Evidence-based practice in child and adolescent mental health最新文献

{"title":"Rural and Non-Rural Pediatric Health Care Providers' Youth Suicide Prevention Beliefs, Attitudes, Training, and Practices.","authors":"Brooke E Streicher, John L Cooley, Jenna G Sims, Cole Marvin, Destiny Rojas, Sarah M Wakefield, Sean M Mitchell","doi":"10.1080/23794925.2026.2718212","DOIUrl":"10.1080/23794925.2026.2718212","url":null,"abstract":"<p><strong>Background: </strong>A substantial number of youth experience suicidal thoughts and behaviors, and those living in rural areas are at even greater risk. Pediatric health care providers tend to be the first point of contact for youth at risk for suicide. Thus, there is a need to understand rural and non-rural providers' beliefs, training, and practices in youth suicide prevention.</p><p><strong>Objective: </strong>We examined providers' beliefs, previous training, and current practices in youth suicide prevention, with attention to potential differences across providers working in rural and non-rural areas.</p><p><strong>Method: </strong>Participants were 171 pediatric health care providers in Texas, working in primary care or pediatric settings, who completed an online survey.</p><p><strong>Results: </strong>Overall, 70% of participants reported having never participated in suicide risk assessment/intervention training for youth patients, with no significant difference between rural and non-rural providers. Nearly all providers expressed an interest in additional training, with many reporting a willingness to engage in a virtual training. Rural and non-rural providers were not significantly different in their self-reported knowledge and skills related to suicide risk assessment/intervention. However, providers' responses differed in confidence ratings; that is, non-rural providers' ratings of their confidence in conducting youth suicide risk assessment/intervention were higher compared to rural providers.</p><p><strong>Conclusions: </strong>Our findings highlight a clear gap between pediatric health care providers' previous training and current responsibilities in treating child and adolescent patients experiencing suicidal ideation and behavior. Implications and future directions are discussed.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13546092/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Middle and High School Personnel's Definition and Knowledge of Evidence-Based Practices for Autistic Students.","authors":"Aksheya Sridhar, Olivia Michael, Kelsey S Dickson, Adora Du, Marissa Thirion, Amy Drahota, Laura J Hall, Bonnie Kraemer, Aubyn Stahmer, David Mandell, Jill Locke","doi":"10.1080/23794925.2026.2711441","DOIUrl":"10.1080/23794925.2026.2711441","url":null,"abstract":"<p><strong>Background: </strong>Mandates that educators use evidence-based practices (EBP) with autistic students have not led to their widespread or consistent implementation, despite their growing availability. EBP knowledge is integral to effective implementation, and prior studies have shown that educators often are limited in their ability to identify and define existing EBPs.</p><p><strong>Objective: </strong>This study aimed to: (1) examine how middle and high school staff who support autistic students define EBPs; and (2) identify which practices they endorse as being EBPs in the school setting.</p><p><strong>Method: </strong>This study explored qualitative responses from 37 middle and high school and district staff members to the following questions: (1) \"What does an EBP or support mean to you?\" and (2) \"What EBPs or supports do you or your colleagues use in your school?\" Responses were compared to the National Clearinghouse on Autism Evidence and Practice (NCAEP) definition and registry of EBPs. The EBP definition includes: (1) an instructional or intervention procedure (or set of procedures), (2) existence of an acceptable level of research evidence supporting the practice, and (3) demonstration of positive outcomes for autistic children, youth, and/or adults.</p><p><strong>Results: </strong>Three participant responses were not consistent with any of the NCAEP EBP criteria, seven included one criterion in their response, 16 included two criteria, and 11 included all three criteria. School and district personnel listed 17 autism-focused EBPs that are listed in the NCAEP report and described the use of 41 other practices. Five respondents were unsure which EBPs their schools used.</p><p><strong>Conclusion: </strong>Findings highlight variability in school and district staff understanding of what constitutes an EBP, suggesting the need for tools to support educators in selecting and implementing such practices effectively.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13618226/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149077088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Team-Effectiveness Barriers and Solutions to Depression Screening within a Pediatric Hospital Network: A Qualitative Study.","authors":"William Bevens, Lauren Brookman-Frazee, Hannah N Edwards, Cynthia Kuelbs, Nicole A Stadnick","doi":"10.1080/23794925.2026.2711444","DOIUrl":"10.1080/23794925.2026.2711444","url":null,"abstract":"<p><strong>Background: </strong>An increasing number of hospital systems have implemented universal depression screening protocols in response to the growing prevalence of pediatric depression. However, to date no studies have qualitatively explored how the sustainment of depression screening workflow functions in practice.</p><p><strong>Objective: </strong>To characterize the workflow for an existing universal depression screening pathway within a large pediatric healthcare system and explore barriers and solutions to barriers in implementing the workflow effectively.