Children and Youth Services Review最新文献

{"title":"What are youth refuge practice models and how effective are they in improving outcomes for youth experiencing homelessness? A systematic narrative review","authors":"Anda Jaman ,&nbsp;Tatiana Corrales ,&nbsp;Rachael Green ,&nbsp;Emma Galvin ,&nbsp;Melissa Savaglio ,&nbsp;Claire Edmanson ,&nbsp;Helen Skouteris","doi":"10.1016/j.childyouth.2025.108487","DOIUrl":"10.1016/j.childyouth.2025.108487","url":null,"abstract":"<div><div>Youth homelessness is a global problem. Preventing youth homelessness has many individual and societal benefits. Internationally, a key response to youth homelessness is the provision of a standard youth refuge model which includes short-term accommodation staffed by support workers who provide case management and referrals, with other varying health, hygiene and crisis services attached. However, it is unclear what is offered within these settings, and whether youth refuge improves any outcomes for youth experiencing homelessness. Homelessness services have also been increasingly encouraged to embed trauma-informed or psychologically informed practice models into service delivery. Like broader evaluations of the standard model, little is currently known about the extent to which these practice models are being implemented, how they are implemented, and whether they improve outcomes beyond standard models. Therefore, this systematic narrative review aimed to: (1) identify what services youth refuges provide, and which practice models are used; and (2) examine how effective youth refuge practice models are in improving health, behavioural, psychosocial, and/or housing outcomes for youth experiencing homelessness. Database and grey literature searches identified ten articles to be included. Seven articles evaluated a standard refuge model, two included strengths-based practice models, and one included an empowerment philosophy. No practice model offered evidence of its efficacy above what was offered by the standard refuge model, and limited detail about implementation of any model was found. Two cohorts emerged within refuge: (1) a younger cohort who could reconcile with family with therapeutic intervention; and (2) an older cohort who needed other options. Generally, results demonstrated short- to medium-term improvements in all health, wellbeing, and housing outcomes, with most gains reported in vocational status and improved family relations. Housing stability was a key contributing factor for outcome achievement. Most studies were of low methodological quality hence more rigorous, standardised, mixed-methods research is needed before conclusions about the efficacy of youth refuge and any practice models can be made.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108487"},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychological effects of the COVID-19 pandemic: Anxiety among high school students in Rafsanjan, 2021","authors":"Erfan Shahabinejad ,&nbsp;Amirreza Shakoeizadeh ,&nbsp;Fatemeh Askari Yazdian ,&nbsp;Mohsen Rezaeian ,&nbsp;Hassan Ahmadinia","doi":"10.1016/j.childyouth.2025.108494","DOIUrl":"10.1016/j.childyouth.2025.108494","url":null,"abstract":"<div><h3>Background</h3><div>The COVID-19 pandemic, which was first identified in Wuhan, China, has significantly exacerbated psychological problems, particularly anxiety. This study aims to examine the impact of the COVID-19 pandemic on anxiety levels among high school students in Rafsanjan, Iran, in 2021.</div></div><div><h3>Methods</h3><div>This cross-sectional study was performed on 563 high school students. The Corona Disease Anxiety Scale (CDAS) questionnaire was used to collect data. To distribute the questionnaires, researchers visited schools and provided hard copies to selected students. Additionally, some participants completed the questionnaire via a link sent through email, Telegram, or WhatsApp. Statistical analyses included Mann-Whitney <em>U</em> test, Kruskal-Wallis, independent t-tests, one-way ANOVA, and Pearson/Spearman correlation tests, and multivariate linear regression model.</div></div><div><h3>Results</h3><div>Among the 563 high school students (83.5 % were girls, mean age = 17 years), 17.4 % had a history of COVID-19 infection. Additionally, 23.8 % reported infection or death among family members, 32.3 % among first-degree relatives, and 35.9 % among friends or classmates. Male students and older age groups exhibited significantly higher anxiety levels (p &lt; 0.05). Personal experiences with COVID-19 were significantly associated with increased Total anxiety score (p &lt; 0.05), while physical symptoms had minimal effect. These findings highlight the substantial psychological burden of the pandemic on students.</div></div><div><h3>Conclusion</h3><div>This study emphasizes the urgent need for targeted mental health interventions that take into account factors such as age, gender, and personal experiences with COVID-19. These findings are essential for developing effective strategies to reduce the psychological impact of the pandemic on students.