Child & Youth Care Forum最新文献

{"title":"Preliminary Implementation Outcomes of a Free Online Toolkit to Support Exposure Therapy Implementation for Youth.","authors":"Emily M Becker-Haimes, Katherine Wislocki, Simone H Schriger, Hilary E Kratz, Amanda L Sanchez, Douglas Clapp, Hannah E Frank","doi":"10.1007/s10566-023-09732-1","DOIUrl":"10.1007/s10566-023-09732-1","url":null,"abstract":"<p><strong>Background: </strong>Exposure therapy (\"exposure\") for youth anxiety is highly underutilized in clinical practice. Asynchronous, online implementation strategies such as online toolkits hold promise as pragmatic approaches for extending the sustainability of evidence-based interventions, but their long-term usage, perceived utility, and impact are rarely studied.</p><p><strong>Objective: </strong>This study presents three-year preliminary implementation outcomes for a free, online toolkit to support exposure therapy use with youth: the Resource for Exposure for Anxiety Disordered Youth (READY; www.bravepracticeforkids.com). Implementation outcomes of interest included READY usage statistics, adoption, perceived utility, and clinician exposure use.</p><p><strong>Methods: </strong>Web analytics characterized usage patterns. A survey of READY users (<i>N</i> = 49; <i>M</i> age = 34.2, 82.9% female, 71% White) assessed adoption, perceived utility, clinician exposure use, and persistent barriers to exposure use.</p><p><strong>Results: </strong>In its first three years, READY had 13,543 page views across 1,731 unique users; 442 (25.6%) registered as a site user to access specialized content. Survey data suggested variability in usage and perceived utility across toolkit components. Qualitative analyses highlighted persistent exposure barriers that pointed to potential READY refinements.</p><p><strong>Conculsions: </strong>Overall, READY has been accessed by hundreds of clinicians, but its impact was limited by low return to the site. This study highlights strengths and limitations of standalone online implementation supports and identifies additional steps needed to optimally support clinicians to deliver exposure to youth in need.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":" ","pages":"1-18"},"PeriodicalIF":1.8,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9854404/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10584411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer Victimization and Risk for Specific Charges Among Detained Youth","authors":"Paula J. Fite, K. Díaz, Selena A Baca","doi":"10.1007/s10566-022-09727-4","DOIUrl":"https://doi.org/10.1007/s10566-022-09727-4","url":null,"abstract":"","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"25 1","pages":"1-11"},"PeriodicalIF":1.8,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85428581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Age 4 Predictors of Age 5 Academic Achievement: A Multi-domain Model of Contextual, Parent, and Child Effects","authors":"J. Lavigne, J. Hopkins, Karen R. Gouze, Jaclyn M. Russo","doi":"10.1007/s10566-022-09728-3","DOIUrl":"https://doi.org/10.1007/s10566-022-09728-3","url":null,"abstract":"","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"1 1","pages":"1-34"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76923157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model.","authors":"Michael D Lyons,&nbsp;Julia V Taylor,&nbsp;Kathryn L Zeanah,&nbsp;Sarah K Downey,&nbsp;Faith A Zabek","doi":"10.1007/s10566-022-09673-1","DOIUrl":"https://doi.org/10.1007/s10566-022-09673-1","url":null,"abstract":"<p><strong>Background: </strong>To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called <i>Extension for Community Healthcare Outcomes</i> (ECHO). In other applications (e.g., healthcare settings), ECHO has been shown to increase healthcare professionals' self-efficacy and knowledge of evidence-based practices leading to improved patient outcomes.</p><p><strong>Objectives: </strong>This study examined the potential for ECHO to be used as a method for increasing school staff engagement and knowledge of evidence-based school mental health practices.</p><p><strong>Methods: </strong>Using a quasi-experimental design, this study compared outcomes across two professional development experiences aimed at promoting school staff ability to provide evidence-based mental health services. School staff from four school districts participated in a school mental health training initiative. All participants (<i>N</i> = 57) had access to asynchronous, online mental health modules. A sub-sample (<i>n</i> = 33) was also offered monthly ECHO sessions.</p><p><strong>Results: </strong>Tests of group difference in outcomes revealed significant increases in engagement with online learning (<i>d</i> = 0.58) and satisfaction (<i>d</i> = 0.82) for those who participated in ECHO as compared to those who did not. Knowledge about evidence-based practices was not significantly different between groups.</p><p><strong>Conclusions: </strong>Results suggest that group-based telementoring may be a promising approach for improving engagement and satisfaction with training initiatives aimed at promoting evidence-based school mental health practices. However, further study of ProjectECHO using experimental designs is needed to make causal inferences about its effect on provider outcomes.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 1","pages":"65-84"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8804076/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9173228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of Technology to Support Young People's Care and Mental Health-A Rapid Evidence Review.","authors":"G Ramshaw,&nbsp;A McKeown,&nbsp;R Lee,&nbsp;A Conlon,&nbsp;D Brown,&nbsp;P J Kennedy","doi":"10.1007/s10566-022-09700-1","DOIUrl":"https://doi.org/10.1007/s10566-022-09700-1","url":null,"abstract":"<p><strong>Background: </strong>Technology and its use within mental health services has advanced dramatically over recent years. Opportunities for mental health services to utilise technology to introduce novel, effective, and more efficient means of delivering assessment, and treatment are increasing.