</p><p><strong>Method: </strong>Eight focus groups with 37 staff members in a large pediatric hospital system were conducted. Participants were considered eligible if they were involved in depression screening within their unit. Focus groups were recorded, transcribed, and analyzed for themes using rapid qualitative analysis.</p><p><strong>Results: </strong>Six barriers and five proposed solutions were identified as common themes across units, organized along three stages of the depression care cascade: screening, assessment and resources, and disposition planning. Key barriers included the language appropriateness of the Patient Health Questionnaire-9 (PHQ-9) for younger and neurodivergent patients, siloing of medical and behavioral health roles, and lack of infrastructure for follow-up after referral. Proposed solutions included adapting screening language, cross-training staff in mental health assessment, and designating dedicated roles for follow-up.</p><p><strong>Conclusions: </strong>Our findings suggest that strategies aimed at improving how teams work together could assist hospitals in delivering depression screening at all stages through better team coordination and role clarification.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13456526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing Access to FASD-Informed Care: Bringing an Adapted Intervention to Mental Health Providers.","authors":"Christie L M Petrenko, Julianne Myers, Cristiano Tapparello, Lynn L Cole, Alicia Roth, Michelle Kuhn, Carson Kautz-Turnbull, Madeline N Delage, Molly Millians, Michele Walker-Bauer, Emily Speybroeck, Mina Boyd, Weiyi Li, Reza Yousefi-Nooraie, Todd Russelburg, Heather Carmichael Olson","doi":"10.1080/23794925.2026.2701046","DOIUrl":"10.1080/23794925.2026.2701046","url":null,"abstract":"<p><strong>Background: </strong>An estimated 1 in 4 children seeking mental health care have an undiagnosed fetal alcohol spectrum disorder (FASD). Few mental health providers receive training or feel competent to serve this population. Evidence-based interventions (EBIs) for FASD have low uptake across mental health settings.</p><p><strong>Objective: </strong>This study aimed to systematically adapt an EBI to increase access to care for youth with FASD in mental healthcare settings, resulting in the innovative Families Moving Forward (FMF) Connect Pro program.</p><p><strong>Method: </strong>A multidisciplinary planning group employed the theoretically-driven implementation science framework, Intervention Mapping-Adapt (IM-Adapt). This 6-step process incorporated multiple information sources, including literature review, theory, clinical wisdom, and focus groups. 18 community mental health providers participated in focus groups to assess the fit of the adapted program. Data were analyzed with rapid qualitative methods using the COM-B model (Capability, Opportunity, Motivation) of behavior change and Theoretical Domains Framework (TDF) for coding and interpretation.</p><p><strong>Results: </strong>Step 1: Planning group developed a logic model of change. Step 2: Review of EBIs, selecting the Families Moving Forward (FMF) intervention and two training methods: Extension of Community Healthcare Outcomes (ECHO) and Self-Directed modular approaches. Steps 3&4: Planning group identified needed adaptations for providers with low utilization of FASD-informed care and flexible use in diverse settings. Focus group participants reviewed prototypes of the resulting FMF Connect Pro program, endorsing high acceptability. TDF determinants across domains of capability, opportunity, and motivation were highlighted as contributing factors to provider behavior change. Step 5: Implementation/evaluation plans were developed.</p><p><strong>Conclusions: </strong>Results reveal the FMF Connect Pro program was deemed acceptable and appears a promising method to expand FASD-informed care. A clinical trial is now underway (Step 6). Additionally, this study models an IM-Adapt approach that could be applied to increase broader adoption and implementation of EBIs.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13455561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Provider Training and Implementation Experiences Following Engagement with a Web-Based Training for TF-CBT.","authors":"Austen McGuire, Maddi Gervasio-Pontarelli, Caitlin Rancher, Jerry Glover, Daniel W Smith","doi":"10.1080/23794925.2026.2694422","DOIUrl":"10.1080/23794925.2026.2694422","url":null,"abstract":"<p><strong>Background: </strong>Well-constructed web-courses can increase provider knowledge of and self-efficacy to deliver evidence-based treatments (EBTs), such as Trauma-Focused Cognitive Behavior Therapy (TF-CBT). However, there is limited research examining why providers engage in EBT training web-courses (and why they do not complete them), as well as whether these providers might engage in further training and use of the EBT after the web-course.</p><p><strong>Objective: </strong>To examine engagement and reports of training in, and implementation of, TF-CBT among providers who recently participated in TFCBT<i>Web</i>2.0 (a web-course for learning TF-CBT) and determine if web-course completion status (e.g. completer vs. non-completer) influences TF-CBT training and use.</p><p><strong>Methods: </strong>Participants (<i>N</i> = 1029; 85.23% cisgender women; 66.28% White; <i>M</i> _age = 36.21) who registered for TFCBT<i>Web</i>2.0 completed questionnaires assessing TF-CBT training experiences, reasons for starting/stopping TFCBT<i>Web</i>2.0, and use of TF-CBT in clinical practice. Web-course participation data from TFCBT<i>Web</i>2.0 was also obtained. Differences in professional characteristics, reasons for starting TFCBT<i>Web</i>2.0, engagement in training, and use of TF-CBT across three completion status groups (Completers, Non-Completers, Invalid Completers) were evaluated using Chi-square tests of independence.