Journal of Clinical Child and Adolescent Psychology最新文献

{"title":"Trends in Parent-Reported ADHD Diagnosis and Treatment Among U.S. Children, 2016-2023.","authors":"Samuel M Katz, Angelika H Claussen, Cinthya K Alberto, Rebecca H Bitsko, Kimberly Newsome, Brooke S Staley, Lin Hui Tian, Reem M Ghandour, Stephen J Blumberg","doi":"10.1080/15374416.2026.2620385","DOIUrl":"10.1080/15374416.2026.2620385","url":null,"abstract":"<p><strong>Objective: </strong>Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder starting in childhood, often persisting into adulthood. Diagnosis rates have risen since the first U.S. estimates in the 1990s, with variations across sex, race/ethnicity, and other factors. This study explores ADHD diagnosis and treatment among U.S. children from 2016 to 2023, with a focus on identifying differences across sociodemographic and clinical characteristics.</p><p><strong>Methods: </strong>Data from the National Survey of Children's Health (NSCH; 2016‒2023) on parent-reported ADHD diagnoses and treatments among non-institutionalized U.S. children aged 3‒17 years were analyzed. Trends over time and across sociodemographic and clinical subgroups were assessed using logistic regression models and joinpoint regression analysis.</p><p><strong>Results: </strong>ADHD diagnosis prevalence estimates were stable from 2016 to 2019 (8.6% to 8.8%), rising after the onset of the COVID-19 pandemic in 2020 to 10.5% in 2023. Yet, from 2016 to 2023, overall ADHD treatment rates declined (76.9% to 70.8%), particularly for medication treatment (62.5% to 53.0%), while behavioral treatment stayed steady (47.3% to 48.2%). ADHD diagnosis trends differed by race, insurance status, and ADHD severity, increasing only for children in Asian, White, and multiracial groups; with private insurance, and with mild or moderate ADHD. Treatment prevalence differences by sex narrowed over time, as medication use decreased for males and behavioral treatment increased for females, specifically adolescent females.</p><p><strong>Conclusions: </strong>With a widening gap between the prevalence of ADHD diagnosis and treatment, fewer children are receiving recommended care than in the past. These results may inform interventions to improve healthcare access and address systemic barriers to treatment for all children with ADHD.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"688-703"},"PeriodicalIF":5.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13132157/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182881","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":"Daring-Impulsive (DI) Traits Versus ADHD Features in Adolescent Boys with Conduct Problems.","authors":"Nicholas A Bellamy, Randall T Salekin, Emmely Delamillieure, Thomas Cassart, Kristopher J Brazil, Olivier F Colins","doi":"10.1080/15374416.2025.2579277","DOIUrl":"10.1080/15374416.2025.2579277","url":null,"abstract":"<p><strong>Objective: </strong>While daring-impulsive (DI) traits have been deemed an important concept in subtyping youth with conduct disorder (CD) as part of a multispecifier model, no work has examined whether DI traits add to the existing practice of designating youth with CD beyond co-occurring attention-deficit/hyperactivity disorder (ADHD).</p><p><strong>Method: </strong>This study examined the utility of DI traits (versus ADHD features) in a sample of 322 justice-involved adolescent boys (ages 16-17 years). In addition to a diagnostic interview to determine severity of CD, adolescents completed measures of DI, ADHD, as well as other relevant characteristics.</p><p><strong>Results: </strong>Findings revealed differential associations between DI and ADHD in relation to indices of CD, externalizing psychopathology (i.e. reactive aggression, proactive aggression, substance use), internalizing psychopathology (i.e. anxiety, depression), and domains of impulsivity (i.e. positive urgency, negative urgency, sensation seeking, premeditation, perseverance). Additionally, over and above ADHD, DI contributed incremental information in explaining CD, externalizing psychopathology, positive urgency, sensation seeking, and lack of premeditation, but not internalizing psychopathology nor negative urgency and lack of perseverance. Of the 286 adolescents with CD, 114 (39.9%) were in the DI group and only 81 (28.3%) were in the ADHD group. Finally, differential correlates emerged between adolescents exhibiting CD alone, high CD and high DI traits, and high CD and high ADHD features.</p><p><strong>Conclusions: </strong>Findings tentatively suggest DI traits and ADHD features are empirically distinct from each other in relation to CD and relevant characteristics and, therefore, improved clinical care for adolescents with CD will likely require differential consideration of DI and ADHD.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"658-672"},"PeriodicalIF":4.4,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145655838","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":"Parents' Fatalism Beliefs Moderate the Association Between COVID-19 Stressors and Internalizing Symptoms in Mexican-Heritage Children.","authors":"Melissa Uribe, Maria Wilson, Dona Ananickal, Brandon Patron, Byron Garcia, Rick A Cruz","doi":"10.1080/15374416.2026.2666765","DOIUrl":"https://doi.org/10.1080/15374416.2026.2666765","url":null,"abstract":"<p><strong>Objectives: </strong>The COVID-19 pandemic disparately affected Hispanic/Latino families and influenced child mental health. To understand risk in cultural context, we examined whether parental fatalistic beliefs, i.e. to what degree the future is predetermined or controllable, interacted with family pandemic stress to influence child internalizing problems.</p><p><strong>Methods: </strong>Mexican-heritage parents (<i>N</i> = 301; n_mothers = 228, n_fathers = 72, n_other = 1; 61% US born) with a target child between ages 5-17 (M_age = 11.45, SD_age = 3.69) were recruited via Qualtrics Panels. Participants completed an online survey on family pandemic experiences, parent fatalistic beliefs, and child internalizing problems. Linear regression models tested unique (i.e. main) and joint (i.e. interactive) effects of pandemic stress and fatalism on child internalizing.