance of the feeling of helplessness during PECPC in shaping attitudes toward CPC (ATCPC). The present study aims to examine the association between PECPC and ATCPC, focusing on the role of the feeling of helplessness, its prevalence in the CP context and how it shapes ATCPC, thereby addressing a critical gap in the existing literature. It was hypothesised that the feeling of helplessness would show a stronger association with, and greater predictive power for, ATCPC than other characteristics of PECPC (prevalence and frequency of CPC, age of onset, use of an object, and five other negative emotions experienced during PECPC – sadness, anger, fear, guilt, and shame). ATCPC were assessed using eight indicators: score on the Corporal Punishment Attitude Scale (CPAS1), attitude toward legal regulation of CPC, willingness to sign a petition to ban CPC, and attitudes towards a single parental slap on the bottom in five hypothetical scenarios of child misconduct. A sample of 104 students completed an online questionnaire. The feeling of helplessness was associated with the greatest number of ATCPC indicators (five out of eight) and emerged as the strongest predictor of the CPAS1 scores. These findings are discussed in relation to relevant theoretical frameworks, prior empirical research, and implications for child protection policies aimed at preventing the inappropriate use of corporal punishment.

Longitudinal Observation of Self-Regulation and School Adjustment during the Preschool Period + Okul Öncesi Dönemde Öz Düzenleme ve Okula Uyumun Boylamsal Olarak İncelenmesi

2025-06-25

Hülya Gülay Ogelman , Rukiye Kaya | e-International Journal of Educational Research

The aim of this research is to observe independent learning behaviours and school adjustment during the preschool period in a longitudinal manner. Based on teacher’s observing self-regulation and school adjustment … The aim of this research is to observe independent learning behaviours and school adjustment during the preschool period in a longitudinal manner. Based on teacher’s observing self-regulation and school adjustment of young children within six months, this study is quantitative, longitudinal and conducted in the relational screening model. The study includes 120 children aged 5-6 years old and who are enrolled in a preschool education institution affiliated with the Ministry of National Education. There are two scales (Children’s Independent Learning Development Checklist 3-5 (CHILD 3-5) and Teacher Rating Scale of School Adjustment for 5-6 Years of Children) in the research. As a result of examining self-regulation and school adjustment of preschool children according to the two-measure, six months longitudinal study, it is evident that first of all, self-regulation in the fall semester is positively related to self-regulation in the spring semester. According to this result, as self-regulation during the fall semester increases, self-regulation during the spring semester; as school adjustment during the fall semester increases, school adjustment during the spring semester may also increase. Also, self-regulation of the initial measurement predicts self-regulation of the second measurement. Same finding is also valid for school adjustment. School adjustment of the initial measurement predicts school adjustment of the second measurement. Self-regulation and school adjustment at the beginning of school may affect self-regulation and school adjustment in the second semester. With respect to this result, it is possible to assert that the self-regulation skills and school adjustment levels of young children when they start preschool education are important in the short-term and long-term. With respect to the short and long-term relationships and predictive effect of the variables with each other, it was determined that self-regulation during the fall semester is positively associated with school adjustment level during both semesters.

Prior externalizing, but not internalizing, symptoms predict subsequent family conflict in emerging adolescence: A longitudinal study

2025-06-25

Lauren Aaron , Sarah R. Black | Development and Psychopathology

Abstract As youth transition into adolescence, their desire for autonomy leads to changes in the family dynamic, resulting in increased family conflict and possible disruptions to children’s psychological health. Previous … Abstract As youth transition into adolescence, their desire for autonomy leads to changes in the family dynamic, resulting in increased family conflict and possible disruptions to children’s psychological health. Previous literature, however, has largely neglected to consider whether the association between family conflict and child behavioral difficulties is uni- or bi-directional. The current study used latent curve growth models with structured residuals (LCMs-SR) to investigate this question in the Adolescent Brain & Cognitive Development (ABCD) study. At four annual waves (baseline through 3-year follow-up), youth ( N = 11,868; M age at Time 1 = 9.48 years; 48% female; 50% White) reported on family conflict while parents reported on youths’ internalizing and externalizing behaviors. Youth reported family conflict levels as increasing over four years. Furthermore, family conflict was bidirectionally associated with externalizing behavior, in that families with greater than expected conflict had children with more externalizing behaviors, and youth with more externalizing behaviors reported greater than expected conflict at home. Internalizing behavior, however, did not predict later family conflict, though family conflict predicted deviations in later internalizing behavior. These findings add to the literature by demonstrating bidirectional influences between children’s behavior and family functioning across emerging adolescence.

Parental Involvement and the Psycho-Emotional Development of Children in Crisis Conditions: Findings from the Third Wave of Multilevel Monitoring

2025-06-25

Olga Kosenchuk , Dimitris Argiropoulos , Наталія Тарнавська | Mental Health Global Challenges Journal

Introduction: This article presents the findings of the third wave of monitoring conducted within the framework of the project "Improving Access to Early Childhood Education Services in Emergency Situations." The … Introduction: This article presents the findings of the third wave of monitoring conducted within the framework of the project "Improving Access to Early Childhood Education Services in Emergency Situations." The study explores the impact of parenting practices on the development of emotional intelligence, self-esteem, and stress resilience in children aged 3 to 6 under crisis conditions. Purpose: To examine the impact of parenting practices on the development of emotional intelligence, self-esteem, and stress resilience in children under crisis conditions; to identify factors contributing to emotional safety and areas of vulnerability; and to develop approaches for supporting mental health. Methodology: The third wave of monitoring the development of children aged 3 to 6 in crisis conditions employed a mixed-methods approach (quantitative and qualitative) to analyze the influence of parenting practices on emotional intelligence, self-esteem, and stress resilience. The study covered 70 indicators across five developmental domains. A total of 3,820 parents from eight regions participated in the survey (April 2025), accompanied by five months of observations, activity analysis, and expert evaluations. Data were processed using Google Sheets, and a development index was calculated on a 0–1 scale. The ontogenetic approach ensured the validity of assessments. Ethical standards were upheld throughout the study. Results: The results of the study showed that parental emotional involvement is a key factor in the formation of emotional intelligence and support for children's mental health. Both positive trends (empathetic upbringing, support for self-esteem, development of emotional understanding) and areas of vulnerability (low level of use of bodily, play, verbal practices; difficulties in communicating about fears; emotional burnout of parents) were identified. Conclusion: The study emphasizes the importance of assessing the psycho-emotional development of preschool children under crisis conditions and demonstrates the pivotal role of parental emotional involvement. A positive dynamic in children’s self-regulation, self-esteem, and stress resilience was confirmed in the presence of stable adult support. At the same time, the limited use of play-based and body-oriented practices (reported by fewer than 30% of families) points to a risk area. The monitoring confirmed the effectiveness of the “2 by 2” model and highlighted the need to strengthen parental education initiatives focused on fostering children's emotional intelligence through everyday interactions

