Child and Adolescent Mental Health最新文献

{"title":"Adolescent mental health in Hong Kong: a longitudinal analysis of positive self-evaluation, contextual influences and adverse experiences (2009–2014)","authors":"Yanyan Ni,&nbsp;Ying Chen,&nbsp;Xiao Xiao,&nbsp;Corine S.M. Wong,&nbsp;Sunita M. Stewart,&nbsp;Michael Y. Ni","doi":"10.1111/camh.70073","DOIUrl":"10.1111/camh.70073","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>To examine whether positive self-evaluation and contextual variables—such as those created by family, peers and schools—serve as promotive factors or protective factors in the context of adversity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were drawn from two waves of the youth survey of a population-representative cohort in Hong Kong. Adolescents aged 10–14 (<i>n</i> = 3475) completed questionnaires about positive factors, adverse experiences and mental health at Wave 1 from March 2009 to April 2011, and 2696 of them were followed up at Wave 2 from August 2011 to March 2014. Those who completed both waves were included in the analysis (<i>n</i> = 2171).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Positive self-evaluation, high family cohesion, positive peer relationship and positive school experience were statistically significantly associated with better behavioural well-being at Wave 2, with incidence rate ratios (IRRs) of 1.01. Only positive self-evaluation (IRR: 1.02, 95% CI 1.01–1.03) and positive school experience (IRR: 1.01, 1.00–1.02) were associated with better emotional well-being in the fully adjusted models. We identified a statistically significant interaction between life stress and positive peer relationships in relation to behavioural well-being (<i>p</i> = .009). The association between positive peer relationships and behavioural well-being was only found among adolescents with ≥3 stressful events (IRR: 1.02, 1.01–1.04).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Adolescents who possessed a positive sense of self and were nurtured in positive family, peer and school environments tended to exhibit better behavioural or emotional well-being. Interventions should collaborate with families and schools to actively promote positive self-evaluation and environments, with a particular emphasis on fostering positive peer relationships to enhance the health and well-being of adolescents.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"264-274"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A grounded theory of the process of social transition in a family context from the perspective of gender diverse young people and their parents","authors":"Sophie Razzel,&nbsp;Simon Levinson,&nbsp;Trish Joscelyne","doi":"10.1111/camh.70078","DOIUrl":"10.1111/camh.70078","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Some gender diverse young people (GDYP) socially transition—a process of changing from living as the gender that they were assigned at birth to another gender, through social means. Whilst the role of the whole family in the social transitions of GDYP has been indicated, there is a lack of applicable theory and research on the processes of social transition within UK families. The aim of the current study was to address this gap by building a grounded theory of the social transition of young people within the family context.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted one-to-one, semi-structured interviews with nine participants from four UK families (four GDYP and five parents). All participants were recruited through the UK Gender Identity Development Service (GIDS). Data were analysed using grounded theory methodology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The developed theory suggests that the social transition of young people within the family context is a young person-led family resilience process, through which families work towards the young person experiencing greater acceptance and belonging. The process consisted of several adaptive subprocesses and was influenced by contextual factors. In managing the challenges of social transition and particularly non-affirming responses, families increased in resourcefulness and developed the understanding and tolerance of their communities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Further research is needed, particularly in families of different racial backgrounds, and to assess the applicability of the model to families without an affirming parent. Implications are considered within the context of recent changes in UK clinical service provision and developments in educational guidance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"285-293"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70078","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147318786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology Matters: Emerging technologies in clinical informatics to support child and adolescent mental healthcare safety","authors":"Juliet Beni Edgcomb,&nbsp;Bonnie T. Zima","doi":"10.1111/camh.70094","DOIUrl":"10.1111/camh.70094","url":null,"abstract":"<p>Electronic health records (EHRs) can support patient safety across medical settings but require thoughtful adaptation to serve specialty care. This article provides an overview of how EHRs intersect with safety in child and adolescent mental health care, showcasing three distinct clinical domains: psychotropic medication safety, self-harm risk mitigation, and monitoring of restrictive measures, including involuntary detainment. While innovations demonstrate promise, challenges persist, including alert fatigue, implementation variability, nascent adaptation for child and adolescent mental health, and emerging evidence of algorithmic bias in detection of high-risk youth. The rapidly evolving landscape of EHR-interfaced artificial intelligence (subsuming ambient documentation, machine learning prediction models, and large language models) advances faster than evidence accumulation. Development of effective safety technologies requires active collaboration between child mental health clinicians/practitioners and clinical informatics teams to ensure new tools are clinically valid, evidence-based, acceptable, tailored to mental health care, and developmentally appropriate. Translation of new EHR technologies to better safety outcomes necessitates purposeful involvement of young people and their families alongside mental health clinicians.