Journal of Child Psychology and Psychiatry最新文献

{"title":"Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties","authors":"Amy E. Margolis,&nbsp;Alex Dranovsky,&nbsp;David Pagliaccio,&nbsp;Gazi Azad,&nbsp;Virginia Rauh,&nbsp;Julie Herbstman","doi":"10.1111/jcpp.14137","DOIUrl":"https://doi.org/10.1111/jcpp.14137","url":null,"abstract":"<p>Although awareness of the role of environmental exposures in children's cognitive development is increasing, <i>learning difficulties</i> have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ‘achievement gap.’ Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of <i>environmentally associated phenotypes of learning difficulties</i>. We propose that prenatal exposure to neurotoxicants <i>and</i> early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ‘two-hit’ pathway in which prenatal air pollution exposure followed by early life stress—when combined and sequential—increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about <i>environmentally associated phenotypes of learning difficulties</i> and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"66 4","pages":"547-568"},"PeriodicalIF":6.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcpp.14137","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143645959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DSM-5 based algorithms for the Autism Diagnostic Interview-Revised for children ages 4-17 years.","authors":"Linnea A Lampinen, Shuting Zheng, Lindsay Olson, Vanessa H Bal, Audrey E Thurm, Amy N Esler, Stephen M Kanne, So Hyun Kim, Catherine Lord, China Parenteau, Kerri P Nowell, Jane E Roberts, Nicole Takahashi, Somer L Bishop","doi":"10.1111/jcpp.14159","DOIUrl":"https://doi.org/10.1111/jcpp.14159","url":null,"abstract":"<p><strong>Background: </strong>The Autism Diagnostic Interview, Revised (ADI-R) is a caregiver interview that is widely used as part of the diagnostic assessment for Autism Spectrum Disorder (ASD). Few large-scale studies have reported the sensitivity and specificity of the ADI-R algorithms, which are based on DSM-IV Autistic Disorder criteria. Kim and Lord (Journal of Autism and Developmental Disorders, 2012, 42, 82) developed revised DSM-5-based toddler algorithms, which are only applicable to children under 4 years. The current study developed DSM-5-based algorithms for children ages 4-17 years and examined their performance compared to clinical diagnosis and to the original DSM-IV-based algorithms.</p><p><strong>Methods: </strong>Participants included 2,905 cases (2,144 ASD, 761 non-ASD) from clinical-research databanks. Children were clinically referred for ASD-related concerns or recruited for ASD-focused research projects, and their caregivers completed the ADI-R as part of a comprehensive diagnostic assessment. Items relevant to DSM-5 ASD criteria were selected for the new algorithms primarily based on their ability to discriminate ASD from non-ASD cases. Algorithms were created for individuals with and without reported use of phrase speech. Confirmatory factor analysis tested the fit of a DSM-5-based two-factor structure. ROC curve analyses examined the diagnostic accuracy of the revised algorithms compared to clinical diagnosis.</p><p><strong>Results: </strong>The two-factor structure of the revised ADI-R algorithms showed adequate fit. Sensitivity of the original ADI-R algorithm ranged from 74% to 96%, and specificity ranged from 38% to 83%. The revised DSM-5-based algorithms performed similarly or better, with sensitivity ranging from 77% to 99% and specificity ranging from 71% to 92%.</p><p><strong>Conclusions: </strong>In this large sample aggregated from US clinical-research sites, the original ADI-R algorithm showed adequate diagnostic validity, with poorer specificity among individuals without phrase speech. The revised DSM-5-based algorithms introduced here performed comparably to the original algorithms, with improved specificity in individuals without phrase speech. These revised algorithms offer an alternative method for summarizing ASD symptoms in a DSM-5-compatible manner.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143655458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time-frequency and functional connectivity analysis in drug-naive adolescents with depression based on electroencephalography using a visual cognitive task: A comparative study.","authors":"Yaru Zhang, Tingyu Yang, Xingyue Jin, Jinqiao Huang, Zexuan Li, Chunxiang Huang, Xuerong Luo, Yuqiong He, Xilong Cui","doi":"10.1111/jcpp.14154","DOIUrl":"https://doi.org/10.1111/jcpp.14154","url":null,"abstract":"<p><strong>Background: </strong>Previous research studies have demonstrated cognitive deficits in adolescents with depression; however, the neuroelectrophysiological mechanisms underlying these deficits remain poorly understood. Utilizing electroencephalography (EEG) data collected during cognitive tasks, this study applies time-frequency analysis and functional connectivity (FC) techniques to explore the neuroelectrophysiological alterations associated with cognitive deficits in adolescents with depression.