</p><p><strong>Results: </strong>Parents' fatalistic beliefs and pandemic stress jointly influenced parents' ratings of child internalizing (b = 2.31, 95% CI = [0.98, 3.64]). The harmful effect of pandemic stress on children's internalizing was amplified at higher endorsement of fatalistic beliefs. We also explored five fatalism subscales (luck, helplessness, divine control, internality, and core fatalism), and found significant interactions with pandemic stress for luck (b = 2.51, 95% CI = [1.08, 3.64]), helplessness (b = 2.42, 95% CI = [0.93, 3.91]), and core fatalism (b = 1.75, 95% CI = [0.39, 3.10]). These interactions operated similarly to the fatalism composite model. Parents' divine control and internality beliefs (more control and self-efficacy) were not individually or jointly associated with child internalizing symptoms.</p><p><strong>Conclusions: </strong>Parents' fatalistic beliefs may amplify the noxious effects of stress on children's internalizing. Enhancing parent self-control and self-efficacy beliefs may reduce the effects of stress on children's internalizing, though targeting social inequities should also be a priority.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"1-14"},"PeriodicalIF":4.4,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145071","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 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":"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":"Moderators of the Link Between Social Preference and Persistent Peer Victimization for Elementary School Children.","authors":"Jake C Steggerda, Julia L Kiefer, Ishan N Vengurlekar, Juventino Hernandez Rodriguez, Freddie A Pastrana Rivera, Samantha J Gregus Slade, Melissa Brown, T Forest Moore, Timothy A Cavell","doi":"10.1080/15374416.2024.2330062","DOIUrl":"10.1080/15374416.2024.2330062","url":null,"abstract":"<p><strong>Objective: </strong>Current antibullying programs can reduce overall rates of victimization but appear to overlook processes that give rise to persistent peer victimization. Needed are studies that delineate the interplay between social contextual and individual difference variables that contribute to persistent peer victimization. We examined the extent to which two individual-difference variables - internalizing symptoms (IS) and anxiety sensitivity (AS) - moderated the link between children's average social preference score across the school year and their status as persistent victims.</p><p><strong>Method: </strong>Participants included 659 4^th-grade students (M_age = 9.31 years, SD = 0.50, 51.8% girls; 42.3% Latinx, 28.9% non-Hispanic White, 10.2% Pacific Islander, 7.7% Bi/Multiracial, 1.9% Black, 1.7% Asian, 1.7% Native American, and 3.4% unreported) from 10 public elementary schools in the U.S.</p><p><strong>Results: </strong>As expected, higher social preference scores predicted a decreased likelihood of being persistently victimized. Conversely, IS and AS were positively linked to persistent victim status. AS significantly moderated the link between social preference and persistent victim status such that for children with high AS, compared to those with AS scores at or below the mean, the negative association between social preference and persistent victim status was attenuated.</p><p><strong>Conclusions: </strong>Findings provide evidence that children who experience high levels of IS and AS are at risk for being persistently victimized by peers and that high AS could signal increased risk for persistent victimization even when children are generally liked by peers. We discuss the implications of these findings for efforts to develop focused interventions for chronically bullied children.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"416-430"},"PeriodicalIF":4.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289219","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":"Imitation in Hispanic/Latine Children with Developmental Delay and Their Caregivers Following a Remote Parenting Intervention.","authors":"Caroline J Gillenson, Timothy Hayes, Anastassia Cafatti Mac-Niven, Morganne Warner, Enid Moreira, Saina Haghdan, Jonathan S Comer, Daniel M Bagner","doi":"10.1080/15374416.2025.2579279","DOIUrl":"10.1080/15374416.2025.2579279","url":null,"abstract":"<p><strong>Objective: </strong>We examined the longitudinal effects of internet-delivered PCIT (iPCIT) on caregiver and child imitation in young Hispanic/Latine children with developmental delay (DD). We also examined the moderating roles of acculturation and enculturation on such treatment effects.</p><p><strong>Method: </strong>Three-year-old, Hispanic/Latine children aging out of early intervention services for developmental delay (<i>n</i> = 98) and their primary caregivers were randomized to receive iPCIT or referrals as usual (RAU) in the community. Caregiver and child imitation were observationally coded during a 5-min child-directed play situation, which occurred during home-based evaluations at four timepoints - i.e. Baseline, Post, 6-month follow-up, and 12-month follow-up.</p><p><strong>Results: </strong>Treatment effects were significantly moderated by caregiver acculturation. Specifically, iPCIT was associated with greater caregiver and child imitation among families reporting higher, but not lower, levels of caregiver acculturation. However, caregiver enculturation did not moderate the effects of iPCIT on either caregiver or child imitation.</p><p><strong>Conclusions: </strong>Findings suggest parenting intervention effects on levels of imitation were particularly strong for Hispanic/Latine caregivers reporting higher levels of acculturation. This highlights the promotive role acculturative identity can play in boosting parenting intervention effects, particularly those of caregiver and child imitation. Findings also underscore the importance of assessing cultural factors to better inform personalized care and skill acquisition among Hispanic/Latine samples. Future research is needed to identify mechanisms that help explain precisely how cultural identity factors, such as acculturation and enculturation, can boost treatment-related imitation gains for Hispanic/Latine children with DD and their families.</p>","PeriodicalId":48350,"journal":{"name":"Journal of Clinical Child and Adolescent Psychology","volume":" ","pages":"528-541"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13616503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566027","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":"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":"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":"558-573"},"PeriodicalIF":5.2,"publicationDate":"2026-05-01","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":"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":"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}