Commentary: Where to next for universal school‐based mental health interventions? Don't through the baby out with the bathwater

2025-06-25

Mark T. Greenberg | Child and Adolescent Mental Health

Exposure to child development information with parental participation in conducting child development checks

2025-06-25

Sumiati Sumiati , A.A Putri Melastini , Yuni Kurniawati +2 more | JURNAL ILMIAH KESEHATAN SANDI HUSADA

Introduction: Parental involvement in monitoring child development is essential to detect early developmental disorders and ensure appropriate interventions. However, many parents have limited knowledge regarding developmental milestones, which hinders their … Introduction: Parental involvement in monitoring child development is essential to detect early developmental disorders and ensure appropriate interventions. However, many parents have limited knowledge regarding developmental milestones, which hinders their participation in developmental screening activities. This study aims to analyze the relationship between exposure to child development information and parental involvement in developmental screening, including the sources of such information among mothers of toddlers. Method: A cross-sectional design involving 57 mothers of children aged 3–72 months was employed. Data were collected through structured questionnaires and analyzed using univariate statistics to describe parental participation and information sources. Bivariate analysis using the chi-square test was conducted to assess the association between exposure to developmental information and parental involvement in screening activities. Results: The majority of respondents were aged 36–50 years (54.4%), had completed secondary education (77.2%), and were unemployed (52.6%). Most respondents (57.9%) had been exposed to child development information, predominantly from health workers. Parental participation in screening was higher among mothers who had received developmental information (66.7%) than those who had not (20.8%). The association between information exposure and parental participation was statistically significant (p = 0.001). Conclusion: Exposure to developmental information significantly influences parental participation in child development screening. Parental awareness and understanding of developmental milestones are critical in supporting timely health interventions. Therefore, healthcare professionals should implement comprehensive educational efforts through various media to enhance parental engagement

Family-based substance use screening and intervention for adolescents with chronic medical conditions: a study protocol to implement SBIRT-family within school-based health centers

2025-06-24

Faith Summersett Williams , Natalie A. Lárez , Lauren Mondesir +5 more | Frontiers in Health Services

Background Adolescents with a chronic medical condition (CMC) have an increased risk of developing a substance use (SU) disorder, despite the impact that SU may have on disease-related outcomes. School-based … Background Adolescents with a chronic medical condition (CMC) have an increased risk of developing a substance use (SU) disorder, despite the impact that SU may have on disease-related outcomes. School-based health centers (SBHCs) offer universal screening, brief intervention, and referral for adolescents with chronic medical conditions for substance use treatment. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based early intervention used to detect and address risky substance use that has yet to be broadly adopted in public schools. Moreover, despite extensive research supporting caregiver involvement in treatment for adolescent substance use, SBIRT models that actively engage caregivers are lacking. The primary goal of this qualitative study is the identification of contextual determinants (e.g., barriers and facilitators) of SBHCs implementation potential and adaptation needs of a family-based SBIRT protocol for integration into SBHCs. Methods We are conducting this study in two SBHCs within the Chicago Public School system. In these SBHCS we are conducting focus groups with school partners (∼ 30 SBHC staff,∼25 adolescents with chronic medical conditions, and∼25 caregivers). Focus groups will be audio recorded and conducted in English. The semi-structured focus group guides were designed based on the Health Equity Implementation Framework (HEIF) and the Consolidated Framework for Implementation Research (CFIR). We will develop a codebook based on emerging codes from the transcripts and constructs from HEIF and CFIR. Emerging themes will be summarized highlighting similarities and differences between and within the different groups and SBHCs. Descriptive statistics and chi-square tests of associations will be used to assess the distribution of responses on the assessments between the different sites. Discussion This study will describe key implementation determinants and SBIRT-Family adaptation needs from the perspective of multiple end-users. Results will provide insights for a randomized pilot hybrid type 2 effectiveness implementation study of the adapted SBIRT-Family model in two SBHCs assessing effectiveness outcomes (SU and linkage to treatment) and implementation outcomes (reach, adoption, equity, and cost). This research protocol will provide formative data to inform the development of a highly scalable approach that can be used in SBHCs across the country to serve a vulnerable population of adolescents with chronic medical conditions.

Quality of depression assessments in child and adolescent psychiatry: Findings from a nationwide Swedish outpatient medical record review

2025-06-24

Susanne Remvall , Anna Helena Elisabeth Santesson , Martin Bäckström +2 more | Clinical Child Psychology and Psychiatry

Background: Early-onset depression is an increasing concern, contributing to long-term disability and suicide. Diagnostic assessments are essential for effective treatment. However, research suggests that Child and Adolescent Psychiatry practices remain … Background: Early-onset depression is an increasing concern, contributing to long-term disability and suicide. Diagnostic assessments are essential for effective treatment. However, research suggests that Child and Adolescent Psychiatry practices remain inadequate. Knowledge of healthcare processes is limited, with no consensus on conceptualising or measuring quality. This study aimed to investigate depression assessments in Swedish outpatient Child and Adolescent Psychiatry, including associations with predictors and diagnostic timeliness. Methods: Medical records ( n = 284) from patients aged 8–17 with depression were collected from 10 services. Quality indicators for depressive symptoms, suicidality, comorbidities, and functioning were developed from guidelines. Indicator occurrences were assessed, summarised into components, and analysed using regression and correlations. Results: Indicator occurrences ranged from 8% to 84%, averaging 49%. Documentation varied considerably for risk aspects (57%). Distinct depressive characteristics (63%) occurred nearly twice as often as subtler symptoms (35%). Comorbidities (13%–22%) were rarely documented, whereas functioning and life situation (69%) were well-recorded. Predictors explained up to 28% of variance, with unidentified service-related factors explaining 10%. Better documentation weakly correlated with earlier diagnoses. Conclusions: Findings indicate the need for guideline implementation and further investigation into assessment inequities. Improving quality might promote earlier diagnoses. The indicators may be applicable in similar settings.

Psychometric properties of the Chinese version of the depression anxiety stress scales for youth (DASS-Y-C) and its application

2025-06-24

Zhen Luo , Shizhen Wang , Wangjie Xia +3 more | Current Psychology

Healthy Smiles: An Investigation of Brief Online Interventions to Improve Oral Health among Young People Experiencing Psychological Distress

2025-06-24

Bonnie A. Clough , Emma Walton , Caroline Robertson +5 more | International Journal of Behavioral Medicine

Abstract Background Young adults experiencing psychological distress are susceptible to poor oral health through a range of social, cognitive, and biological processes. However, only limited attention has been given to … Abstract Background Young adults experiencing psychological distress are susceptible to poor oral health through a range of social, cognitive, and biological processes. However, only limited attention has been given to developing interventions to improve oral health behaviours and related factors in this population. This study aimed to compare the efficacy of two brief, online interventions (education and education with motivational interviewing components) to an active control condition. Method The interventions were informed by co-design and the Theory of Planned Behaviour (TPB), with TPB and related constructs measured pre, post, and one-week following the intervention. Participants were 152 young adults (aged 18–25 years) experiencing moderate or greater psychological distress. Results Data were analysed using linear mixed-effect modelling, focussing on within groups effects over time and between groups effects at post and follow-up timepoints. Participants in the education intervention reported significantly greater oral health knowledge at post-intervention than pre-intervention ( p = .007), with gains maintained at follow-up. Some benefits were also observed for attitudes and oral health values post-intervention, across conditions. The addition of motivational interviewing components did not result in improved intervention effects. Conclusion Brief online interventions may be appropriate for delivery of educational interventions within this population, but increased support may be needed to improve perceptions of control and behavioural enactment.

