Journal of Clinical Child and Adolescent Psychology最新文献

{"title":"Initial Evaluation of a Brief, Transdiagnostic Intervention for Youth in School Mental Health Care.","authors":"Nicole S J Dryburgh, John R Weisz, Linda Duong, Ryan Miller, Kate Jamieson, Christine Rodriguez, Tracy Weaver, Katherine E Venturo-Conerly, Olivia M Fitzpatrick, Alexandra Fortier, Kathy H Short, Katholiki Georgiades","doi":"10.1080/15374416.2026.2660290","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660290","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the Brief Digital Intervention Program, developed in response to pandemic-era disruptions in school mental health care and the need for flexible and scalable interventions with integrated measurement for students with mild-to-moderate difficulties. The program comprises four brief, digital interventions that teach transdiagnostic, evidence-based skills (relaxation, cognitive restructuring, problem solving, and practicing the opposite of unhelpful behavior), and includes an embedded progress monitoring tool for routinely measuring students' internalizing and externalizing difficulties and \"top problems\" session-by-session. Study goals were to: 1) examine the acceptability of the intervention; 2) describe barriers and facilitators to its use; and 3) examine pre-post changes in student-reported difficulties.</p><p><strong>Method: </strong>Data were examined from 53 school mental health professionals who implemented the intervention with 213 students (M_age = 13.41 years; 63.3% cisgender girls, 27.1% cisgender boys, 9.5% another gender) presenting for mild to moderate mental health concerns from 2021-2024.</p><p><strong>Results: </strong>Professionals and students reported high satisfaction with the intervention. Commonly reported barriers included difficulties with technical navigation and time for training; facilitators included ease of use/accessibility of the technical features and student engagement. Results indicated significant reductions in internalizing difficulties, β = -0.42, <i>p</i> < .001 [small-to-medium effect], externalizing difficulties, β = -0.15, <i>p</i> = -.04 [small effect], and top problem severity, β = -1.01, <i>p</i> < .001 [large effect], from pre- to post-intervention.</p><p><strong>Conclusions: </strong>Findings provide preliminary support for the acceptability and potential benefits of the Brief Digital Intervention Program for school mental health care. Next steps include evaluation using a controlled, randomized design and testing sustainability.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-14"},"PeriodicalIF":4.4,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Perceived Hyper-Surveillance in Adolescent Suicide Risk.","authors":"Franchesca Castro-Ramirez, Taylor C McGuire, Maha Al-Suwaidi, Jordyn R Ricard, Jocelyn A Ricard, Felipe Herrmann, Kilando Q Chambers, Melissa Shang, Grant Jones, Matthew K Nock","doi":"10.1080/15374416.2026.2660292","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660292","url":null,"abstract":"<p><strong>Objective: </strong>Adolescent suicide is a worsening public health crisis. Amid rising authoritarian policies that disproportionately target minoritized youth, the psychological costs of hyper-surveillance (targeted, punitive monitoring) remain unexamined. This study provides an initial operationalization of perceived hyper-surveillance to examine its relationship with suicide ideation (SI) severity, suicide attempts, and antisocial behavior, beyond the effects of discrimination and violence exposure.</p><p><strong>Method: </strong>In a cross-sectional study of 476 adolescents (13-17 years; 63% Black; 55% male-identifying) recruited online and in community settings. Hyper-surveillance was operationalized using items from validated measures that captured experiences across community and school settings. Multivariable regression models tested associations between traumatic-stress symptoms, hyper-surveillance, SI severity, suicide attempts, and antisocial behavior. Thematic analysis explored how adolescents believed hyper-surveillance contributed to suicide risk.</p><p><strong>Results: </strong>Traumatic-stress symptoms and hyper-surveillance were independently associated with increased SI severity and suicide attempts (ps < .001). Hyper-surveillance moderated associations between traumatic-stress symptoms and both SI severity and antisocial behavior. Those with darker skin tones experienced disproportionately more hyper-surveillance independent of antisocial behavior. Over half (58.3%) of adolescents with SI reported that hyper-surveillance contributed to their desire to die; qualitative themes reflected negative affect and beliefs about themselves, others, and the world.</p><p><strong>Conclusion: </strong>Amid expanding surveillance infrastructure in schools and communities (with known disparities in how these systems operate), these findings provide initial evidence that perceived hyper-surveillance functions as a modifiable risk factor for youth suicide. Clinical assessment of punitive surveillance experiences should be integrated into suicide risk evaluation for adolescents.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-13"},"PeriodicalIF":4.