Child Psychiatry & Human Development最新文献

{"title":"Housing Hardship and Child Behavior Problems from Early Childhood to Adolescence.","authors":"Katherine E Marçal, Colette Reasonover","doi":"10.1007/s10578-025-01871-x","DOIUrl":"https://doi.org/10.1007/s10578-025-01871-x","url":null,"abstract":"<p><p>Inability to afford stable housing is widespread throughout the United States among families with children. The struggle to afford monthly rent or mortgage payments can disrupt healthy family functioning and child well-being. The present study examined the link between missed rent or mortgage payments and child behavior problems in infancy through adolescence. Two longitudinal growth curve models tested concurrent and lagged effects between missed rent or mortgage payments and child internalizing and externalizing at ages 1, 3, 5, 9, and 15. Results suggested families' inability to afford housing had lagged effects on children's internalizing behaviors, and concurrent effects on externalizing behaviors. The present study points to the immediate and lasting impacts of housing hardship on children, and the potential to support healthy child development through increased access to affordable housing.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144324596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Daily Parental Responses To Disruptive Child Behavior: A Multilevel Latent Profile Analysis.","authors":"Merlin Nieterau, G J Melendez-Torres, Geertjan Overbeek, Daniel S Shaw, Patty Leijten","doi":"10.1007/s10578-025-01856-w","DOIUrl":"https://doi.org/10.1007/s10578-025-01856-w","url":null,"abstract":"<p><p>The goal of the present study was to identify patterns of daily disruptive child behavior and parental responses to this behavior, as well as investigate the occurrence of these patterns over 14 days. We examined daily parental reports on disruptive child behavior, harsh parental responses, and giving in to children's demands from 156 families (M_{child age} = 5.88; 47% girls) collected over 14 days (2,067 assessments). Using multilevel latent profile analyses, we identified four behavioral patterns. Most families alternated between days with less and days with more disruptive behavior and harshness. Giving in to children's demands was rare in all families. Our findings indicate that in most families with elevated disruptive child behavior, behavioral patterns vary across days, with disruptive behavior and parental harshness, but not giving in to children's demands, co-varying. Our findings also indicate how day-to-day stability varies between families.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144324595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to: School Anxiety Accommodation in Youth: Prevalence and Patterns Among Teachers.","authors":"Åshild Tellefsen Håland, Thomas B Bertelsen","doi":"10.1007/s10578-025-01874-8","DOIUrl":"https://doi.org/10.1007/s10578-025-01874-8","url":null,"abstract":"","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144324594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptive Functioning in School: A Multidimensional Questionnaire for Assessing Functional Challenges Beyond Symptoms in Students with ADHD.","authors":"Que Zheng, Bryan Kwok Hin Hui, Jiaxi Li, Kathy Kar-Man Shum","doi":"10.1007/s10578-025-01867-7","DOIUrl":"https://doi.org/10.1007/s10578-025-01867-7","url":null,"abstract":"<p><p>Adaptive functioning in school settings remains understudied in ADHD research, despite its critical role in supporting students in navigating social, organizational, and emotional demands in daily school life. Existing tools often prioritize symptom severity or isolated domains (e.g., executive function, academics, and behaviors), lacking a multidimensional, school-contextualized assessment. This study introduces the Adaptive Functioning in School Questionnaire (AFSQ), a teacher-reported measure designed to identify adaptive functioning challenges students face in school by assessing the following five domains: 1) social and behavioral adaptation; 2) practical organization; 3) academic task management; 4) emotional comprehension and expression; and 5) emotion regulation and conflict resolution. Participants included 564 students with ADHD (M age = 9.42 years) and 93 community peers (90% non-ADHD; M age = 9.36 years), along with their teachers. Factor analyses confirmed the AFSQ's robust five-factor structure, and convergent validity was supported by strong correlations with executive function (|r| =.62-.71) and social skills (|r| =.58-.66). Students with ADHD exhibited greater adaptive challenges across all domains compared to neurotypical peers, with large effect sizes (d =.82-1.34). While inattention predicted adaptive functioning broadly, Oppositional Defiant Disorder/symptoms (ODD) uniquely exacerbated social-behavioral and emotional challenges in students with ADHD, highlighting the need for tailored interventions in comorbid cases. The AFSQ demonstrates strong reliability (α =.83-.96) and validity, offering educators and clinicians a school-specific tool to identify individualized support needs and guide targeted support strategies beyond symptom profiles.