</p><p><strong>Objective: </strong>The current rapid-evidence paper reviews evidence regarding the introduction of novel technology to support young people's mental health and psychological well-being.</p><p><strong>Methods: </strong>A rapid evidence review was conducted. PSYCHINFO and CINAHL were searched for research articles between 2016 and 2021 that were specific to young people, mental health, and technology developments within this domain. N = 27 studies which explored the introduction, feasibility, and value of technology for mental health purposes were included in a narrative synthesis. Quality or risk of bias analyses were not completed.</p><p><strong>Results: </strong>Overall, technological advancements in young people's care were considered positive and engaging for young people. Factors including resources, efficiency of care, engagement, therapeutic effectiveness, ethical considerations, therapeutic alliance, and flexibility were considered within this review. Nevertheless, potential barriers include clinician concerns, socioeconomic factors, and motivation.</p><p><strong>Conclusion: </strong>Effective and sustained use of technology within young people's mental health services will depend on the technology's usability, efficiency, and ability to engage young people. This paper expands on existing research by reviewing a broader range of technology proposed to support young people's mental health and well-being. This will assist in the application of novel technological advancements by indicating effectiveness, preferences, potential barriers, and recommendations for the feasibility and efficacy of introducing technology into young people's services.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 3","pages":"509-531"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9328417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescents' Psychoactive Substance Use During the First COVID-19 Lockdown: A Cross Sectional Study in Italy.","authors":"Silvia Biagioni,&nbsp;Federica Baldini,&nbsp;Marina Baroni,&nbsp;Sonia Cerrai,&nbsp;Francesca Melis,&nbsp;Roberta Potente,&nbsp;Marco Scalese,&nbsp;Sabrina Molinaro","doi":"10.1007/s10566-022-09701-0","DOIUrl":"https://doi.org/10.1007/s10566-022-09701-0","url":null,"abstract":"<p><strong>Background: </strong>Italy was one of the first European countries to be affected by Covid-19. Due to the severity of the pandemic, the Italian government imposed a nationwide lockdown which had a great impact on the population, especially adolescents. Distance-learning, moving restrictions and pandemic-related concerns, resulted in a particularly stressful situation.</p><p><strong>Objective: </strong>This cross-sectional study aims to analyse substance consumption and its associated factors during the Covid-19 lockdown imposed by the Italian government.</p><p><strong>Methods: </strong>ESPAD is a questionnaire that is administered yearly in Italian high schools. In 2020, it was administered online during dedicated hours of distance learning, collecting data from 6027 Italian students (52.4% were male) aged 15-19. Data collected from the 2020 questionnaire was matched with that collected in 2019, in order to make them comparable.</p><p><strong>Results: </strong>The prevalence of consumption of each substance decreased during the restriction period, and the most used substance during the lockdown period was alcohol (43.1%). There were some changes in factors associated with psychoactive substance use, especially painkillers and non-prescription drugs. For instance, unlike what was observed in the 2019 model, in 2020 spending money without parental control was associated with painkillers and non-prescription drug use while risk perception was not.</p><p><strong>Conclusions: </strong>The restrictions and the increased difficulties in obtaining psychoactive substances did not prevent their consumption, and students with particular risk factors continued to use them, possibly changing the substance type of substance. This information is useful in order to better understand adolescents' substance use during the ongoing pandemic.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 3","pages":"641-659"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9325948/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9391179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High Rates of Anxiety Among Adolescents in a Partial Hospitalization Program.","authors":"Michelle Pelcovitz,&nbsp;Shannon Bennett,&nbsp;Payal Desai,&nbsp;Jennifer Schild,&nbsp;Renae Beaumont,&nbsp;John Walkup,&nbsp;David Shaffer,&nbsp;Angela Chiu","doi":"10.1007/s10566-022-09680-2","DOIUrl":"https://doi.org/10.1007/s10566-022-09680-2","url":null,"abstract":"<p><strong>Background: </strong>Anxiety disorders are garnering increasing attention for their contribution to high-risk issues and functional impairment. Adolescents are typically admitted to partial hospitalization programs (PHPs) due to high-risk presentations. However, the frequency of anxiety disorders in PHPs is not well-established, in part because anxiety can be overlooked in acute settings due to limited lengths of stay and focus on stabilization.</p><p><strong>Objective: </strong>This study aims to evaluate the frequency and severity of anxiety disorders among a sample of adolescent PHP patients to assess the need for anxiety-specific assessment and interventions in higher acuity settings.