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"354-357"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical research updates","authors":"Marinos Kyriakopoulos,&nbsp;Fotios Cheimaras,&nbsp;Asimina Palaiologou,&nbsp;Vasiliki Kyriakopoulou","doi":"10.1111/camh.70131","DOIUrl":"10.1111/camh.70131","url":null,"abstract":"&lt;p&gt;Fotios Cheimaras&lt;/p&gt;&lt;p&gt;National and Kapodistrian University of Athens&lt;/p&gt;&lt;p&gt;Loneliness in childhood and adolescence has been linked to a range of adverse mental health outcomes, yet its role in the development of schizophrenia spectrum disorders (SSD) remains insufficiently studied. Although prior work has established a bidirectional relationship between loneliness and psychosis – with loneliness being more common in people with schizophrenia and worsening paranoia, hallucinations and depressive symptoms – little is known about the long-term effects of prolonged early loneliness or how it interacts with genetic liability for schizophrenia, positioning loneliness as a form of subjective adversity, distinct from established adverse childhood experiences such as abuse and neglect.&lt;/p&gt;&lt;p&gt;Andreu-Bernabeu et al. (2026) examined the association between prolonged childhood and adolescent loneliness (CAL) and SSD risk, drawing on the European Gene–Environment Interactions in Schizophrenia (EU-GEI) case–control study. The study initially included 1261 patients with SSD (per DSM-IV-TR), 1282 unaffected siblings and 1525 healthy controls from Spain, Turkey and Serbia; after quality control and selection of participants with available genetic data and loneliness measures, the final analytic sample comprised 1037 patients, 1193 siblings and 1100 controls. Prolonged loneliness was assessed retrospectively with a single item (feeling lonely for ≥6 months) across two developmental periods: before age 12 and between ages 12–16. Genetic liability was captured with a schizophrenia polygenic risk score (PGS), dichotomised at the top quartile (&gt;75%) of controls, while psychotic symptoms were measured with the CAPE-42 scale. Gene–environment interactions were examined using mixed regression models and the Relative Excess Risk due to Interaction (RERI) method, with stratification by gender; predictive performance metrics (sensitivity, specificity and positive predictive value) were computed via Monte Carlo simulation, assuming a 1% prevalence of schizophrenia.&lt;/p&gt;&lt;p&gt;Prolonged loneliness was strongly associated with increased SSD risk, more so for adolescent than childhood loneliness (OR = 7.26 vs. 5.20), and remained significant after adjusting for current depressive symptoms. Weaker but comparable associations were seen in unaffected siblings, suggesting shared familial and environmental contributions. Both childhood and adolescent loneliness were linked to greater severity of positive, negative and depressive symptoms, with a gradient in effect from patients through siblings to controls. Critically, a significant additive interaction emerged between high genetic liability and loneliness on SSD risk (RERI = 23.46 for adolescent loneliness) – roughly four times that previously reported for cannabis use in the same cohort; the magnitude of the loneliness effect was comparable to that of established risk factors such as cannabis use or sexual abuse. This effect was ","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"368-370"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review: Social media use and adolescent mental health – an umbrella review and power analysis","authors":"Katrine B. Tølbøll","doi":"10.1111/camh.70071","DOIUrl":"10.1111/camh.70071","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The relationship between social media use (SMU) and adolescent mental health continues to garner considerable attention, yet findings remain inconsistent and contradictory. This umbrella review aims to synthesize recent evidence on this topic and explore whether inconsistencies may be due to inadequate statistical power.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic literature review of peer-reviewed reviews and meta-analyses published between 2021 and 2025 was conducted across PubMed, PsycINFO, Web of Science, and Scopus. Eligible reviews and meta-analyses focused on SMU and mental health among adolescents, defined as individuals aged 10–24 years. Study-level power analyses were conducted using reported effect sizes from eligible meta-analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Seventy-two reviews met the inclusion criteria, including 20 meta-analyses, 25 systematic reviews, 16 narrative reviews, and 11 scoping reviews. Across reviews, general SMU showed weak and inconsistent associations with both well-being and ill-being, while problematic SMU was consistently linked to ill-being. Seventeen meta-analyses provided 1070 effect estimates from 452 empirical studies for power analyses. Studies examining ill-being and problematic SMU demonstrated consistent negative associations and high statistical power, with all meta-analyses reaching a median study-level power above 99%. In contrast, only 4 out of the 15 meta-analyses using general SMU reached a median study-level power above 80%. Across well-being outcomes, only 4 meta-analyses reached median study-level power above 80%.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Mixed findings in the literature may stem from limited statistical power rather than an absence of real effects, especially in studies of general SMU and well-being. Conceptual precision and adequately powered research are essential for advancing the field.</p>\u0000 </section>\u0000 </div>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"319-332"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146054690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary: Should we worry about climate worry? Understanding and promoting youth resilience and pro-environmental engagement: a commentary on Park et al. (2026)","authors":"Stathis Grapsas,&nbsp;Atheer Massarwe","doi":"10.1111/camh.70091","DOIUrl":"10.1111/camh.70091","url":null,"abstract":"<p>Understanding the mental health impact of climate change is of paramount importance to promoting youth resilience and pro-environmental engagement. Here, we reflect on the study of Park et al. (<i>Child and Adolescent Mental Health</i>, 2026) on the prevalence and mental health correlates of climate worry in young adolescents. We propose that terminological clarity and abstinence from evaluative judgments on the adaptiveness of climate worry are necessary to unravel its role and function in young people's mental health and lives. We also provide suggestions for future research and practice that aim to deepen on three key implications of the study: (a) that climate worry has multiple unique links to a host of mental health problems in young adolescents; (b) that gender differences in climate worry are present already from a young age; and (c) that adults should promote both resilience and pro-environmental engagement in youth, in a developmentally appropriate manner.