Factor structure, measurement invariance, and psychometric properties of the brief version of difficulties in emotion regulation scale (DERS-16) across four Chinese samples

2025-06-24

Xiaoyan Xiong , Nalan Zhan , Jiaqi Zou +2 more | Personality and Individual Differences

The relationship between childhood trauma and depressive symptoms: the serial mediation role of ruminative thinking and prospective imagery vividness

2025-06-24

Li Zhou , Nan Yao , Zihui Zengxu +2 more | Psychology Health & Medicine

Some studies have shown that childhood trauma may damage the cognitive function of patients with mood disorders, which is related to the increase of depression. Other studies highlighted that negative … Some studies have shown that childhood trauma may damage the cognitive function of patients with mood disorders, which is related to the increase of depression. Other studies highlighted that negative expectations for the future and excessive ruminant thinking have an impact on the maintenance or even exacerbation of depressive symptoms. The current study examined the serial mediating role of rumination and prospective imagery vividness between childhood trauma and depressive symptoms. A total of 1711 college students provided self-report data on the childhood trauma questionnaire, the prospective imagery task, ruminative responses scale and patient health questionnaire-9. Data showed that childhood trauma, ruminative thinking and vividness of prospective negative imagery were inversely related to depressive symptoms. The ruminative thinking and prospective negative imagery completely and serially mediated the relation between childhood trauma and depressive symptoms. Additionally, the ruminative thinking and vividness of prospective positive imagery completely and serially mediated the relation between childhood trauma and depressive symptoms. These results suggest that ruminative thinking and prospective imagery vividness exerted a serial mediating effect in the relationship between childhood trauma and depressive symptoms, increasing the risk of depression.

The Impact of Childhood Abuse on the Development of Early Maladaptive Schemas and the Expression of Violence in Adolescents

2025-06-24

Cornelia Rada , Alexandra-Elena Neagu , Valentina Marinescu +2 more | Behavioral Sciences

This study aims to analyze maladaptive schemas through the Young Schema Questionnaire—Short Form 3 among 895 high school students, with an average age of 18.15 years, in relation to the … This study aims to analyze maladaptive schemas through the Young Schema Questionnaire—Short Form 3 among 895 high school students, with an average age of 18.15 years, in relation to the potentially traumatic experience of being the victim of violence inflicted by family members through hitting and beating and in connection with violent behavior (in and outside school). Almost half of the students reported that, in their families, there were prolonged problems in the couple relationship of their parents/caregivers, and almost 40% of these students were involved from time to time in at least one form of violence in or outside school, with the highest share of this violence resulting from physical aggression by hitting and pushing and verbal or emotional abuse. A factor analysis was performed using a unifactorial model and a mediation model, and it indicated that the presence of trauma increases the total violence score. A higher violence score was recorded in students who were subjected to family violence (t(890) = −6.267, p < 0.001). The schemas that proved to be the most relevant for the violence factor were those of Punitiveness (PU: 0.89) and Mistrust/Abuse (MA: 0.77), followed by the schemas of Emotional Inhibition (EI: 0.68), Unrelenting Standards/Hypercriticalness (US: 0.63), and Entitlement/Grandiosity (ET: 0.58). The mediation that the Punitiveness schema achieves between victimization in the family and subsequent aggressive behavior is based on the internalization of the punitive parental figure and the victim’s development of the belief that violence is the only answer when others do not meet their expectations.

Parent–Child Communication and Early Adolescents' Coping Strategies: Mediating Role of Sibling Relationship

2025-06-24

Megha Garg , Mellissa S. Gordon , Christine McCauley Ohannessian | Journal of Community Psychology

ABSTRACT To examine whether parent–child communication, measured separately for mothers and fathers, directly influences the coping strategies (active, distraction, and problem‐focused) used by early adolescents, and whether this association was … ABSTRACT To examine whether parent–child communication, measured separately for mothers and fathers, directly influences the coping strategies (active, distraction, and problem‐focused) used by early adolescents, and whether this association was mediated by sibling support. Parent–child relationship has been found to influence the coping strategies that children use. Additionally, according to Family Systems theory, sibling relationships are an integral part of children's positive development. Therefore, it is possible that sibling support mediates the association between parent–child communication and children's coping strategies. Data for this project were taken from a large‐scale longitudinal study and were collected from N = 1561 adolescents ( M age = 12.75). Results suggested that parent–adolescent communication had a significant direct impact on all three coping strategies. Furthermore, sibling support partially mediated the relationship between parent–adolescent communication and all three coping strategies. Along with parents, siblings are also a source of socialization for adolescents and have implications for their development.

Clinical approaches to decolonizing psychology: strengths and challenges working in an infant-parent mental health community clinic

2025-06-24

Jason D. Reynolds , Anne Freund | Counselling Psychology Quarterly

Self-esteem and stress: a structural equation modelling of biosocial determinants, psychological mediators and anxiety among Malaysian undergraduates

2025-06-24

Muhammad Ikhwan Mud Shukri , Anisah Baharom , Ahmad Iqmer Nashriq Mohd Nazan | PeerJ

Anxiety is a widespread public health concern affecting youth worldwide, leading to significant functional and social disabilities, various negative social and financial consequences, and even suicidality. However, there is a … Anxiety is a widespread public health concern affecting youth worldwide, leading to significant functional and social disabilities, various negative social and financial consequences, and even suicidality. However, there is a lack of research examining the roles of self-esteem and stress in mediating factors contributing to anxiety among undergraduate students, particularly in Malaysia. Therefore, this research aims to investigate these determinants and the mediating effects of self-esteem and stress on the relationship between biosocial factors and anxiety among Malaysian undergraduates. A cross-sectional study was conducted with 1,193 undergraduates using a validated questionnaire. The study examined independent variables including gender, sleep quality, problematic internet use, social support, and mental health literacy; mediators (self-esteem and stress); and anxiety as the dependent variable. After excluding 68 potential outliers, the final structural equation model demonstrated satisfactory goodness of fit (root mean square error of approximation (RMSEA) = 0.041, χ 2 /df = 2.918, and comparative fit index (CFI) = 0.925). Mediation analysis using the bootstrapping method revealed that self-esteem and stress fully mediate the relationship between gender, problematic internet use, social support, and anxiety. Mental health literacy was found to be fully mediated by self-esteem alone. Both self-esteem and stress partially mediated the relationship between sleep quality and anxiety. The full mediation structural model accounted for 63.8% of the variance in anxiety. Interventional efforts targeting anxiety among undergraduates could significantly benefit from strategies aimed at enhancing self-esteem and mitigating stress. Future research should explore the levels of emotional social support and its association with anxiety among undergraduate students.

