Research on Child and Adolescent Psychopathology最新文献

{"title":"The First Step is the Hardest: A Mixed Methods Single-Case Experimental Design Study of a VR-Enhanced Training Program in a Forensic Youth Care Setting.","authors":"Renée E Klein Schaarsberg, Nicole Klinkhamer, Levi van Dam, Samantha Bouwmeester, Ramón J L Lindauer, Arne Popma","doi":"10.1007/s10802-025-01313-1","DOIUrl":"https://doi.org/10.1007/s10802-025-01313-1","url":null,"abstract":"<p><p>Street Temptations is a virtual reality-enhanced training program developed as an add-on intervention for adolescents with disruptive behavior problems. Using mentalization as a primary treatment mechanism, the program aims to address cognitive distortions and increase motivation for behavior change. This study provides an initial evaluation of Street Temptations in a forensic youth care setting, utilizing both quantitative and qualitative data within an A-B-A' single-case experimental design. Throughout a baseline, intervention, and follow-up phase, adolescents completed daily measurements on cognitive distortions and motivation for behavior change. Secondary outcomes were assessed before baseline, after intervention, and after follow-up, which included mentalization and perspective-taking. Qualitative data were collected after the intervention through separate interviews with adolescents and Street Temptations therapists. A total of 8 adolescents were included in the study, 5 of whom dropped out, leaving 3 who provided sufficient data for visual inspection of the outcomes. The observed patterns suggested an increase in adolescents' awareness of others' perspectives during participation in Street Temptations, potentially indicating a positive effect on cognitive distortions. However, daily assessments did not show an increase in adolescents' motivation for behavior change. Positive effects of Street Temptations and virtual reality, as well as areas for improvement, were highlighted in all interviews. Recommendations for further development and implementation are discussed. Overall, this study provides preliminary support for the use of Street Temptations as an add-on intervention in forensic youth care.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":""},"PeriodicalIF":2.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interparental Relationship Discord and Adolescent Psychopathology in a United States Probability Sample.","authors":"Elisa F Stern, Soo Hyun Rhee, Mark A Whisman","doi":"10.1007/s10802-025-01289-y","DOIUrl":"10.1007/s10802-025-01289-y","url":null,"abstract":"<p><p>Exposure to interparental conflict and poor parental relationship adjustment (i.e., interparental relationship discord) has been associated with children's internalizing and externalizing symptoms throughout childhood and later life. However, the degree to which interparental relationship discord is associated with clinical levels of psychopathology in adolescents remains unclear. The association between parents' report of interparental relationship discord and mental disorders in adolescents was investigated in the National Comorbidity Survey-Adolescent Supplement, a United States probability sample of 13-17-year-old adolescents and their parents (N = 4,112 dyads). A hierarchical framework, consisting of 16 specific disorders, latent dimensions of internalizing and externalizing disorders, and a latent dimension of general psychopathology, was employed. Greater interparental relationship discord demonstrated small but significant associations with higher levels of general psychopathology and internalizing and externalizing psychopathology, as well as with several specific disorders. Overall, results are consistent with the perspective that interparental relationship discord may increase risk for clinical levels of psychopathology in adolescents.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"499-509"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12031646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Executive Functioning Moderate the Association Between Psychopathic Traits and Antisocial Behavior in Youth?","authors":"Justin J Joseph, Dan A Waschbusch","doi":"10.1007/s10802-024-01283-w","DOIUrl":"10.1007/s10802-024-01283-w","url":null,"abstract":"<p><p>This study examined the interplay of psychopathic traits, executive functioning, and antisocial behavior among adjudicated youth, with a focus on the potential moderating role of executive function. The current study uses data from the Pathways to Desistance dataset was examined, utilizing the Psychopathy Checklist: Youth Version (PCL-YV) and the Stroop Color-Word Task to measure psychopathic traits and executive functioning, respectively. Violent and property offending frequencies were self-reported. Both psychopathic traits and lower executive functioning were initially associated with higher frequencies of both violent and property offending. Crucially, a significant interaction emerged: Youth exhibiting higher socially deviant/lifestyle psychopathic traits and weaker executive function were most likely to engage in property offenses. These findings offer insights into specific risk profiles for offending behaviors and underscore the importance of interventions promoting executive function, especially for youth with these characteristics. This study highlights the complex ways in which individual differences contribute to antisocial outcomes.