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality and Contents of Self-Guided Adolescent Suicide Safety Plans.","authors":"Juno B Pinder, Christa D Labouliere, Shirley B Wang, Rowan A Hunt, Gem Leone, Kathryn R Fox","doi":"10.1080/15374416.2026.2660293","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660293","url":null,"abstract":"<p><strong>Objective: </strong>Safety planning interventions (SPIs) may prevent suicidal behavior among adolescents, but many adolescents in need do not receive an SPI. Self-guided digital SPIs could reach many vulnerable youth, but the quality of adolescents' self-produced digital safety plans is unknown.</p><p><strong>Method: </strong>In this longitudinal study, we analyzed 180 safety plans created using a novel SPI web-application by adolescents aged 13-18 (53% non-Hispanic white, 61% women) with past-year suicidal thoughts or behaviors. We rated safety plan quality and completeness using a validated scoring system, and participants reported safety plan usage at one-month follow-up.</p><p><strong>Results: </strong>Of all safety plans, 78% were rated as at least \"Satisfactory.\" Adolescents' safety plans were mostly complete, with an average completeness score of 15.32 out of 19 (SD = 2.85). Safety plan quality was moderate, with an average quality score of 10.47 out of 18 (SD = 2.02). Safety plan scores did not differ significantly by participant age. At one-month follow-up, 33% of participants reported having used their safety plan. Adolescents whose safety plans were more complete were more likely to use their plan (OR = 1.26, <i>p</i> < .01), but quality and global impression did not predict use. Of those who used their safety plan, 93% said it was at least \"somewhat\" helpful. Safety plan scores did not predict adolescent-rated plan helpfulness.</p><p><strong>Conclusions: </strong>Adolescents can use self-guided SPIs to create satisfactory safety plans without clinician guidance. Larger-scale testing of such tools is warranted, including to better understand associations between safety plan characteristics and suicide-relevant outcomes.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-13"},"PeriodicalIF":4.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are Social Problems in Children with ADHD Due to Knowledge Gaps or Performance Difficulties? An Examination of Competing Model Predictions.","authors":"Sooyun Cho, Miho O Tatsuki, Julia Obi, Fatou Gaye, Kathy Harvey, Michael J Kofler","doi":"10.1080/15374416.2026.2660291","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660291","url":null,"abstract":"<p><strong>Objective: </strong>Emerging evidence suggests that social skills difficulties in children with ADHD are not due to difficulty learning/acquiring age-expected social skills, but instead to difficulty performing known social skills in the moment. The current study reflects the largest investigation to date to disentangle social knowledge vs. performance difficulties in children with and without ADHD, while also probing the extent to which children with ADHD exhibit strengths in specific social domains.</p><p><strong>Method: </strong>A clinically evaluated and carefully phenotyped sample of children ages 8-13 with and without ADHD (<i>N</i> = 277; 42.6% girls; 66.8% White Non-Hispanic) was assessed using the well-validated social behavioral analysis framework to quantify social skills acquisition difficulties, performance difficulties, and strengths across settings (home, school).</p><p><strong>Results: </strong>Acquisition difficulties were rare and idiosyncratic for both groups; parents and teachers perceived fewer than 15% of children with ADHD as missing any specific social skill. In contrast, performance difficulties were predominant in the ADHD group and occurred at significantly higher rates across informants relative to the non-ADHD group in the domains of communication, cooperation, empathy, responsibility, and self-control (all <i>p</i> < .001), but not assertion or engagement (both <i>p</i> > .56). Interestingly, children with ADHD were also perceived across informants as having strengths in specific communication and engagement skills, despite exhibiting significantly fewer social strengths overall vs. the non-ADHD group (<i>p</i> < .001).</p><p><strong>Conclusion: </strong>These findings are consistent with updated conceptualizations suggesting social skills difficulties in children with ADHD are not primarily due to a lack of social knowledge but rather from the inconsistent execution of known social skills.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-17"},"PeriodicalIF":4.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Threat Vigilance in Early Childhood: Angry Face Attention Precedes CU Traits and Later Behavior Problems.","authors":"Vanessa T Cao, Christina Zhang, Meera D Patel, Patrick T Davies, Brandon Gibb","doi":"10.1080/15374416.2026.2660305","DOIUrl":"https://doi.org/10.1080/15374416.2026.2660305","url":null,"abstract":"<p><strong>Objective: </strong>This study examined children's attention biases to angry, sad, and happy displays as antecedents to callous-unemotional (CU) traits and subsequent internalizing and externalizing difficulties. The goal was to identify early risk processes that contribute to the developmental cascade of CU traits during the transition from preschool to early elementary school.