</p><p><strong>Methods: </strong>A total of 173 adolescents with depression and 126 healthy controls (HC) participated in the study, undergoing EEG while performing a visual oddball task. Delta, theta, and alpha power spectra, along with FC, were calculated and analyzed.</p><p><strong>Results: </strong>Adolescents with depression exhibited significantly reduced delta, theta, and alpha power at the Fz, Cz, C5, C6, Pz, P5, and P6 electrodes compared to the HC group. Notably, theta power at the F5 electrode and alpha power at the F5 and F6 electrodes were significantly lower in the depression group than in the HC group. Additionally, cortical FC in the frontal and central regions was markedly decreased in adolescents with depression compared to HC.</p><p><strong>Conclusions: </strong>During cognitive tasks, adolescents with depression display distinct abnormalities in both high- and low-frequency brain oscillations, as well as reduced functional connectivity in the frontal, central, and parietal regions compared to HC. These findings offer valuable neuroelectrophysiological insights into the cognitive deficits associated with adolescent depression.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143646584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parsing the heterogeneity of social motivation in autism","authors":"Lacey Chetcuti, Antonio Y. Hardan, Emily Spackman, Eva Loth, James C. McPartland, Thomas W. Frazier, Eric A. Youngstrom, Mirko Uljarevic","doi":"10.1111/jcpp.14147","DOIUrl":"https://doi.org/10.1111/jcpp.14147","url":null,"abstract":"BackgroundSocial motivation is posited as a key factor in the expression of the autism phenotype. However, lack of precision in both conceptualization and measurement has impeded a thorough understanding of its diverse presentation and associated outcomes. This study addresses this gap by identifying subgroups of autism characterized by deficits in distinct facets of social motivation, relative to normative benchmarks.MethodsData were from 509 participants with autism, aged 5‐to‐21 years (<jats:italic>M</jats:italic> = 10.43, <jats:italic>SD</jats:italic> = 3.67; 81% male), enrolled in the Healthy Brain Network. Latent profile analysis was employed to identify subgroups characterized by unique configurations of reticence, seeking, and maintaining facets of social motivation, derived from a comprehensive multi‐instrument factor analysis of symptom and screening measures. Pearson's chi‐square tests and one‐way analysis of variance were performed to explore subgroup differences in demographic characteristics, <jats:italic>cognitive abilities, co‐occurring psychopathologies, and other aspects of social functioning.</jats:italic>ResultsFour distinct subgroups were identified: Engaged (<jats:italic>n</jats:italic> = 247), exhibiting the fewest challenges across each area; Inhibited (<jats:italic>n</jats:italic> = 143), characterized by high reticence, mild challenges in seeking, and few challenges in maintaining; Aloof (<jats:italic>n</jats:italic> = 68), characterized by challenges with seeking and maintaining but relatively low reticence; and Avoidant (<jats:italic>n</jats:italic> = 52), characterized by the highest challenges across all areas. Subgroups did not differ in terms of chronological age or sex. The Engaged subgroup exhibited the fewest challenges in other aspects of social functioning and co‐occurring psychopathologies, while the Avoidant subgroup exhibited the greatest challenges, and with the Inhibited and Aloof profiles falling in between.ConclusionsThis study highlights the heterogeneous nature of deficits in social motivation in autism relative to normative benchmarks, suggesting potential avenues for tailored interventions aimed at addressing the specific challenges experienced by individuals within each subgroup. Nevertheless, there remains a need to develop more refined measurement tools capable of capturing even finer‐grained aspects and diverse expressions of social motivation, facilitating further characterization of individual differences across diagnostic boundaries.