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144316006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive Control Difficulties Differentiate Callous-Unemotional Traits from Conduct Problems: A Pre-Registered Double-Blind Randomized Controlled Trial Analysis.","authors":"Drew E Winters, Juliet Spitz, Kristen Raymond, Crystal Natvig, Rebecca Waller, Susan K Mikulich-Gilbertson, Joseph P Schacht, Joseph T Sakai","doi":"10.1007/s10578-025-01869-5","DOIUrl":"https://doi.org/10.1007/s10578-025-01869-5","url":null,"abstract":"<p><p>Cognition's role in youth antisocial phenotypes, particularly callous-unemotional (CU) traits (e.g., lack of remorse, guilt, and empathy) and conduct problems (CP; e.g., disruptive and aggressive behaviors), remains debated. Recent findings suggest the need to distinguish inhibitory processes, as selective control (inhibiting a prepotent response for an alternative) rather than passive control (non-response action restraint) has been linked, independent of CP, to affective deficits in CU traits. However, it is not known whether CU traits relate to a general difficulty with cognitive demands or a specific impairment in selective control. The present study tested whether CU traits were differentially related to passive versus selective control, accounting for CP. Using a randomized parallel-arm trial with test and control groups, data from 85 participants (aged 12-14, 47% female) were analyzed with mixed effects models to account for individual variance. Results indicated that CU traits were associated with better passive control but worse selective control, while CP showed no significant effects when CU traits were included. This pattern was consistent across accuracy, reaction times, and contrasts between trial types (e.g., selective > passive). Further analyses suggested that CU traits were linked to a rigid cognitive style specifically during selective control trials. These findings highlight a selective control deficit unique to CU traits, distinguishing them from CP. Moreover, evidence of a rigid cognitive strategy aligns with research on adult psychopathy, suggesting potential difficulties with cognitive resource allocation. Thus, selective control may be an important feature for understanding antisocial etiological pathways.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144316007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recreational Fear Across Childhood. A Cross-Sectional Study of Scary Activities that Children Enjoy.","authors":"Mihaela Taranu, Mathias Clasen, Fernando E Rosas, Helen Dodd, Marc Malmdorf Andersen","doi":"10.1007/s10578-025-01850-2","DOIUrl":"https://doi.org/10.1007/s10578-025-01850-2","url":null,"abstract":"<p><p>This study investigated the prevalence of children's engagement in recreational fear activities - i.e., playful engagement with scary stimuli where both fear and enjoyment are experienced. A detailed survey of 1,600 parents/caregivers (67% female) of children aged 1-17 years (50% female) asked about their child's enjoyment of recreational fear activities across 19 activity categories, as well as with whom, where and how often they engage in these activities. 93% of children were reported to enjoy at least one recreational fear activity. Distinct age-related trends in engagement were found for different activity types. The results showcase that, despite rarely being studied in children, enjoyment of recreational fear is common across children's activities and development.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144301210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between Socioemotional Strengths and Self-Stigma Experiences of Youth with ADHD and their Parents.","authors":"Kristina Jelinkova, Emma Charabin, Courtney Miller, Theresa Siemens, Alexandra C Bath, Emma A Climie","doi":"10.1007/s10578-025-01865-9","DOIUrl":"https://doi.org/10.1007/s10578-025-01865-9","url":null,"abstract":"<p><p>Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder often associated with stigmatization, both from others and internally through self-stigma. This study explored how self-stigma relates to perceptions of socioemotional strengths in youth with ADHD and their parents. A total of 44 youth-parent dyads participated, completing strength-based and self-stigma measures. Hierarchical multiple regressions were conducted to determine the relation between youth or parent self-stigma and the perceptions of youth strengths. Partial correlations were used to examine associations between self-stigma and specific strength domains. Results indicated that higher youth self-stigma was significantly associated with lower self-rated strengths across all socioemotional domains, while higher parent self-stigma was linked to lower parent-rated strengths in family involvement and intrapersonal areas. Notably, youth self-stigma did not predict parent-rated strengths, and vice versa, suggesting self-stigma biases perceptions rather than reflecting objective differences in strengths. These findings highlight the potential negative impact of self-stigma on self- and parent-perceptions of youth capabilities and underscore the importance of interventions that target stigma reduction and promote strength-based perspectives. Future research should explore causality and the potential buffering role of strengths against the harmful effects of self-stigma.