</p><p><strong>Methods: </strong>Participants were 158 youths ages 13 to 19 years old (<i>M</i> = 15.49 years, <i>SD</i> = 1.50) who were admitted to an adolescent PHP and their caregivers. Clinician-reported diagnostic information was collected from the youth's electronic medical record, and self- and caregiver-rated severity of anxiety was collected using the Screen for Child Anxiety Related Emotions Disorders (SCARED-C/P). Frequency of anxiety and related disorder diagnoses and self- and caregiver-reported severity were assessed using descriptive statistical methods.</p><p><strong>Results: </strong>75% of participants were diagnosed with an anxiety disorder (n = 118). On average, participants with anxiety disorders had elevated SCARED-C scores. Youths with depressive disorders had elevated SCARED-C scores even when they did not carry anxiety disorder diagnoses. Caregiver ratings of the youth's anxiety symptoms on the SCARED-P were elevated when youths had anxiety disorders.</p><p><strong>Conclusions: </strong>These findings suggest that anxiety is common in an adolescent PHP setting and support investing in evidence-based assessment and treatment of anxiety in high-acuity settings.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 1","pages":"105-122"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8866547/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10620356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial.","authors":"Katherine Solís-Cordero,&nbsp;Patricia Marinho,&nbsp;Patricia Camargo,&nbsp;Silvia Takey,&nbsp;Rogério Lerner,&nbsp;Vladimir Pinheiro Ponczek,&nbsp;Alberto Filgueiras,&nbsp;Jesus Landeira-Fernandez,&nbsp;Elizabeth Fujimori","doi":"10.1007/s10566-022-09717-6","DOIUrl":"10.1007/s10566-022-09717-6","url":null,"abstract":"<p><strong>Background: </strong>Studies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program ('Play Teaches Change' in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores.</p><p><strong>Objective: </strong>To assess the effects of the BEM Program on child development and the quality of caregiver-child interaction.</p><p><strong>Method: </strong>A two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12-23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, <i>n</i> = 66) or standard child care (control, <i>n</i> = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted.</p><p><strong>Results: </strong>The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. No significant differences were observed in caregiver's repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress.</p><p><strong>Conclusions: </strong>Despite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 4","pages":"935-953"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9579672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9620071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship Between Korean Adolescents' Dependence on Smartphones, Peer Relationships, and Life Satisfaction.","authors":"Sun Ah Lim","doi":"10.1007/s10566-022-09703-y","DOIUrl":"https://doi.org/10.1007/s10566-022-09703-y","url":null,"abstract":"<p><strong>Background: </strong>In recent years, the penetration rate of smartphones among Korean teenagers has increased, making it critical to clarify the influence of these devices on adolescents' lives.</p><p><strong>Objective: </strong>This study investigated the effects of smartphone dependence on peer relationships and life satisfaction among Korean adolescents.</p><p><strong>Methods: </strong>Using the middle school panel of the Korean Children and Youth Panel Survey (KCYPS), longitudinal data of 2,250 participants (53.4% boys) at Grade 1 (<i>M</i> _age = 14.01, <i>SD</i> = 0.03) in 2018, Grade 2 in 2019, and Grade 3 in 2020 were analyzed to examine the causal relationships between smartphone dependence, peer relationships, and life satisfaction.</p><p><strong>Results: </strong>This study found that smartphone dependence had a longitudinal effect on negative peer relationships. Negative peer relationships had a longitudinal negative effect on early adolescents' life satisfaction. Finally, negative peer relationships in early adolescents longitudinally mediated the relationship between smartphone dependence and life satisfaction.</p><p><strong>Conclusions: </strong>This study showed that early adolescents' dependence on smartphones negatively affects their social relationships and, in turn, negative relationships with peers hindered life satisfaction, suggesting that adolescents' smartphone use should be guided and, when necessary, receive assistance to develop control of their smartphone use.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 3","pages":"603-618"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9253240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9335470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of a Cyberbullying Intervention Programme Among Primary School Students.","authors":"Ágnes Lukács J,&nbsp;Johanna Takács,&nbsp;Zsuzsanna Soósné Kiss,&nbsp;Máté Kapitány-Fövény,&nbsp;András Falus,&nbsp;Helga Judit Feith","doi":"10.1007/s10566-022-09714-9","DOIUrl":"10.1007/s10566-022-09714-9","url":null,"abstract":"<p><strong>Background: </strong>With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration.</p><p><strong>Objective: </strong>Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles.</p><p><strong>Method: </strong>The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later.</p><p><strong>Results: </strong>The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants.</p><p><strong>Conclusion: </strong>Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10566-022-09714-9.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":"52 4","pages":"893-911"},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9527071/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9984137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}