Boikoetliso Ba Boko (‘exercising the mind’): protocol for a mixed methods feasibility and acceptability study of a prototype mental health intervention for adolescents and young people with anxiety and depression

2025-06-24

Claire Hart , Rachana Desai , Lauren Stuart +1 more | Frontiers in Child and Adolescent Psychiatry

Background Approximately one in four adolescents in Sub-Saharan Africa experiences significantly elevated symptoms of anxiety and depression. Those living in resource-constrained communities face heightened risks due to acute distress, trauma, … Background Approximately one in four adolescents in Sub-Saharan Africa experiences significantly elevated symptoms of anxiety and depression. Those living in resource-constrained communities face heightened risks due to acute distress, trauma, and less responsive health care services. Boikoetliso Ba Boko (meaning ‘exercising the mind’) is an intervention prototype designed for adolescents and young people experiencing common mental health conditions. Methods The prototype aims to implement a youth-centred community mental health intervention, through collaboration with existing public health systems and community resources. It seeks to enhance access to mental health support for adolescents and young people in Soweto, South Africa, by creating a dynamic and engaging therapeutic environment for those dealing with anxiety, depression, and suicidal ideation. This protocol outlines how we will evaluate the feasibility, acceptability, and implementation process of the prototype mental health intervention. We will enrol 200 at-risk adolescents and young people, aged 14–24 years, who will serve as their own controls, into the intervention and collect assessment and process evaluation data using mixed methods. Discussion This study aims to provide a comprehensive understanding of how the Boikoetliso Ba Boko adolescent mental health prototype can be effectively evaluated and scaled up in resource-constrained communities. The findings will inform the development of a Phase II randomized controlled trial protocol to assess the prototype's efficacy. Ethics Ethical approval was granted by the Human Ethics Research Committee of the University of the Witwatersrand (M231045 MED23-09-040). Boikoetliso Ba Boko is registered with the Pan African Clinical Trial Registry (PACTR202409702283764).

Genetics behind violent behavior

2025-06-24

R Roque Hernández , Aleli Y Félix , Enric Fernández +3 more | GSC Advanced Research and Reviews

The aim of this article is to provide a review of the influence of genetic factors on aggressive behaviour. A variety of factors, including impulsivity, aggression, and rule-breaking, are complex … The aim of this article is to provide a review of the influence of genetic factors on aggressive behaviour. A variety of factors, including impulsivity, aggression, and rule-breaking, are complex traits influenced by both genetic predispositions and environmental exposures. Recent research has focused on gene-gene interactions, particularly between the serotonin transporter-linked polymorphic region (5-HTTLPR) and the dopamine D4 receptor (DRD4) gene variants, as key modulators of such behaviors. The extant literature suggests that the presence of the DRD4 7-repeat (7r) allele alters the effect of 5-HTTLPR on externalizing behavior, indicating an epistatic interaction that may contribute to individual differences in behavioral responses. These findings support the notion that genetic variants do not act in isolation but interact to influence the risk of developing violent and impulsive behaviors. Comprehension of these intricate genetic relationships is imperative for the identification of individuals with elevated risk. This understanding offers potential avenues for the development of personalized prevention and treatment approaches for behavioral disorders. Further studies are needed to explore the mechanisms underlying these interactions and their interplay with environmental factors.

Physical Punishment in Childhood and Adolescence: Related Factors and Outcomes

2025-06-23

Klara Svalin , Marie Torstensson Levander , Sonja Levander | Journal of Child & Adolescent Trauma

The contribution of environmental sensitivity and attachment on physiological emotional reactivity and regulation in children

2025-06-23

Francesca Lionetti , Elena Nava | Personality and Individual Differences

Parenting and Peer Victimization in the Development of Callous-Unemotional Behaviors: Moderation by Irritability and Basal Cortisol

2025-06-23

Gretchen R. Perhamus , Jamie M. Ostrov , Dianna Murray‐Close | Research on Child and Adolescent Psychopathology

Case 2: Worsening Anxiety in an Adolescent: The Role of Anchoring Bias

2025-06-23

| American Academy of Pediatrics eBooks

Temperament development in infancy: What we have learned about the origins of individual differences in the past 25 years

2025-06-23

Maria A. Gartstein , Mònica González | Infant Behavior and Development

Culturally Adapting a Social-Emotional Program for Black Youth with Internalizing Symptoms

2025-06-23

Courteney Johnson , Sara A. Whitcomb | Contemporary School Psychology

Breaking the Stigma: A Systematic Review of Antipsychotic Efficacy in Children and Adolescents with Behavioral Disorders

2025-06-23

Nuno Sanfins , Pedro Andrade , Jacinto Azevedo | Medicines

Background/Objectives: Oppositional defiant disorder (ODD) and conduct disorder (CD) are important behavior disorders in children and adolescents, often linked with long-term psychosocial problems. Antipsychotics are frequently prescribed to manage severe … Background/Objectives: Oppositional defiant disorder (ODD) and conduct disorder (CD) are important behavior disorders in children and adolescents, often linked with long-term psychosocial problems. Antipsychotics are frequently prescribed to manage severe symptoms and improve behavior, but their efficacy in this population is still unclear and a lot of physicians are remittent in prescribing them. This systematic review aims to assess the effectiveness of antipsychotic treatment in reducing symptoms associated with ODD and CD in children and adolescents. Methods: Studies that investigated how effective antipsychotic treatments are for children and teens diagnosed with oppositional defiant disorder (ODD) and conduct disorder (CD) were reviewed. Only studies that met a few main criteria were included: participants were between 5 and 18 years old with an ODD or CD diagnosis; the treatment could be any type of antipsychotic, whether typical or atypical; the accepted study designs were randomized controlled trials (RCTs), cohort studies, systematic reviews with meta-analysis, or observational studies. The outcomes of interest were reductions in aggressive or defiant behaviors, improvements in social functioning, and the occurrence of any adverse effects from the medications. There was no restriction on the language of publication, and studies published from 2000 to 2024 were considered. Studies that focused only on non-antipsychotic drugs or behavioral therapies, as well as case reports, expert opinions, and non-peer-reviewed articles did not meet the inclusion criteria. Results: The review consisted of 13 studies. The results suggest that some antipsychotic drugs—especially atypical antipsychotics—can substantially reduce aggressive and defiant behavior in children and adolescents who have oppositional defiant disorder (ODD) or conduct disorder (CD). Common side effects of these medications include weight gain, sedation, and metabolic problems. Conclusions: Although adverse effects are a concern, the potential of these medications to manage disruptive behaviors should not be overlooked. When used in combination with behavioral therapy and other forms of treatment, antipsychotics can markedly improve the outcomes of these very difficult-to-treat patients. Clinicians who treat these patients need to consider antipsychotics as a serious option. If they do not, they are denying their patients medication that could greatly benefit them.