</p><p><strong>Method: </strong>Participants included 238 mothers and their preschool-aged children (<i>Mage</i> = 4.38 years, 52% female) assessed across three annual measurement occasions. The sample was racially and ethnically diverse (68% White, 18% Black, 14% Multiracial or another race; 16% Latinx). A multi-method, multi-informant design was used, including eye-tracking indices of children's fixation duration to angry, sad, and happy facial expressions, maternal reports of CU traits, and both maternal and paternal reports of children's psychological symptoms. Path analyses tested a prospective cascade from children's attention biases to later CU traits and adjustment difficulties, controlling for autoregressive effects and demographic covariates.</p><p><strong>Results: </strong>Children's greater fixation duration on angry faces at Wave 1 predicted residualized increases in CU traits at Wave 2 (<i>b</i> = .35, <i>p</i> < .05). Wave 2 CU traits, in turn, predicted residualized increases in externalizing (<i>b</i> = .31, <i>p</i> < .001) and internalizing (<i>b</i> = .32, <i>p</i> < .001) symptoms at Wave 3. Sensitivity analyses supported the robustness of these associations.</p><p><strong>Conclusions: </strong>Findings highlight heightened attention to anger in early childhood as a precursor to CU traits, which later shaped emotional and behavioral maladjustment. Early assessment of affective attention may aid prevention efforts targeting socioemotional risk mechanisms in children.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-19"},"PeriodicalIF":4.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Future Directions in the Science and Practice of Parental Monitoring.","authors":"William E Pelham, Tia C Chitty, Meghan Dontha, Isabel R Aks, Sarah J Racz, Emily M Schulze, Emily C Kemp","doi":"10.1080/15374416.2026.2640951","DOIUrl":"https://doi.org/10.1080/15374416.2026.2640951","url":null,"abstract":"<p><p>The science of parental monitoring has fractured into two opposing schools of thought. One school sees the importance of monitoring as thoroughly demonstrated; the other school sees it as thoroughly debunked. This paper argues that both schools are wrong and in truth the science of parental monitoring remains a largely unmapped frontier with many open questions worthy of investigation. We begin by explaining how the field reached this peculiar status quo and why it can no longer be abided. Next, we discuss the most important open questions - (1) does monitoring matter? (importance), (2) how does monitoring work? (mechanisms), (3) when does monitoring happen? (timescale), and (4) what does monitoring look like in an online world? (era). Finally, we recommend several lines of attack that could break the field's stalemate, heal the fracture, and deliver clinically meaningful advances. The time is now for fresh looks at parental monitoring.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-16"},"PeriodicalIF":4.4,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leaders in the History of Clinical Child and Adolescent Psychology Past Presidents Series: Sheila Eyberg (1987).","authors":"Crystal R Hill-Chapman, Anna Caroline Chinnes, Stephanie Williams, Megan Munson","doi":"10.1080/15374416.2026.2620388","DOIUrl":"https://doi.org/10.1080/15374416.2026.2620388","url":null,"abstract":"","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-5"},"PeriodicalIF":4.4,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147436748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initial Development and Psychometric Properties of the Youth Racism-Based Traumatic Stress Symptom Scale.","authors":"Chardée A Galán, Henry A Willis, Lillian Polanco-Roman, Lorraine Y Howard, Isaac Morales, Asha Rudrabhatla, Adrelys Mateo Santana, Emily N Satinsky","doi":"10.1080/15374416.2025.2497085","DOIUrl":"10.1080/15374416.2025.2497085","url":null,"abstract":"<p><strong>Objective: </strong>Studies demonstrating associations between experiences of racism and traumatic stress symptoms have predominantly been conducted in adults, due in large part to the lack of available tools for assessing racism-based traumatic stress symptoms (RBTSS) in youth. This investigation sought to address this gap by developing and validating the first measure of RBTSS for ethnoracially minoritized adolescents.</p><p><strong>Method: </strong>The Youth Racism-Based Traumatic Stress Symptom Scale (YRaBTSSS) was developed by drawing on relevant literature. Following iterative refinement based on feedback obtained via focus groups with adolescents, it was tested in two U.S. samples of 12-17-year-old ethnoracially minoritized adolescents (Study 1: <i>n</i> = 401, 50.6% female; Study 2: <i>n</i> = 651; 48.08% female) recruited through CloudResearch. Participants completed a demographic survey, the YRaBTSSS, and measures of trauma, racial/ethnic discrimination, and mental health.</p><p><strong>Results: </strong>An exploratory factor analysis in Study 1 indicated that the YRaBTSSS is comprised of a single factor representing RBTSS. The final RBTSS scale had excellent internal consistency (α = 0.98) and significant factor loadings (0.72-0.87). The factor structure was replicated in Study 2. The YRaBTSSS demonstrated convergent validity through significant associations with related measures of PTSD symptoms (<i>p</i> < .001) and racial stress (<i>p</i> < .001). Finally, RBTSS were significantly associated with symptoms of anxiety (<i>p</i> < .01), depression (<i>p</i> < .01), and conduct problems (<i>p</i> < .05).