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108494"},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychosocial adjustment and problematic internet use among emerging adults: A bidirectional relationship mediated by core self-evaluation","authors":"Xudong Yang ,&nbsp;Xinchang Li ,&nbsp;Sijia Mei ,&nbsp;Yanghong Song ,&nbsp;Mengting Wang ,&nbsp;Hong Pan ,&nbsp;Wenqian Jian ,&nbsp;Yawen Zheng ,&nbsp;Yanlong Liu ,&nbsp;Wei Wang ,&nbsp;Li Chen","doi":"10.1016/j.childyouth.2025.108492","DOIUrl":"10.1016/j.childyouth.2025.108492","url":null,"abstract":"<div><div>While the digital age has enhanced it has also introduced problematic internet use (PIU), linked to psychosocial adjustment problems, particularly among emerging adults aged 18 to 25. This study investigated the bidirectional relationship between psychosocial adjustment and PIU, focusing on the mediating role of core self-evaluation (CSE) and potential gender differences. Using a longitudinal design with 5,200 Chinese emerging adults, random intercept cross-lagged panel models (RI-CLPM) analyzed reciprocal relationships among psychosocial adjustment, CSE, and PIU over three waves. The findings confirmed a significant bidirectional relationship between psychosocial adjustment and PIU. Poor psychosocial adjustment predicted subsequent PIU and vice versa. CSE at Time 2 mediated the association between psychosocial adjustment at Time 1 and PIU at Time 3, but did not mediate the reverse relationship. No gender differences were found in the longitudinal associations. The study suggests that emerging adults may be trapped in a vicious cycle of psychosocial adjustment problems and PIU. Fostering CSE in youth is crucial for breaking this cycle and mitigating the negative impact of psychosocial adjustment on PIU among emerging adults.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108492"},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic resilience of Chinese rural left-behind adolescents: a multisystemic perspective","authors":"Zhuang Jia ,&nbsp;Robert Chaskin ,&nbsp;Wu Qiaobing ,&nbsp;Chen Jiaxin ,&nbsp;Fu Linyun","doi":"10.1016/j.childyouth.2025.108486","DOIUrl":"10.1016/j.childyouth.2025.108486","url":null,"abstract":"<div><div>This study explores the academic resilience of Chinese “left-behind” adolescents from a multisystemic perspective. It investigates the role and interaction among students’ self-system and various external systems—migrant parents, local caregivers, class teachers, teachers providing boarding services, and peers—in helping them cope with academic difficulties and challenges. Qualitative data were collected from thirty junior high school students through nine focus-group interviews. Three dimensions of academic resilience were examined: (1) coping with negative emotions; (2) academic help-seeking; and (3) internal learning qualities. The findings reveal that left-behind children primarily rely on emotional self-regulation and peer support to manage negative emotions arising from academic difficulties. Additionally, students mainly seek academic help from peers, class teachers, teachers providing boarding services, and online resources. Academic involvement and emotional support from migrant parents and local caregivers are limited mainly due to their physical absence, low educational attainment, or intergenerational gap. However, parents might invite other capable family members to provide prompt academic support to their kids. The study further identifies an indirect pathway of influence where left-behind students’ understanding of their parents’ migration and hard work fosters their internal learning qualities such as perseverance and educational aspirations in the face of academic difficulties. These insights underscore the need for holistic educational policies that integrate emotional and social support systems, improve communication between children and migrant parents, and enhance training for local caregivers and teachers.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108486"},"PeriodicalIF":2.4,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relation of congruence and incongruence in father– and mother–child relationships to adolescent depressive symptoms: a polynomial regression and response surface analysis","authors":"Xin Liu ,&nbsp;Yaoyao Zhang ,&nbsp;Fang Ran ,&nbsp;Jinyi Zeng ,&nbsp;Yanling Liu","doi":"10.1016/j.childyouth.2025.108491","DOIUrl":"10.1016/j.childyouth.2025.108491","url":null,"abstract":"<div><h3>Purpose</h3><div>Our study aims to investigate the associations of adolescent depressive symptoms with (in)congruence in father– and mother–child relationships and examine the moderating role of self-esteem in these associations.</div></div><div><h3>Methods</h3><div>Our study recruited 3124 adolescents from a secondary school in Sichuan Province, China. Polynomial regression and response surface analysis were used to examine the associations between adolescent depressive symptoms and (in)congruence in father– and mother–child relationships, and the hierarchical regression analysis were used to assess the moderating effect of self-esteem.</div></div><div><h3>Results</h3><div>Polynomial regression and response surface analyses revealed that, under conditions where father– and mother–child relationships were congruent, adolescents—regardless of sex—reported lower levels of depressive symptoms when both relationships were of high quality, and higher levels when both were of low quality. In cases of incongruent father– and mother–child relationships, greater discrepancies between the two were associated with higher levels of depressive symptoms. Additionally, among girls, those in the low mother–child–high father–child relationship condition reported higher levels of depressive symptoms than those in the high mother–child–low father–child condition. Finally, self-esteem did not significantly moderate the association between patterns of parent–child relationships and adolescent depressive symptoms.