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"333-336"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative Matters: words that hold: poetic form and the developing adolescent self","authors":"Mary D. Sun,&nbsp;Adam Zhang","doi":"10.1111/camh.70108","DOIUrl":"10.1111/camh.70108","url":null,"abstract":"<p>In institutional settings, adolescents are often asked to perform identity rather than explore it. Poetry – particularly brief, metaphor-rich forms – can function as a developmental bridge, creating conditions in which identity can be explored gradually, relationally, and on their own terms. This paper reflects on a six-session, school-based poetry curriculum for adolescents at elevated risk for behavioural and emotional concerns, organised around specific poetic forms as narrative tools for adolescent identity formation. We consider how six-word stories, sentence stems, persona-based writing, unsent letters, and group poems shape what can be said and how identity can be held, shared, and revised. In doing so, the paper suggests that poetic forms offer adolescents a safer, more agentic pathway into identity exploration with meaningful implications for school-based mental health practice.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"358-361"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Avoiding erroneous decisions: evidence, population impact and acceptability of universal mental health interventions in schools – a commentary on Andrews et al.","authors":"Chris Bonell,&nbsp;Kelly Rose-Clarke,&nbsp;Jess Deighton,&nbsp;Graham Moore,&nbsp;Willem Kuyken,&nbsp;Mark Greenberg","doi":"10.1111/camh.70126","DOIUrl":"10.1111/camh.70126","url":null,"abstract":"<p>Foulkes and colleagues argue many ‘universal’ interventions to prevent mental health problems are harmful (‘inflating prevalence’ because they raise awareness of mental health problems, encouraging those without such problems to misinterpret everyday concerns as symptoms of mental health disorders, causing avoidance of stressful situations, worsening mental health), relatively ineffective (effect sizes being smaller than for targeted interventions) and/or unacceptable to students, and should be discontinued. These arguments are based on weak evidence. While their ‘prevalence inflation’ hypothesis is potentially important and plausible when applied to awareness-raising interventions, evidence for it is currently weak and there is a tendency to overgeneralise to broader interventions. Arguments about the relative impacts of universal and targeted interventions fail to distinguish between individual and population impacts. Arguments about unacceptability are based on selected findings from a few studies, not reflecting broader evidence. These arguments could lead to erroneous decisions to discontinue universal mental health interventions in schools when they are most needed.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"337-340"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149013236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Debate: Is ACE screening doing more harm than good? A consideration of screening versus child health surveillance","authors":"Helen Minnis","doi":"10.1111/camh.70123","DOIUrl":"10.1111/camh.70123","url":null,"abstract":"<p>The ACEs questionnaire has been used in population epidemiology for decades and is now recommended, by some authors, for screening purposes. However, screening programmes bring both harms and benefits and are different from population epidemiology and clinical enquiry. In this paper, I use a modern modification of Wilson and Jungner's screening programme criteria to consider whether a screening programme for ACEs would be advisable. I conclude that a screening programme for ACEs would not be appropriate and might be harmful. However, routine child health surveillance, with close collaboration across agencies including health, education and social work, is essential to ensure that ACEs, and potential harms arising from ACEs, are avoided wherever possible. A composite case example from Scotland, a country with a well-developed child health surveillance system, is provided to illustrate how such a system can support children who have experienced ACEs and their families.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"351-353"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response: Clarifying the evidence and our position on universal school-based mental health interventions: A response to Bonell et al.","authors":"Jack L. Andrews,&nbsp;Lucy Foulkes","doi":"10.1111/camh.70125","DOIUrl":"10.1111/camh.70125","url":null,"abstract":"<p>We appreciate the opportunity to respond to Bonell and colleagues' discussion of our work. However, the article does not accurately represent our position, attributing to us claims and arguments we have not made. There are five inaccuracies: the article (1) conflates arguments we have made in different papers; (2) generalises our arguments to all universal interventions when we specify therapeutically informed universal interventions; (3) claims we are definitive that universal interventions cause harm when we have stressed uncertainty around that word and concept; (4) states that we report meta-analytic effect sizes incorrectly, but this is not the case; and (5) states that universal interventions are acceptable to young people, but evidence shows wide-ranging, mixed responses. To offer clarity for readers, and in the interest of maintaining an accurate scientific record, we address these inaccuracies and reiterate what we originally wrote. We finish with a brief section summarising our position and the latest research. We hope that this clarification allows discussion to return to the pressing task of identifying which approaches meaningfully improve the mental health of young people, and which do not.</p>","PeriodicalId":49291,"journal":{"name":"Child and Adolescent Mental Health","volume":"31 4","pages":"341-344"},"PeriodicalIF":4.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/camh.70125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}