</p><p><strong>Conclusions: </strong>Findings show preliminary evidence for the reliability and validity of the YRaBTSSS. This measure presents new opportunities to investigate the effects of racism on ethnoracially minoritized adolescents from a traumatic stress perspective.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"325-344"},"PeriodicalIF":4.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144286870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racial Discrimination and Trauma Symptoms Among Black Adolescent-Caregiver Dyads.","authors":"Donte L Bernard, Makayla L Pollock","doi":"10.1080/15374416.2024.2426119","DOIUrl":"10.1080/15374416.2024.2426119","url":null,"abstract":"<p><strong>Objective: </strong>Research to date has produced compelling evidence of the potentially traumatic consequences of racial discrimination among Black adolescents and adults. Seldom explored, however, is how the potentially traumatic effects of racial discrimination may be shared across the family context. To clarify the relevance of racial trauma across the family system, the current study examined the relationship between racial discrimination and trauma symptoms among a sample of Black adolescent-caregiver dyads.</p><p><strong>Method: </strong>Data were drawn from a larger self-report survey study examining Black family life experiences. For this study, data from 202 Black adolescents (Mage = 14.50, 52% female) and their caregiver (Mage = 41.63, 83% female) were used to test actor-partner interdependence models examining the associations of racial discrimination and trauma symptoms.</p><p><strong>Results: </strong>Significant actor effects revealed that racial discrimination was positively associated with self-reported trauma symptoms among adolescents and caregivers. Additionally, partner effects were found, such that adolescent and caregiver experiences of discrimination were positively associated with the trauma symptoms of their family member. Analyses also revealed that the association between racial discrimination and trauma symptoms among caregivers was dependent upon youth experiences of racial discrimination.</p><p><strong>Conclusion: </strong>The current study lends credence to theories linking racism and trauma-related symptomatology across the life course and family system. Collectively, study findings highlight the importance of understanding the effects of racism beyond the individual and underscores the value and need for family tailored interventions that can repudiate the shared impact and potential intergenerational effects of racial discrimination across Black families.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"299-312"},"PeriodicalIF":4.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12095600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142689155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longer-Term Outcomes of Telehealth-Delivered Adolescent Depression Prevention: Findings from a School-Based Randomized Controlled Trial.","authors":"Molly Davis, Jason D Jones, Karen T G Schwartz, Gillian C Dysart, Jane E Gillham, Amy So, Robert Gallop, Jami F Young","doi":"10.1080/15374416.2026.2613382","DOIUrl":"10.1080/15374416.2026.2613382","url":null,"abstract":"<p><strong>Objectives: </strong>The purpose of this study was to examine longer-term outcomes of a school-based randomized controlled trial comparing a telehealth-delivered adolescent depression prevention program, Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), to services as usual (SAU) across 17 public schools.</p><p><strong>Method: </strong>Adolescents (<i>N</i> = 242; <i>M</i>_age = 14.80 years, <i>SD</i> = .70; 65% female; 21% Black; 13% Hispanic/Latinx) with elevated depression screening scores completed surveys through 15-month follow-up (approximately 1-year post-intervention). Adolescents completed a diagnostic interview to measure depression diagnoses at baseline and 15-month follow-up. Depression symptoms and diagnoses were primary outcomes and anxiety symptoms were secondary.</p><p><strong>Results: </strong>Hierarchical linear modeling results indicated that adolescents in both IPT-AST and SAU demonstrated similar decreases in depression and anxiety symptoms during the follow-up and total study periods, supporting hypotheses regarding the follow-up period but not the total study. Baseline depression diagnostic status moderated intervention effects on anxiety symptoms such that, among adolescents without a depression diagnosis at baseline, those in IPT-AST showed greater reductions in anxiety symptoms than those in SAU. Exploratory analyses indicated SAU adolescents were more likely to endorse elevated depression symptoms (i.e. above a clinical cutoff) compared to IPT-AST adolescents. The hypothesis regarding depression diagnoses was partially supported; although diagnosis rates and timing to episode onset did not differ between IPT-AST and SAU, exploratory restricted mean survival time analyses demonstrated that adolescents in IPT-AST gained approximately one month free of diagnosis compared to those in SAU.</p><p><strong>Conclusion: </strong>Findings highlight the importance of school-based depression prevention programming for reducing longer-term risk.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"285-298"},"PeriodicalIF":4.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}