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"39 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive disengagement syndrome and depressive symptoms in early adolescents: Examining the moderating role of a negative interpretation bias.","authors":"Melissa C Miller, Olivia R Baron, Jeffery N Epstein, Leanne Tamm, Alex C Nyquist, Stephen P Becker","doi":"10.1111/jcpp.14156","DOIUrl":"https://doi.org/10.1111/jcpp.14156","url":null,"abstract":"<p><strong>Background: </strong>Despite previous research demonstrating an independent association between cognitive disengagement syndrome (CDS; previously termed sluggish cognitive tempo) and depressive symptoms, studies have yet to examine what factors may moderate this link. A negative interpretation bias (i.e., maladaptive information processing whereby emotionally aversive meaning is perceived in ambiguous situations) is associated with the development and maintenance of depression and may moderate the association between CDS and depression. Using a multi-informant, multi-method design, this study examined whether negative interpretation bias exacerbated the association between CDS and depressive symptoms.</p><p><strong>Methods: </strong>336 adolescents (ages 10-12 years; 52.7% female; 61.9% White) and their caregivers completed measures of CDS and depressive symptoms. Adolescents completed the Scrambled Sentences Test, a task-based measure of interpretation bias. Regression analyses were conducted to examine interpretation bias as a potential moderator of the association between CDS and depressive symptoms.</p><p><strong>Results: </strong>For adolescent-reported depressive symptoms, higher caregiver- and adolescent-reported CDS symptoms and interpretation bias scores were each independently associated with higher depressive symptoms (all ps < .01), but CDS and interpretation bias did not interact in predicting depression (ps > .05). By contrast, significant CDS symptoms × interpretation bias interactions were found in models using both caregiver- and adolescent-reported CDS symptoms in relation to caregiver-reported depressive symptoms (ps = .01 and .003, respectively), such that CDS was more strongly associated with depression at higher levels of interpretation bias.</p><p><strong>Conclusions: </strong>Negative interpretation bias strengthens the association between CDS symptoms and depressive symptoms when depressive symptoms are rated by caregivers, but not by adolescents. Findings highlight the importance of multiple informants when examining CDS and internalizing symptoms, with a need for longitudinal research to examine CDS and interpretation bias in relation to the progression and maintenance of depression across adolescence.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143623044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills","authors":"Charles Hulme, Gillian West, Mariela Rios Diaz, Sarah Hearne, Caroline Korell, Mihaela Duta, Margaret J. Snowling","doi":"10.1111/jcpp.14157","DOIUrl":"https://doi.org/10.1111/jcpp.14157","url":null,"abstract":"BackgroundOral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4–5‐year‐old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade‐out quite rapidly.MethodsA large‐scale effectiveness trial of the NELI intervention implemented under real‐world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow‐up testing of children from this study conducted approximately 2 years after the completion of the intervention.ResultsAt 2‐year follow‐up, children who had received NELI had better oral language (<jats:italic>d</jats:italic> = 0.22 or <jats:italic>d</jats:italic> = 0.33 for children with lower language ability), reading comprehension (<jats:italic>d</jats:italic> = 0.16 or <jats:italic>d</jats:italic> = 0.24 for children with lower language ability) and single‐word reading skills (<jats:italic>d</jats:italic> = 0.16 or <jats:italic>d</jats:italic> = 0.22 for children with lower language ability) than the control group.ConclusionsOur data show that, although fade‐out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"73 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neurodevelopmental and psychiatric conditions in 600 Swedish children with the avoidant/restrictive food intake disorder phenotype","authors":"Manda Nyholmer, Marie‐Louis Wronski, Liv Hog, Ralf Kuja‐Halkola, Paul Lichtenstein, Sebastian Lundström, Henrik Larsson, Mark J. Taylor, Cynthia M. Bulik, Lisa Dinkler","doi":"10.1111/jcpp.14134","DOIUrl":"https://doi.org/10.1111/jcpp.14134","url":null,"abstract":"BackgroundAvoidant restrictive food intake disorder (ARFID) is a feeding and eating disorder characterized by extremely restricted dietary variety and/or quantity resulting in serious consequences for physical health and