Emotional disorders among children and young people in England from 2004 to 2017: analysis of a probability sample survey series

2025-06-23

Vicky P. Taxiarchi , Joanna Anderson , Kathryn M. Abel +5 more | The British Journal of Psychiatry

Background Accumulating evidence shows that an increasing number of children and young people (CYP) are reporting mental health problems. Aims To investigate emotional disorders (anxiety or depression) among CYP in … Background Accumulating evidence shows that an increasing number of children and young people (CYP) are reporting mental health problems. Aims To investigate emotional disorders (anxiety or depression) among CYP in England between 2004 and 2017, and to identify which disorders and demographic groups have experienced the greatest increase. Method Repeated cross-sectional, face-to-face study using data from the Mental Health of Children and Young People surveys conducted in 2004 and 2017, allowing use of nationally representative probability samples of CYP aged 5–16 years in England. A total of 13 561 CYP were included across both survey waves (6898 in 2004 and 6663 in 2017). We assessed the prevalence of any emotional, anxiety and depressive disorder assessed using the Development and Well-Being Assessment and classified according to ICD-10 criteria. Results The prevalence of emotional disorders increased from 3.9% in 2004 to 6.0% in 2017, a relative increase of 63% (relative ratio 1.63, 95% CI 1.38, 1.91). This was largely driven by anxiety disorders, which increased from 3.5 to 5.4% (relative ratio 1.63, 95% CI 1.37, 1.93). The largest relative changes were for panic disorder, separation anxiety, social phobia and post-traumatic stress disorder. Changes were similar for different genders and socioeconomic groups, but differed by ethnicity: the most pronounced increase was among White CYP (relative ratio 1.88, 95% CI 1.59, 2.24), compared with no clear change for Black and minority ethnic CYP (relative ratio 0.85, 95% CI 0.52, 1.39). Comorbid psychiatric conditions were present in over a third of CYP with emotional disorders, with the most common being conduct disorder. Conclusions Between 2004 and 2017, the increase in emotional disorders among CYP in England was largely driven by anxiety disorders. Socioeconomic inequalities did not narrow. Disaggregating by ethnicity, change was evident only in White CYP, suggesting differential trends in either risk exposure, resilience or reporting by ethnicity.

Internal consistency and structural validity of the parent-report preschool (2-4 years) Strengths and Difficulties Questionnaire in 1-year-old children

2025-06-23

Sarah Blower , Kate E. Mooney , Nicole Gridley +3 more | Journal of Patient-Reported Outcomes

Prevention and early intervention are key to addressing poor child mental health. Systematic reviews have highlighted a lack of brief, valid and reliable outcome measures that can be implemented in … Prevention and early intervention are key to addressing poor child mental health. Systematic reviews have highlighted a lack of brief, valid and reliable outcome measures that can be implemented in both research and practice to assess social, emotional and behavioural outcomes in the early years. The Preschool Strengths and Difficulties Questionnaire (2-4 years) is a promising candidate to fill this gap, but the measurement properties of this tool are not yet known in very young children. A secondary data analysis of two clinical trial datasets was conducted to examine the internal consistency reliability and structural validity of the parent-report English preschool version of the Strengths and Difficulties Questionnaire in a sample of 505 infants with mean average age of 18 months (SD .81). The measure was designed for children aged 2-4 years and was not modified prior to use with 1-year-olds in this study. Structural validity was examined in two Confirmatory Factor Analyses (CFA) testing two-factor and five-factor models (representing factor structures proposed by the developers of SDQ), and McDonald's coefficient Omega was estimated for each subscale with values > .70 considered acceptable. The model fit values for the two-factor model demonstrated a poor fit to the data (X2 = 626.067(151) = p < .001, CFI = 0.612, RMSEA = 0.079 [90% CI .073 to .085], SRMR = .077) and the omega value was below acceptable at ω = .57 for the internalising subscale and ω = .76 for the externalising subscale. The five-factor model also demonstrated a poor fit to the data (X2 = 836.813(242) = p < .001, CFI = 0.676, RMSEA = 0.070 [90% CI .065 to .075], SRMR = .081). Omega values were below acceptable for three out of five subscales. We concluded that the measure has poor internal consistency and lacks structural validity in this very young age group. Further research to adapt the SDQ in order to improve content and face validity is recommended prior to any further psychometric analyses with this very young age group. The paucity of robust and practical outcome measures of early social, emotional and behavioural poses significant challenges to the early identification of need and evaluation of interventions.

Psychoeducational Therapy as a Nursing Intervention in Preparing Families and Adolescents Inmates toward Release

2025-06-23

Wilma Wilma , Iqwan Syarif , Rahmawati Rahmawati +1 more | Journal of Educational Health and Community Psychology

Families face several psychosocial problems that affect their ability to plan and care for adolescent inmates. This research to determine the effect of family psychoeducational therapy on the ability of … Families face several psychosocial problems that affect their ability to plan and care for adolescent inmates. This research to determine the effect of family psychoeducational therapy on the ability of families to care for adolescent inmates and satisfaction with nursing services. The quasi-experimental pre-post test was used with a control group, in July-September 2024. The intervention group received five sessions of therapy, and the control group received general nursing services. The sampling technique was random permutation. Data measurement using an instrument observation and evaluation psychoeducational therapy and analyzed using Statistical Product and Service Solutions. Family satisfaction before and after intervention showed a significant increase (p-value 0.001) and the control group showed an insignificant increase. The family's ability before and after intervention significantly increased (p-value 0.001) and control group showed an insignificant increase. Comprehensive nursing practice in preparing families of adolescent inmates will contribute to preventing recidivism.

Perceived achievement of age-specific goals in adolescents with epilepsy who attend regular school: a comparative study

2025-06-21

Jens P. Pfeiffer , Martin Pinquart , Bernd A. Neubauer | Epilepsy & Behavior

Achieving age-specific goals is a central aspect of adolescent development. Adolescents with epilepsy have obstacles in their daily lives which might make it difficult for them to achieve their goals. … Achieving age-specific goals is a central aspect of adolescent development. Adolescents with epilepsy have obstacles in their daily lives which might make it difficult for them to achieve their goals. To date, only a few studies have investigated this issue for a wide range of goals. We surveyed 363 German adolescents with and without epilepsy using a cross-sectional design. Adolescents with epilepsy reported higher success in one developmental goal (socially responsible behaviour) and less success in social goals (belonging to a peer group and forming romantic relationships) and achieving gender role identity compared with adolescents without chronic diseases. Furthermore, perceived goal attainment did not vary by type of epilepsy. Finally, perceived attainment of goals in adolescents with epilepsy varied, in part, between those who were medication-free and those who were not. The Results indicate that adolescents with epilepsy need support in building social relationships with their peers. Specific treatment recommendations may be provided based on these results.