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"543-554"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12031916/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Child Interpretations of Teacher Behaviors Directed toward Students with and without ADHD Symptoms.","authors":"Amori Yee Mikami, Caroline E Miller","doi":"10.1007/s10802-024-01280-z","DOIUrl":"10.1007/s10802-024-01280-z","url":null,"abstract":"<p><p>Many students with attention-deficit/hyperactivity disorder (ADHD) have negative social experiences with classmates and teachers. The Making Socially Accepting Inclusive Classrooms (MOSAIC) intervention asked teachers to give positive attention strategies to students at risk for ADHD, at a 3:1 ratio compared to their peers. Evidence suggested that although MOSAIC students at risk for ADHD reported improved relationships with teachers, they were more disliked by their classroom peers, relative to counterparts in a typical practice control group. The current study sought to investigate how classroom peers may have interpreted the teacher strategies. An independent sample of 191 children (ages 5-10; 102 boys) watched video vignettes displaying a teacher using MOSAIC strategies with a student. Participants were randomized into one of four conditions manipulating (a) the ADHD status of the student in the video (ADHD or Neurotypical), and (b) the equality in the teacher's implementation of the strategies across all students in the class (Equality or Inequality). Results suggested that children believed the teacher to be less genuine when delivering strategies to a student with ADHD relative to a neurotypical student. When teachers delivered strategies unequally (preferentially to the target student) relative to equally across all students, children found the teacher's actions to be less justified. Children's ratings of desired social contact with ADHD targets improved after watching the teacher use the MOSAIC strategies, but remained low overall. These findings underscore the importance of assessing children's interpretations of teacher-delivered intervention strategies, and have implications for future iterations of MOSAIC.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"443-457"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Within-person Relations Between Social Skills and Symptoms of Oppositional Defiant Disorder and Conduct Disorder from Preschool to Adolescence - A Birth Cohort Study.","authors":"Silje Merethe Husby, Lourdes Ezpeleta Ascaco, Lars Wichstrøm","doi":"10.1007/s10802-025-01298-x","DOIUrl":"10.1007/s10802-025-01298-x","url":null,"abstract":"<p><p>Effective treatment of oppositional defiant disorder (ODD) and conduct disorder (CD) is dependent on etiological knowledge about what factors contribute to their development and maintenance. Previous research points to a role for social skills in this process, but findings are mixed, possibly due to methodological factors. A sample drawn from two birth cohorts (n = 1,079, 50.1% girls) in the city of Trondheim, Norway, was assessed biennially from age 4 to 16 years. Social skills were rated by teachers and parents and measures of symptoms of ODD and CD were obtained through diagnostic interviews of parents and children (from age 8). Bidirectional relations between within-person changes in social skills and symptoms of ODD and CD, respectively, were assessed by a random intercept cross-lagged model. Increased parent-reported social skills predicted reduced symptoms of both ODD and CD from preschool to adolescence, while teacher-rated social skills predicted reduced symptoms of ODD from 4 to 14 years but predicted reduced symptoms of CD from 6 to 8 years only. Symptoms of ODD and CD predicted reduced teacher-rated social skills on two occasions (6 to 8 years for CD and 8 to 10 years for ODD), but there were no reciprocal paths involving parent-rated social skills. Findings provide support for including social skills training in the prevention and treatment of symptoms of ODD and CD.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"473-484"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12031923/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143450498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peripheral Blood Monocytes as Biomarkers of Neurodevelopmental Disorders: A Systematic Review and Meta-Analysis.","authors":"Xing-Da Ju, Pai-Hao Zhang, Qiang Li, Qiu-Yu Bai, Bo Hu, Jing Xu, Chang Lu","doi":"10.1007/s10802-025-01303-3","DOIUrl":"10.1007/s10802-025-01303-3","url":null,"abstract":"<p><p>Accumulating evidence implicates immune dysregulation and chronic inflammation in neurodevelopmental disorders (NDDs), often manifesting as abnormal alterations in peripheral blood immune cell levels. The mononuclear phagocyte system, including monocytes and microglia, has been increasingly recognized for its involvement in the pathogenesis of NDDs. However, due to inconsistent findings in the literature, whether monocytes can serve as a reliable biomarker for NDDs remains controversial. To