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144265390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal Changes in Preschoolers' Self-reported Psychological and Social Problems: Feasibility, Reliability, and Cross-informant Agreement.","authors":"Meingold Hiu-Ming Chan, Xin Feng, Yihui Gong, Karis Inboden","doi":"10.1007/s10578-025-01864-w","DOIUrl":"10.1007/s10578-025-01864-w","url":null,"abstract":"<p><p>For decades, parental reports were used to assess children's psychological symptoms and social problems. The Berkeley Puppet Interview (BPI) utilizes hand puppets to collect questionnaire-style interview data from children, allowing consideration of children's own perspective. The current longitudinal study compared the feasibility and reliability of preschoolers' self-report with BPI at age 4 (M = 4.03, SD = 0.16; 52% boy, 82% White American) and 5 (M = 5.22, SD = 0.36) as well as cross-informant agreement among children, mothers, alternate caregivers (> 90% biological fathers), and coders. Children completed Symptom, Prosocial, and Parenting scales of BPI and their parents completed surveys assessing similar constructs. Our findings revealed both similarities and changes across ages. Specifically, the reliability and cross-informant agreement of the broad Symptom and Parenting scales were promising at both timepoints; however, 4-year-olds showed lower internal consistency in Social scales. Recommendations for how to refine and utilize BPI appropriately in young children in future research and the importance of cross-informant design were discussed.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144257440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Disclosure Decisions in Parents of Children with Attention Deficit/Hyperactivity Disorder.","authors":"Irene Mateo-Arriero, Yael Perry, Jeneva L Ohan","doi":"10.1007/s10578-025-01863-x","DOIUrl":"https://doi.org/10.1007/s10578-025-01863-x","url":null,"abstract":"<p><p>Parents of children with attention-deficit/hyperactivity disorder (ADHD) often make disclosure decisions about their child's ADHD on their behalf. While disclosure can facilitate access to support, it risks stigma. Despite ADHD being one of the most common neurodevelopmental conditions, little is known about parent's experiences in relating information about their child's ADHD diagnosis or medication use, to others. This study aimed to understand this decision-making process in parents of children with ADHD. Fifteen parents completed semi-structured interviews about their lived experience of making these decisions. Reflexive thematic analysis was used to analyse the data. Five themes were organised to follow parents' decision-making process, starting with 'consider who to tell', followed by themes reflecting different disclosure goals: benefit the child, manage stigma, access support, and express identity. Findings highlighted a lack of support for parents through this decision-making process, and the opportunity to develop ways to provide this support in the future.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144246723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Randomized Clinical Trial Comparing the Effectiveness of Emotion-Focused and Behavioral Parent Training in Families of School-aged Children with Attention-Deficit/Hyperactivity Disorder.","authors":"Ghazaleh Zargarinejad, Joann Wu Shortt, J Mark Eddy, Saeed Ebadi Zare, Banafsheh Gharraee, Hojjatollah Farahani, Asma Aghebati, Elham Shirazi","doi":"10.1007/s10578-025-01868-6","DOIUrl":"https://doi.org/10.1007/s10578-025-01868-6","url":null,"abstract":"<p><p>Behavioral Parent Training (BPT) is a well-established intervention for Attention-Deficit/Hyperactivity Disorder; however, it has been criticized for its limited focus on enhancing parental emotion regulation (ER) skills, which are crucial for supporting children's emotional development. This gap underscores the need to examine the effectiveness of ER-focused parental interventions in comparison to BPT. The present study aimed to compare the effectiveness of an EF parenting and a BPT intervention on various child- and mother-related outcomes in families of school-aged children with ADHD. Fifty-nine participants were randomly assigned to an EF intervention (The Emotions Program), a BPT intervention (Triple P Positive Parenting Program), or a waitlist control group, with data from forty-seven participants (mean child age = 8.00; SD = 1.38; 72.3% boys) included in the final analyses. The treatment groups received structured, manual-based interventions, while the waitlist group received the BPT intervention after the final assessment. Assessments were conducted at pre-intervention, post-intervention, and a two-month follow-up. Results from repeated-measures ANOVAs and post-hoc analyses indicated that both EF and BPT led to significant improvements compared to the control group, though each approach had distinct effects. Both interventions significantly reduced child conduct problem scores; however, EF was particularly effective in decreasing non-supportive maternal reactions, alleviating parenting stress, and improving parental emotion regulation, while BPT showed greater effectiveness in reducing ADHD symptoms and child emotion dysregulation. These findings highlight the importance of tailoring interventions to address specific parental and child needs, suggesting that integrating EF and BPT approaches may provide a more comprehensive framework for supporting families of children with ADHD.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144233358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}