Conditions associated with reduced harsh parenting among mothers with depressive symptoms or antisocial behavior

2025-06-21

Amélie Petitclerc , Dorota Biedzio Rizik , James Burns +3 more | Child Abuse & Neglect

Mothers with depressive symptoms or antisocial behavior are more likely to engage in harsh parenting. To examine whether economic assistance and social support moderate this risk. Families of preschoolers (n … Mothers with depressive symptoms or antisocial behavior are more likely to engage in harsh parenting. To examine whether economic assistance and social support moderate this risk. Families of preschoolers (n = 497, mean [SD] age, 4.8 [0.9] years) from the Multidimensional Assessment of Preschoolers Study (MAPS), recruited from urban pediatric clinics and oversampled for family violence and child disruptive behavior. Mothers self-reported on their depressive and antisocial history, and two potential protective factors (economic assistance and social support). We measured maternal harsh parenting outcomes via a multi-method approach including (1) self-reported physically harsh parenting, (2) self-reported psychological aggression toward the child, (3) direct observation of dysregulated parenting, (4) interviewer-rated probability of physical abuse and (5) interviewer-rated probability of psychological abuse. Using regression analyses, we tested interactions between the potential moderators and maternal psychopathology in predicting harsh parenting. Maternal psychopathology was associated with increased risk for harsh parenting. However, economic assistance and social support moderated some of that risk, with different patterns depending on predictor (depressive or antisocial history), moderator, and harsh parenting outcome measure. Among low-income families, economic assistance moderated the association between maternal depressive symptoms and self-reported physically harsh parenting. Higher social support moderated the associations of maternal depressive symptoms and antisocial behavior with observed dysregulated parenting. Higher social support also moderated the association between maternal antisocial behavior and interviewer-rated probable physical abuse. Social and economic supports should be considered in assessing risks and designing child abuse prevention strategies for mothers with psychopathology.

Individual and Organizational Contributions to Educator Stress: The Roles of Organizational Health and Self‐Invalidation

2025-06-20

Allison K. Ruork , Shireen L. Rizvi , Ada C. Mui +2 more | Psychology in the Schools

ABSTRACT Chronic stress among educators is associated with burnout, absenteeism, and turnover. Identification of the contributors to educator stress is critical to guide prevention and intervention efforts. However, despite stress … ABSTRACT Chronic stress among educators is associated with burnout, absenteeism, and turnover. Identification of the contributors to educator stress is critical to guide prevention and intervention efforts. However, despite stress being conceptualized as a complex and dynamic process, the literature has generally focused on cross‐sectional studies with inadequate attention to the interaction between individual and organizational factors. The biosocial model of emotion dysregulation posits that invalidating environments and systems (e.g., school organizational health) interact with individual vulnerabilities and behavior (e.g., self‐invalidation), contributing to problematic emotion experiences and use of unhelpful coping strategies. Educators ( N = 39) from schools within one high poverty district participated in an 8‐week Dialectical Behavior Therapy (DBT) skills‐based intervention and contributed data at pre and post. Linear regressions and t ‐tests evaluated whether there was preliminary support for the biosocial model with regard to the development of educator stress. This includes examining whether educators tended to self‐invalidate, if organizational health was associated with educator stress, and if there were changes in self‐invalidation over time. Results suggest organizational health was associated with educator stress at baseline ( p < 0.001), but self‐invalidation was not ( p = 0.07). However, self‐invalidation did significantly improve over the course of the intervention (Cohen's d = 2.27), while perceived organizational health declined (Cohen's d = 0.62). Results provide additional support for the role organizational health plays in the development of stress and burnout among educators, as well as preliminary support for improvements in self‐invalidation among educators participating in a DBT skills‐based intervention.

Parental Emotion Socialization and Child Adjustment in Greek Families: Supportive vs. Non-Supportive Parenting

2025-06-20

Maria Markoulaki , Christina Dimitrakaki , Androniki Naska +2 more | Children

Background/Objectives: Parental emotion socialization is a key influence on children’s emotional regulation and psychosocial development. This study examined how supportive and non-supportive parental responses to children’s negative emotions are associated … Background/Objectives: Parental emotion socialization is a key influence on children’s emotional regulation and psychosocial development. This study examined how supportive and non-supportive parental responses to children’s negative emotions are associated with internalizing and externalizing problems and social competence among Greek children aged 6–12 years. Methods: A non-experimental, cross-sectional correlational study using convenience sampling was conducted with 100 Greek parents who completed the Coping with Children’s Negative Emotions Scale and the Child Behavior Checklist. Correlation and multiple regression analyses were used to examine associations between parenting responses and child outcomes, controlling for child age, child gender, and parent gender. Results: Minimization/devaluation responses were significantly associated with higher internalizing problems (β = 0.396, p = 0.009), externalizing problems (β = 0.264, p = 0.048), and total problems (β = 0.320, p = 0.012). Punitive responses significantly predicted externalizing (β = 0.383, p = 0.003) and total problems (β = 0.304, p = 0.004). Supportive strategies (e.g., emotion-focused and problem-focused responses) did not significantly predict lower problem scores but were positively correlated with social competence (e.g., problem-focused response: ρ = 0.25, p = 0.017). Parent gender predicted minimization/devaluation responses, with mothers scoring higher than fathers (β = 0.308, p = 0.006). Conclusions: Non-supportive parental responses—especially punitive and dismissive behaviors—are robustly associated with increased behavioral and emotional difficulties in children. While supportive strategies may contribute to social competence, their benefits appear diminished in the presence of negative parenting practices. These findings highlight the importance of culturally sensitive interventions tailored to Greek family dynamics. Despite limitations such as the use of self-report measures and a non-representative sample, this study contributes valuable insights into emotion socialization and child adjustment in a specific cultural context.

The effect of neuroticism on depressive symptoms in Chinese college students: maternal parenting practices as moderators