address this issue, we conducted a systematic review and meta-analysis of studies examining monocyte counts in NDD individuals. A comprehensive search was conducted across PubMed, Web of Science, and Scopus databases. Variables extracted for analysis encompassed the author's name, year of study, sample size, patient's age, type of disease, mean, standard deviation of monocytes and sex ratio. A total of 2503 articles were found by searching the three databases. After removed duplicates and screening titles, abstracts, and full texts, 17 articles met the inclusion criteria, and 20 independent studies were included in the meta-analysis. The results indicated significantly increased monocyte counts in 5 type NDDs compared to Typical Development (TD) groups (g = 0.36, 95%CI [0.23, 0.49]). Subgroup analyses revealed no significant differences in monocyte counts across different NDD types, gender, or age. These findings suggest that aberrant alterations in monocyte counts are common in NDD cases, indicating their potential as biomarkers for these conditions. Future research should further investigate the role of monocyte in understanding the mechanisms, early detection, and clinical diagnosis of NDDs.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"583-595"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multimodal Assessment of Adolescent Coping with Family Conflict Incorporating Video-Mediated Recall Methodology.","authors":"Kelly H Watson, Rachel E Siciliano, Allegra S Anderson, Abagail E Ciriegio, Lauren M Henry, Meredith Gruhn, Allison Vreeland, Sofia Torres, Tarah Kuhn, Jon Ebert, Bruce E Compas","doi":"10.1007/s10802-025-01290-5","DOIUrl":"10.1007/s10802-025-01290-5","url":null,"abstract":"<p><p>The strategies adolescents use to cope with stress are key determinants of psychological adjustment. Research has most often utilized questionnaire methods to assess coping, which can be limited by recall bias and broad time frames. This study used a novel application of video-mediated recall methodology to assess adolescent coping during discussion of a family conflict. We examined associations between coping, observed emotions and behavior, and internalizing and externalizing symptoms. Caregiver-adolescent dyads (N = 89; ages 10 to 15) completed questionnaires on adolescent coping, family conflict, and symptoms of psychopathology. Caregiver-adolescent dyads were videorecorded during a 10-min conflict task. Adolescents then participated in a video-mediated recall procedure to self-report their use of coping strategies while reviewing segments of the conflict task. In addition, video recordings were coded for adolescent emotions and behaviors. Bivariate correlations revealed modest correspondence between questionnaire and recalled reports of in-the-moment adolescent coping strategies. In-the-moment coping was associated with observed and reported emotional and behavioral problems across strategies. In multivariate analyses, questionnaire reports of coping were significantly associated with questionnaire reports of internalizing and externalizing psychopathology, while in-the-moment coping responses were uniquely associated with observed emotions and behaviors. Differences in questionnaire and laboratory measures of coping underscore the need for comprehensive assessment to capture the complexity of coping in adolescence and their unique influence on emotions and behaviors and suggest that questionnaire measures may be sufficient to understand associations with global reports of symptoms. The conceptual, methodological, and clinical implications of the present study are discussed.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"555-568"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12031917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utility of Parent and Teacher Behavior Ratings for Self-Regulatory Outcomes of Preschool Children: A Multi-Study Examination.","authors":"Christopher DeCamp, Megan E Hoffman, Darcey M Allan, Brittany M Morris, Christopher J Lonigan","doi":"10.1007/s10802-024-01286-7","DOIUrl":"10.1007/s10802-024-01286-7","url":null,"abstract":"<p><p>Despite frequent reliance on teacher and parent ratings of children's behavior for multi-informant assessment, agreement between teachers' and parents' ratings is low. This study examined the predictive utility of teacher and parent ratings for children's self-regulatory outcomes (i.e., executive function, continuous performance task) in four studies. Study 1 included 163 children ranging from 31 to 84 months of age (M = 55.58 months, SD = 8.43). Study 2 included 1,088 children ranging from 48 to 63 months of age (M = 55.15, SD = 3.65). Study 3 included 246 bilingual Spanish-speaking children ranging from 40 to 72 months of age (M = 56.66, SD = 6.06). Study 4 included 280 children ranging from 38 to 75 months of age (M = 55.92, SD = 4.16). Across studies, parents and teachers rated children's externalizing behaviors on the Conners' Rating Scale, the Strength and Weaknesses of ADHD-Symptoms and Normal Behavior Scale, or both; children completed a variety of performance-based self-regulation tasks. The strength of associations of parent and teacher ratings with self-regulatory outcomes was compared, and regression analyses determined the unique and overlapping variance accounted for by different raters. Teachers' ratings had larger associations with self-regulation than did parents' ratings across outcomes and studies-except for two instances in Study 4 where the associations for teachers' and parents' ratings were equal. These findings indicate that teachers supply more useful information than parents, possibly because teachers have better-informed expectations of children's behavior, and they raise questions about the utility of multi-informant assessment, at least with preschool children.