psychosocial functioning. ARFID often co‐occurs with neurodevelopmental conditions (NDCs) and psychiatric conditions, but previous data are mostly limited to small clinical samples examining a narrow range of conditions. Here, we examined NDCs and psychiatric conditions in a large, population‐based group of children with ARFID.MethodsIn 30,795 children born 1992–2008 in Sweden, ARFID was assessed using parent reports and clinical diagnoses from national health registers. Parents further reported symptoms of NDCs and psychiatric conditions at child age 9 or 12 years. Validated cutoffs were applied to the resulting symptoms scores to identify above‐threshold conditions. We then examined whether ARFID was associated with higher symptom scores (19 outcomes) and higher likelihood of above‐threshold conditions (15 outcomes) using linear and logistic regressions.ResultsMost prevalent in children with ARFID were separation anxiety (29.0%), oppositional defiant disorder (19.4%), attention deficit hyperactivity disorder (ADHD, 16.9%), panic disorder (15.3%), and tic disorders (14.8%). For all measured co‐occurring conditions, ARFID was associated with significantly higher symptom scores (standardized beta range: 0.6–1.5) and higher odds of above‐threshold conditions (odds ratio [OR] range: 3.3–13.7). The conditions with the highest increase in odds were autism (OR = 13.7) and ADHD (OR = 9.4). We did not find any sex‐specific differences in co‐occurring conditions.ConclusionsThis study highlights the co‐occurrence of a broad range of NDCs and psychiatric conditions with ARFID in a large, non‐clinical cohort. Our findings underscore that children with ARFID face significant burden from multiple co‐existing conditions which should be considered during assessment and treatment.","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":"208 1","pages":""},"PeriodicalIF":7.6,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Review: Help-seeking intentions, behaviors, and barriers in college students - a systematic review and meta-analysis.","authors":"Ruiying Zhao, Yagmur Amanvermez, Julia Pei, Franchesca Castro-Ramirez, Charlene Rapsey, Claudia Garcia, David D Ebert, Josep Maria Haro, Liviu A Fodor, Oana A David, Osiris Rankin, Sook Ning Chua, Vania Martínez, Ronny Bruffaerts, Ronald C Kessler, Pim Cuijpers","doi":"10.1111/jcpp.14145","DOIUrl":"https://doi.org/10.1111/jcpp.14145","url":null,"abstract":"<p><strong>Background: </strong>The prevalence of mental health problems among college students has increased over the past decade. Even when mental health services are available, many students still struggle to access these services. This systematic review and meta-analysis aimed to identify the rates at which students actively seek or consider using formal help and to determine the main reasons for not seeking help.</p><p><strong>Methods: </strong>A comprehensive literature search was conducted on PubMed, PsycINFO, and Embase to identify studies on help-seeking behaviors, intentions, and barriers to help-seeking among college students with mental health problems. Random effect models were used to calculate the pooled proportions.</p><p><strong>Results: </strong>Of the 8,919 identified studies, 62 met the inclusion criteria and were included (n = 53 on help-seeking behaviors, n = 21 on help-seeking intentions, and n = 14 on treatment barriers). The pooled prevalence of active help-seeking behaviors was 28% (179,915/435,768 individuals; 95% CI: 23%-33%, I² = 99.6%), and the aggregated prevalence of help-seeking intentions was 41% (62,456/80161 individuals; 95% CI: 26%-58%, I² = 99.8%). Common barriers reported by students included a preference to address issues on their own, time constraints, insufficient knowledge of accessible resources, and a perceived lack of need for professional help.</p><p><strong>Conclusions: </strong>The findings highlight the gap between the mental health needs of the students and their actual help-seeking rates. Although personal barriers are common, systemic or contextual challenges also affect college students' help-seeking behaviors.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143613048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating a program to prevent anxiety in children of anxious parents: a randomized controlled trial.","authors":"Sigrid Elfström, Anna Rosengren, Rebecca Andersson, Johanna Engelbrektsson, Albin Isaksson, Micaela Meregalli, Livia van Leuven, Maria Lalouni, Lars-Göran Öst, Ata Ghaderi, Johan Åhlén","doi":"10.1111/jcpp.14151","DOIUrl":"https://doi.org/10.1111/jcpp.14151","url":null,"abstract":"<p><strong>Background: </strong>Pediatric anxiety disorders are prevalent, particularly among children with anxious parents. This trial evaluated a program for anxious parents aimed at preventing offspring anxiety disorders and symptoms over 12 months.