</div></div><div><h3>Conclusions</h3><div>The findings highlight that low-quality and inconsistent father– and mother–child relationships are closely associated with adolescent depressive symptoms, suggesting that interventions targeting adolescent depressive symptoms should assess not only the quality of each parent–child relationship but also the consistency between them.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108491"},"PeriodicalIF":2.4,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Approaches to strengthen parental self-efficacy: An umbrella review of systematic reviews","authors":"Jeffrey Waid ,&nbsp;Kazi Abusaleh ,&nbsp;Scott Marsalis","doi":"10.1016/j.childyouth.2025.108483","DOIUrl":"10.1016/j.childyouth.2025.108483","url":null,"abstract":"<div><div>Parental self-efficacy is an important contributor to child development and well-being. However, interventions to strengthen parental self-efficacy are not routinely applied in community practice settings. To address this, the current study identified and summarized efficacious interventions to strengthen parental self-efficacy using umbrella review methodology. Studies were eligible for inclusion if it was a systematic review of interventions to promote parental self-efficacy, the interventions were delivered to parents of minor-age children, and the review reported information regarding the activities within efficacious interventions. Sources of data were PsycINFO, Cochrane Database of Systematic Reviews, Campbell Systematic Reviews, CINAHL, ERIC, Medline, and Scopus. Peer reviewed literature published between 1990 and 2023 were eligible for inclusion. Results were synthesized according to the needs of the study population. Risk of bias was assessed using the JBI critical appraisal for systematic reviews. The search identified 578 non-duplicate systematic reviews, of which 50 met inclusion criteria. Three-hundred nineteen non-duplicate intervention studies (n = 51,158) addressing needs related to children’s mental and behavioral health, neurodevelopmental disorders, breastfeeding, children’s physical health, and parenting were synthesized. Efficacious interventions to strengthen parental self-efficacy broadly included parent education, skill development, and social support activities, which were found across in-person, online, and self-guided programs. Parental self-efficacy is a viable target of intervention to improve child and family well-being that can be flexibly delivered for several family needs.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108483"},"PeriodicalIF":2.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144686578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of parental involvement on the development of rural children: A comparative study of left-behind children and non-left-behind children","authors":"Keyu Chen ,&nbsp;Huiping Zhang","doi":"10.1016/j.childyouth.2025.108481","DOIUrl":"10.1016/j.childyouth.2025.108481","url":null,"abstract":"<div><h3>Background</h3><div>Parental involvement correlates with diverse facets of children’s development, however, few studies have examined the impact of parental involvement on rural children from a comprehensive developmental perspective, particularly overlooking the unique plight of left-behind children in rural areas. This research intended to explore the influence of parental involvement on rural child development, assessing the disparity in such influence between left-behind and non-left-behind children.</div></div><div><h3>Method</h3><div>Using data from the China Education Panel Survey 2014–2015, the sample consisted of 3311 registered rural children, including 863 left-behind children in rural areas and 2448 non-left-behind rural children. Seemingly uncorrelated model analysis was conducted to test the effects in the full sample and sub sample.</div></div><div><h3>Result</h3><div>Rural left-behind children generally had lower parental involvement and lower development levels than non-left-behind peers. Parental involvement significantly improved rural children’s non-cognitive abilities, while mitigating social behavioural issues. Parental emotional involvement had a significant positive effect on the cognitive ability of rural children, and parental behavioural involvement was negatively correlated with the cognitive ability of rural children. There were significant differences in the effect of different dimensions of parental involvement on the development of rural left-behind and non-left-behind children, and the impact was more significant for non-left-behind children.</div></div><div><h3>Conclusion</h3><div>These findings support the importance of parental involvement in rural child development, which calls for further intervention and social policies to improve the family environment and growth process of rural children, especially for rural left-behind children.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108481"},"PeriodicalIF":2.