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"459-472"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Daily Process of Interpersonal Conflict and Mood among Chinese Adolescents: A Multilevel Moderated Mediation Analysis of Cognitive Appraisal, Social Support and Psychological Capital.","authors":"Jingyi Zhang, Jichao Jia, Jiale Xiao, Yinghe Chen","doi":"10.1007/s10802-025-01291-4","DOIUrl":"10.1007/s10802-025-01291-4","url":null,"abstract":"<p><p>A growing body of literature has confirmed the within-person process from interpersonal conflict to adolescent mood on a day-to-day timescale. However, research on how, when and for whom adolescent interpersonal conflict relates to their daily mood is underdeveloped. This study examined whether interpersonal conflict is related to mood through threat appraisal and self-blaming attribution and whether these relationships would be moderated by daily social support and psychological capital. Daily experience-sampling data were collected over 14 consecutive days from 264 Chinese adolescents (M_age = 14.74 years, SD = 1.48). The results indicate that adolescents had more negative moods and less positive moods on the days when they experienced more conflicts than usual. Same-day threat appraisal serves as a mediator in the relationship between interpersonal conflicts and negative mood, and same-day threat appraisal and self-blaming attributions play serial mediating roles in the relationship between interpersonal conflicts and same-day positive mood. Furthermore, the relationship between interpersonal conflict and same-day positive mood was moderated by daily social support and psychological capital, i.e., this relationship was stronger in days with more social support and in adolescents with high levels of psychological capital, which is consistent with the reverse stress-buffer model. These findings reveal the instant cognitive mechanism of interpersonal conflict and daily mood and identify when and for whom interpersonal conflict is associated with daily mood.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"525-542"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Temperament Profiles at Age 18 Months as Distinctive Predictors of Elevated ASD- and ADHD-Trait Scores and Their Co-Occurrence at Age 8-9: HBC Study.","authors":"Nobuaki Tsukui, Yoko Nomura, Jeffrey H Newcorn, Nagahide Takahashi, Yuka Ishikawa-Omori, Chikako Nakayasu, Akemi Okumura, Toshiki Iwabuchi, Taeko Harada, Mohammad Shafiur Rahman, Tomoko Nishimura, Kenji J Tsuchiya","doi":"10.1007/s10802-025-01312-2","DOIUrl":"10.1007/s10802-025-01312-2","url":null,"abstract":"<p><p>Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) can be traced back to specific early childhood temperament patterns. However, no unique pattern has been identified for their co-occurrence. Given that children with both traits often require more clinical attention, this study aimed to discover such patterns by examining three temperament domains measured during early childhood-Surgency/Extraversion (SE), Negative Affectivity (NA), and Effortful Control (EC)-and their association with group membership defined as being above the cut-off points for either ASD- or ADHD-trait scores or their co-occurrence at school age. We enrolled 814 children from a birth cohort, assessing temperament at 18 months using the Early Childhood Behavior Questionnaire, and ASD- and ADHD-trait scores at ages 8-9 using the Social Responsiveness Scale-2 and ADHD-Rating Scale. Group membership was determined by clinically significant symptoms, defined as + 1 SD after standardizing scores by age and sex. Multinomial regression analyses examined associations between temperament domain scores and group membership (ASD-dominant, ADHD-dominant, co-occurring, neither-ASD-nor-ADHD). The co-occurring group showed a unique temperament profile, with higher scores in both NA and EC (OR in NA = 1.48, 95% confidence interval (CI): 1.11 to 1.96 and OR in EC = 1.61, 95% CI: 1.18 to 2.20), distinct from the patterns shown by the ASD-dominant and ADHD-dominant groups. The combination of high NA and EC scores uniquely characterizes the co-occurring group, highlighting the need for early temperament assessments to identify children potentially requiring clinical attention for both ASD and ADHD traits.</p>","PeriodicalId":36218,"journal":{"name":"Research on Child and Adolescent Psychopathology","volume":" ","pages":"511-523"},"PeriodicalIF":2.4,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12031764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143744207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}