</p><p><strong>Methods: </strong>This parallel, randomized, controlled, open-label trial was conducted at Karolinska Institutet, Stockholm, Sweden. Inclusion criteria comprised heightened parental anxiety and the child (5-9 years old) not currently meeting criteria for an anxiety disorder. The program, Confident Parents-Brave Children (CPBC) involves six video conferencing group sessions. An external researcher randomly allocated (1:1) participants to CPBC or a self-help control. The primary outcome was change in clinical severity ratings (CSR) between pre- and 12-month assessments, assessed by the Anxiety Disorders Interview Schedule. Secondary outcomes included parent-rated child anxiety symptoms and parental self-efficacy. The study was preregistered at ClinicalTrials.gov (NCT04722731).</p><p><strong>Results: </strong>The trial included 215 parents (91% female) and 277 children (48% girls, mean age 7.0). At the 12-month assessment, no statistically significant difference was found between conditions on the primary outcome (change in CSR), OR = 0.67 (95% CI: 0.30, 1.48). No statistically significantly lower prevalence of anxiety disorder at the 12-month assessment was found in the CPBC group compared with the control group, OR = 0.57 (95% CI: 0.24, 1.31). When stratifying by age, children 5-6 years in CPBC showed lower risk of increased CSR, OR = 0.24 (95% CI: 0.08, 0.77), and anxiety diagnosis, OR = 0.23 (95% CI: 0.05, 0.84), compared to controls. Regarding secondary outcomes, CPBC children exhibited larger decreases in anxiety symptoms than control children from pre- to the 12-month assessment, Cohen's d = .35 (95% CI: 0.15, 0.55). Parents in both conditions showed increased parental self-efficacy over time, with no significant between-group effect. The 12-month assessment was completed by 204 parents (95%).</p><p><strong>Conclusions: </strong>The CPBC may have potential for preventing anxiety in young children; however, further research is warranted.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143613047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interactions between infant characteristics and parenting factors rarely replicate across cohorts and developmental domains.","authors":"Robert Eves, Finiki Nearchou, Dieter Wolke, Michael Pluess, Sakari Lemola","doi":"10.1111/jcpp.14149","DOIUrl":"https://doi.org/10.1111/jcpp.14149","url":null,"abstract":"<p><strong>Background: </strong>Whether, and how, infant characteristics and parenting quality interact is one of developmental psychology's key questions. However, whether specific interaction patterns replicate across cohorts or developmental outcomes is largely unknown. This study investigates whether infant characteristics and parenting quality are independent predictors (additive effects) of child outcomes or interact such that certain infants particularly suffer from poor parenting (diathesis stress), particularly benefit from good parenting (vantage sensitivity) or both (differential susceptibility).</p><p><strong>Methods: </strong>Individual participant data from over 30,000 children from four prospective cohorts were pooled. Using a competitive-confirmatory approach of model evaluation, 16 possible permutations of infant characteristics (temperament and birthweight), parenting (maternal-reported stimulating and sensitive parenting) and later developmental outcomes (fluid and crystalised intelligence, internalising and externalising behaviour) were tested. The robustness of results was evaluated by subsequently varying analytic methods, using alternative parenting measures including observer reports and excluding covariates.</p><p><strong>Results: </strong>AIC values in 10/16 analyses indicated infant characteristics acted independently of maternal-reported parenting for predicting developmental outcomes. Interaction patterns indicating diathesis stress (4/16), vantage sensitivity (2/16) or differential susceptibility (0/16) were rare or absent. However, diathesis-stress patterns were frequently found regarding birthweight and internalising behaviours, which were largely robust to methodological changes.</p><p><strong>Conclusions: </strong>Developmental outcomes are more consistently explained by additive effects rather than by interaction effects.</p>","PeriodicalId":187,"journal":{"name":"Journal of Child Psychology and Psychiatry","volume":" ","pages":""},"PeriodicalIF":6.5,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}