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uganda’s system to care for orphans and vulnerable children: a sociopolitical analysis of its evolution","authors":"Eddy J. Walakira ,&nbsp;Adam D. Koon ,&nbsp;Rita Nakanjako ,&nbsp;Innocent Kamya ,&nbsp;Jeremy Shiffman","doi":"10.1016/j.childyouth.2025.108472","DOIUrl":"10.1016/j.childyouth.2025.108472","url":null,"abstract":"<div><div>Alarmingly high numbers of Ugandan children experience or are at risk of experiencing abuse and neglect. This article analyzes the state of priority for and quality of governance of Uganda’s formal system for the care of orphans and vulnerable children (OVC). The government offers little meaningful priority for the issue, as evidenced especially by low government outlays for OVC care. Low priority underpins weak capacity of the system, and heavy dependence on international agencies and non-state actors for financing and service delivery. The present state of the OVC care system cannot be understood without reference to historical and sociopolitical context, including Uganda’s troubled political history, the legacy of British colonialism, World Bank-led structural adjustment programs, and the HIV/AIDS pandemic. Nevertheless, there are strengths in the formal and informal care systems. These include a robust set of policies surrounding OVC protection, and long-standing family and kinship care practices that are the bedrock for protection of children at risk. To ensure effective care for OVC, the government and civil society institutions must build capacity to exercise stewardship over the OVC care system—both its formal and informal components. Given the government’s inadequate attention to OVC care, addressing this challenge is as much a political as it is a technical matter. Above all else, a coalition needs to coalesce to push the government to act, one that links OVC care proponents in civil society, the state, and international agencies.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108472"},"PeriodicalIF":2.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of pupils’ perceptions of teacher communication strategies for addressing child sexual abuse and harassment in Israel: a six-month prospective study","authors":"Yaniv Efrati","doi":"10.1016/j.childyouth.2025.108477","DOIUrl":"10.1016/j.childyouth.2025.108477","url":null,"abstract":"<div><div>Child Sexual Abuse (CSA) and harassment have profound implications not only for survivors but also for family members and educators involved in supporting affected pupils. This study validated the construct validity of the CSA and harassment mediation questionnaire through a cross-validation process involving 908 Israeli pupils aged 11–18 years. The questionnaire demonstrated robust construct validity, with convergence validity indicating that increased pupil-reported mediation of CSA and harassment content correlated positively with perceived teacher support and open teacher–pupil communication. Additionally, longitudinal changes in perceived mediation strategies and predictors of these changes were examined among 63 Israeli teachers aged 25–55 and their corresponding 63 pupils aged 11–18. Findings revealed that pupils who reported higher-quality communication with teachers perceived increased active mediation strategies by their teachers over time. Teachers also reported that higher-quality communication with pupils predicted an increase in their active positive mediation strategies. These results highlight the critical role of effective communication and mediation approaches utilized by teachers in addressing CSA and harassment within the school community.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108477"},"PeriodicalIF":2.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic achievement of undergraduate health students: Effect of learning styles and personal-familial factors","authors":"Meltem Koç ,&nbsp;Ayşen Canan Pakeloğlu ,&nbsp;Banu Bayar ,&nbsp;Kılıçhan Bayar","doi":"10.1016/j.childyouth.2025.108471","DOIUrl":"10.1016/j.childyouth.2025.108471","url":null,"abstract":"<div><div>This study aimed to investigate the relationship between academic achievement and learning styles, personal characteristics (e.g., age, gender), and family characteristics (e.g., family structure, income) among undergraduate health sciences students. The study included 735 undergraduate students from four health sciences departments—Physiotherapy and Rehabilitation, Nutrition and Dietetics, Health Management, and Nursing—each with a four-year curriculum. Learning styles were assessed using the Index of Learning Styles, while academic performance was measured by Grade Point Averages (GPA) ranging from 1.00 to 4.00. Students with a GPA below 3.00 were categorised as low achievers (n = 499), and those with a GPA of 3.00 or higher as high achievers (n = 236). The Mann-Whitney <em>U</em> test compared numerical data, and the chi-squared test analysed categorical variables. Significant differences in daily leisure time, daily study time, gender, department, high school graduation type, and accommodation were observed between low and high achievers (p &lt; 0.05). However, age did not significantly differ between groups (p &gt; 0.05). Among family factors, no significant differences were found in family structure, family income, or paternal education level (p &gt; 0.05), but maternal education level showed a significant difference (χ² = 27.371, p &lt; 0.001). Visual/verbal learning styles differed significantly between groups (χ² = 7.024, p = 0.03), while no significant differences were found for active/reflective, sensing/intuitive, or sequential/global learning styles. The study highlights the significant impact of personal and family characteristics on the academic success of health sciences students, emphasizing the crucial role of learning styles in academic achievement. These findings can inform strategies to enhance academic performance in health sciences education.</div></div>","PeriodicalId":48428,"journal":{"name":"Children and Youth Services Review","volume":"177 ","pages":"Article 108471"},"PeriodicalIF":2.4,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}