2025-06-20

Bao Zhao , Xiaoyu Wang , Xiaoxi Jiang +4 more | Frontiers in Psychology

Background Depressive symptoms is extremely prevalent in college students nowadays. It can cause long-term suffering and may even lead to suicidal ideation. It has been indicated by research that depression … Background Depressive symptoms is extremely prevalent in college students nowadays. It can cause long-term suffering and may even lead to suicidal ideation. It has been indicated by research that depression is related to a variety of psychosocial factors, the most notable being neuroticism and parenting. However, the underlying mechanisms of these variables have remained unclear. The purpose of the current study was to investigate the interaction between maternal parenting practices and neuroticism and its effects on depression. Method A total of 2,692 undergraduate students were enrolled in this cross-sectional investigation from four universities located in Shandong Province, China. Participants filled simplified versions of the Big Five Personality Inventory, Parental Bonding Instrument, and Self-Rating Depressive Symptoms Scale. After eliminating entries with incomplete values, the dataset comprised 2,588 complete responses for analysis. Structural equation modeling (SEM) was performed using SPSS 22.0 and the PROCESS macro for data analysis. Results The results indicated that both neuroticism ( r = 0.572, p &lt; 0.001) and maternal control factor ( r = 0.253, p &lt; 0.001) displayed strong positive correlation with depression; whereas maternal care factor ( r = −0.402, p &lt; 0.001) and maternal encouraging autonomy factor ( r = −0.345, p &lt; 0.001) are negatively correlated with depression. Additionally, neuroticism demonstrated a significant direct effect on depression (β = 0.571, p &lt; 0.001). Moderation models were employed to examine the relationship between depression, maternal parenting practices, and neuroticism. Specifically, a high level of maternal care (Δ R 2 = 0.001, p = 0.046) and maternal encouraging autonomy (Δ R 2 = 0.0046, p = 0.004) significantly weakened the connections between neuroticism and depression, while an elevated level of maternal control enhanced the relationship between neuroticism and depression (Δ R 2 = 0.0019, p = 0.038). Conclusion This study presents initial evidence for the moderating role of maternal parenting practices in the neuroticism-depression association. These results may facilitate the development of targeted intervention protocols tailored to university student subgroups based on different socioeconomic demographic characteristics and personality profiles.

Strengthening Early Childhood Protective Factors Through Safe and Supportive Classrooms: Findings from Jump Start + COVID Support

2025-06-20

Ruby Natale , Tara Kenworthy , Yue Pan +7 more | Children

Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we … Background/Objectives: Early care and education programs promote children’s social–emotional development, predicting later school success. The COVID-19 pandemic worsened an existing youth mental health crisis and increased teacher stress. Therefore, we applied an infant and early childhood mental health consultation model, Jump Start Plus COVID Support (JS+CS), aiming to decrease behavioral problems in children post-pandemic. Methods: A cluster randomized controlled trial compared JS+CS to an active control, Healthy Caregivers–Healthy Children (HC2), at 30 ECE centers in low-income areas in South Florida. Participants were not blinded to group assignment. Teachers reported on children’s social–emotional development at baseline and post-intervention using the Devereux Early Childhood Assessment and Strengths and Difficulties Questionnaire. We assessed whether teacher stress, classroom practices, and self-efficacy mediated the relationship between JS+CS and child outcomes. We also explored whether baseline behavior problems moderated JS+CS effects on child protective factors, relative to HC2. Results: Direct group-by-time differences between JS+CS and HC2 were limited. However, JS+CS demonstrated significant within-group improvements in teacher-reported child protective factors, behavior support practices, and classroom safety practices. Classroom safety practices consistently mediated positive changes in child behaviors, including the DECA total protective factor score and subdomains of initiative and self-regulation. Additionally, teacher perceptions of behavior support mediated gains in child attachment. Conclusions: JS+CS shows promise in building protective systems around children through intentional support for teachers, underscoring the value of whole-child, whole-environment approaches in early intervention.

Cognitive emotion regulation questionnaire: Evidence of internal structure through confirmatory factor modeling and exploratory structural equation modeling

2025-06-20

Pablo Ezequiel Flores-Kanter , Luciana Sofía Moretti , Zoilo Emilio García-Batista +1 more | PLoS ONE

The Cognitive Emotion Regulation Questionnaire is one of the most widely used instruments to measure cognitive emotion regulation, and its psychometric properties have been evaluated in various studies and cultural … The Cognitive Emotion Regulation Questionnaire is one of the most widely used instruments to measure cognitive emotion regulation, and its psychometric properties have been evaluated in various studies and cultural contexts. However, the 9-factor internal structure originally proposed for the scale measures does not present consistent evidence in the literature. The exclusive use of the confirmatory factor modeling in previous literature may largely explain this inconsistency. In the present research, we propose to estimate innovative measurement models for this questionnaire, the exploratory structural equation modeling. For this purpose, we worked with a large sample of Argentines of 6881 Argentine adults aged between 18 and 81 (M = 27.14, SD = 9.86; 69.6% female; 86.4% not being in psychological or psychiatric treatment) and compared the fit of the models. The results favored the exploratory structural equation model (χ2 = 4092.89, df = 342, CFI = .982, SRMR = .013, RMSEA = .04), indicating that we are not observing indicators that reflect simple factorial structures. Based on the results of the present study, it can be concluded that the simple 9-factor structure traditionally proposed for the CERQ does not exhibit adequate model fit. This finding suggests the need for caution among applied psychologists and clinical researchers who interpret scale scores as if they reflect distinct, unidimensional factors. The common practice of generating summed scores across items associated with each of the originally proposed factors may therefore be questionable. A more nuanced understanding of the questionnaire’s internal structure may ultimately enhance the reliability and interpretability of CERQ scores in both clinical and applied settings, thereby improving the quality of psychological assessment and intervention outcomes.

Apoyando a la juventud [supporting the youth]: Latinx caregivers’ assessment of youth mental health service need and utilization on the Caregiver Support Services Questionnaire

2025-06-20

Alejandro Vázquez , Tyson S. Barrett , Amanda Venta +2 more | PLOS mental health.

Established service utilization measures depend on labor- and time-intensive interviews that limit the feasibility of large-scale studies seeking to understand utilization patterns of youth mental health services (MHS) among Latinx … Established service utilization measures depend on labor- and time-intensive interviews that limit the feasibility of large-scale studies seeking to understand utilization patterns of youth mental health services (MHS) among Latinx families. The present study describes the development of the Caregiver Support Services Questionnaire (CSSQ), a self-administered measure of perceived need for and utilization of common youth MHS. Data from 598 Latinx caregivers of youths ages 6–18 on the CSSQ were examined to (a) determine whether the CSSQ can be represented by cumulative scores and individual indicators and (b) establish the construct validity of the CSSQ. Correlations between CSSQ items had small to moderate effect sizes, suggesting that item responses within each scale were interrelated but provided unique information. Confirmatory factor analyses indicated that unidimensional factors for the perceived need and service utilization scales fit the data well and have excellent internal consistency. The severity of youth emotional and behavioral problems was generally associated with increased odds of reporting support service need and utilization on the CSSQ, which provides support for the construct validity of the cumulative scales and individual indicators. Findings support the use of the CSSQ as both cumulative scores and individual items to study support service need and utilization patterns associated with youth mental health problems among Latinx families.

Parent–Child Interactions in Infancy and Early Childhood

2025-06-20

Kathryn L. Humphreys , Julia Garon‐Bissonnette | Annual Review of Developmental Psychology

This review examines methodological approaches to studying parent–child interactions for infants and young children. We evaluate three primary assessment strategies: self-report methods, observational approaches (naturalistic, pseudonaturalistic, and structured), and emerging … This review examines methodological approaches to studying parent–child interactions for infants and young children. We evaluate three primary assessment strategies: self-report methods, observational approaches (naturalistic, pseudonaturalistic, and structured), and emerging technologies. We then detail how these methods enable the measurement of distinct constructs across parent, relationship, and child levels—from parenting styles and behaviors to dyadic synchrony and child-initiated actions. Building on this methodological foundation, we discuss key theoretical considerations that influence assessment approaches: ( a ) the mutual influence within parent–child relationships, where children's characteristics influence how they engage with and elicit responses from parents; ( b ) the overlap between parenting and adversity; and ( c ) the potentially complex associations between parenting and various child outcomes. We argue that advancing the field requires careful selection and integration of assessment methods to capture the dynamic nature of these foundational relationships. Finally, we discuss future opportunities, including multimethod assessment.

Intraindividual Variability in Adolescent Impulsivity: The Predictive Role of Family and Peer Relationships

2025-06-20

Gregory M. Fosco , Lan Chen , Jessica DeFelice | Research on Child and Adolescent Psychopathology

Abstract Adolescent impulsivity is a robust risk factor for adolescent problem behaviors. Historically, impulsivity has been conceptualized as a trait characteristic; however, recent work conducted with adult samples indicates impulsivity … Abstract Adolescent impulsivity is a robust risk factor for adolescent problem behaviors. Historically, impulsivity has been conceptualized as a trait characteristic; however, recent work conducted with adult samples indicates impulsivity also exhibits state-like qualities, fluctuating within persons from day to day. If this is also true for adolescents, it suggests that there are days of higher and lower risk for problem outcomes. This study was designed to (a) demonstrate that impulsivity exhibits meaningful within-person variability in adolescents as it does with adults, and (b) to evaluate family and peer relationship dynamics that may explain daily within-person changes in impulsivity. This study collected baseline surveys and 21 consecutive daily surveys from a sample of 135 parents and adolescents (54.8% female). Parents and adolescents reported on daily family cohesion and conflict and parent-adolescent closeness and conflict; adolescents reported on daily peer relationship satisfaction and rejection, and impulsivity. Multilevel models indicated that on days of elevated family conflict, parent-adolescent conflict, and peer rejection, adolescents experienced higher than usual impulsivity, especially in analyses of adolescent-reported data. In parent-report data, days of elevated parent-adolescent conflict (in the context of low parent-adolescent connectedness) also was associated with elevated adolescent impulsivity. These findings underscore the dynamic quality of adolescent impulsivity and indicate that interpersonal conflict may be a key day-level risk factor for elevated impulsivity.

“My day is already planned out before I even get to choose it”: Using youth-oriented research to understand and measure what matters to youth ages 12-15 and the implications for mental health design and evaluation

2025-06-20

Skye Barbic , C. James Warren , Kirsten Marchand +7 more | Research Square (Research Square)

<title>Abstract</title> Voices and experiences of youth ages 12–15 are rarely heard and prioritized. Understanding their perspectives is essential for tailoring effective mental health interventions and supports. As such, this qualitative … <title>Abstract</title> Voices and experiences of youth ages 12–15 are rarely heard and prioritized. Understanding their perspectives is essential for tailoring effective mental health interventions and supports. As such, this qualitative study, co-designed with a youth advisory committee (n = 7), interviewed 19 youth (ages 12–15) to explore their understanding of good mental health. Interviews were analyzed thematically following a reflexive thematic analysis approach. Three overarching themes were identified: 1) <italic>Everything is OK</italic>, describing a state of being able to manage the challenges of life, 2) <italic>Building Personal Strength and Resources</italic>, needed to maintain good mental health as an adolescent, and 3) <italic>Seeking Acceptance and Community</italic>, emphasizing the profound influence of social connections. Addressing adolescent mental health effectively requires a nuanced understanding of their perspectives to develop responsive and impactful mental health interventions and their active involvement in all facets of service design, research, and policymaking.

Reliability and Validity of the Full‐Length Greek‐Cypriot Version of the Children's Depression Inventory 2

2025-06-20

George Alexandrou , Maria Karanikola , Andreas Chatzittofis +1 more | Psychiatric Research and Clinical Practice

Objective Childhood depression has become a serious concern in recent years. Therefore, it is important for healthcare professionals to have a reliable instrument for measuring depressive symptoms adapted to their … Objective Childhood depression has become a serious concern in recent years. Therefore, it is important for healthcare professionals to have a reliable instrument for measuring depressive symptoms adapted to their culture and language. The Children's Depression Inventory 2 (CDI‐2) is a tool that has been widely used in many countries. The present study aimed to investigate the internal consistency reliability and construct validity of the full‐length 28‐item Greek‐Cypriot version of the CDI‐2: Self Report (CDI‐2:SR) among schoolchildren in Cyprus. Methods A methodological instrument validation design was performed between 2020 and 2023 on a nationwide random sample of schoolchildren in Cyprus recruited from public elementary schools. A total of 420 Cypriot children aged 11–13 years were included in the study. Internal consistency was determined, and factor analysis was performed to examine the psychometric properties of the CDI‐2:SR. Results The internal consistency of the CDI‐2:SR was adequate. In addition, factor analysis indicated a two‐factor solution, with the first factor reflecting social‐emotional problems and the second factor representing cognitive‐behavioral problems. Conclusions The Greek Cypriot version of the instrument appeared to be satisfactory in terms of reliability and validity for screening depressive symptoms in children.

Loneliness Among Secondary School Students in Malaysia: The National Prevalence and Associated Factors

2025-06-20

Mohamad Aznuddin Abd Razak , Hamizatul Akmal Abd Hamid , Norhafizah Sahril +1 more | Psychology in the Schools

ABSTRACT Adolescents frequently face emotional and social challenges that make them particularly vulnerable to feelings of loneliness. This study aimed to determine the national prevalence of loneliness among Malaysian secondary … ABSTRACT Adolescents frequently face emotional and social challenges that make them particularly vulnerable to feelings of loneliness. This study aimed to determine the national prevalence of loneliness among Malaysian secondary school students and to identify the psychosocial and familial factors associated with it. A cross‐sectional study was conducted using a multi‐stage stratified cluster sampling design to ensure the representativeness of all secondary school students from Form 1 to Form 5 in Malaysia. A total of 239 secondary schools were chosen, and 33,523 students participated. The Malaysia Global School‐based Student Health Survey (GSHS) 2012 self‐administered questionnaire was used. The students who responded “most of the time” or “always” to feeling lonely during the past 12 months were categorized as lonely. Multiple logistic regression was used to identify the associated factors. The prevalence of loneliness among secondary school students in Malaysia was 16.2%, with females having the highest prevalence at 20.8%. Multiple logistic regression revealed that students with depression symptoms had a ninefold higher likelihood of feeling lonely. Poor parental or guardian connectedness and bonding were significantly associated with feeling lonely. Furthermore, students whose parents are separated had a 40% higher risk of experiencing loneliness. Loneliness among secondary school students was more evident in those with depression symptoms. Addressing loneliness among secondary school students in Malaysia necessitates a concerted effort to prevent the occurrence of all modifiable factors contributing to this issue.