</p><p><strong>Results: </strong>Participants across groups were similar regarding professional characteristics (e.g. degree type, theoretical orientation). Significant differences were found across groups regarding the most important reasons for starting TFCBT<i>Web</i>2.0. Completers were more likely to report starting TFCBT<i>Web</i>2.0 because of participation in a TF-CBT workshop or graduate course compared to Non-Completers. Most participants (i.e. >70%) had not engaged in any other TF-CBT training besides TFCBT<i>Web</i>2.0. Moreover, 26.04% of participants with no other TF-CBT training besides the web-course reported using TF-CBT with at least one patient.</p><p><strong>Conclusions: </strong>While web-courses offer an easily accessible training opportunity, significant efforts should be made within the field to increase and promote training activities beyond the online space (e.g. consultation). Results also provide supportive evidence on how web-courses might increase learner engagement and promote additional training among providers.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13449189/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fear of Fear: Challenges and Negative Beliefs About Gradual Exposure Use in TF-CBT.","authors":"Austen McGuire, Maddi Gervasio-Pontarelli, Caitlin Rancher, Hannah E Frank, Jerry Glover, Daniel W Smith","doi":"10.1080/23794925.2026.2666778","DOIUrl":"10.1080/23794925.2026.2666778","url":null,"abstract":"<p><strong>Background: </strong>Gradual exposure (GE) is a key component of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). Initial evidence suggests that negative beliefs about GE may partially explain suboptimal exposure implementation.</p><p><strong>Objective: </strong>The current study sought to evaluate GE negative beliefs and determine what professional factors might contribute to them.</p><p><strong>Methods: </strong>Participants (<i>N</i> = 742; 85.71% cisgender women; 67.25% White; <i>M</i> _age(<i>SD</i>)=36.06[10.47]) who recently engaged in TFCBT<i>Web</i>2.0 filled-out questionnaires assessing their views of GE within TF-CBT, evidence-based practice (EBP), TF-CBT implementation, and training experiences. Beliefs about GE and difficulty implementing TF-CBT were compared across various professional characteristics (e.g. TF-CBT experience, student status). Structural equation modeling (SEM) was utilized to evaluate which professional characteristics may relate to negative beliefs about TF-CBT GE.</p><p><strong>Results: </strong>The most negatively rated TF-CBT GE beliefs included concerns about youth experiencing negative effects from exposure, endangering confidentiality, and provider vicarious trauma. Participants who used TF-CBT with a patient generally had less negative GE beliefs compared to those who had never used TF-CBT. In the SEM analysis, general TF-CBT negative beliefs and beliefs about EBP were significant predictors, such that participants who reported more general negative beliefs about TF-CBT and EBP were more likely to report stronger negative GE beliefs.</p><p><strong>Conclusions: </strong>These results suggest that negative beliefs about GE can be a target during training to improve TF-CBT implementation, and that novel training approaches (e.g. experiential training) that specifically address negative GE beliefs are needed given the lack of currently available trainings in this domain.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13459703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing Disparities: A Pragmatic Comparative Effectiveness Trial of School-Based Executive Functioning Interventions.","authors":"Laura G Anthony, Lauren Kenworthy, Alyssa Verbalis, Jonathan Safer-Lichtenstein, Kristina K Hardy, Allison B Ratto, Cara Pugliese, John F Strang, Yetta Myrick, Sydney Seese, Lynn Cannon, Monica Adler Werner, Katie Alexander, Daniel Q Naiman, Mary Troxel, Tennyson Dahlman, Bruno J Anthony, Susan K Mikulich-Gilbertson","doi":"10.1080/23794925.2026.2633981","DOIUrl":"10.1080/23794925.2026.2633981","url":null,"abstract":"<p><strong>Background: </strong>Executive functioning challenges, including difficulties with flexible thinking, goal setting and planning, are common among neurodivergent children, especially those identified with autism and/or attention-deficit/hyperactivity disorder. Executive functioning problems are linked to poorer academic achievement and are exacerbated by poverty. Importantly, executive functioning is responsive to intervention.</p><p><strong>Objective: </strong>This pragmatic study compared the effectiveness of two school-based executive functioning interventions for children with autism and/or attention-deficit/hyperactivity disorder in Title 1 (low-income-serving) school settings to improve accessibility of effective interventions.</p><p><strong>Methods: </strong>148 children (82% male) in 3rd-5th grades were cluster-randomized by school (<i>N</i> = 24) to receive Unstuck and On Target (Unstuck), a cognitive-behavioral program, or Parents and Teachers Supporting Students, a behavior-management program considered best practice for children with attention-deficit/hyperactivity disorder. Both programs targeted executive functioning, were matched for dosage, and were delivered in small groups by school staff, with parent and teacher training to support generalization. The sample (attention-deficit/hyperactivity disorder <i>N</i> = 98; autism <i>N</i> = 50) was ethnically and socioeconomically diverse. The primary outcome was executive functioning behaviors assessed through masked classroom observations. Secondary outcomes were masked executive functioning tasks, and a parent report measure. Treatment fidelity, acceptability, potential moderation of family income, age, and cognitive functioning were assessed.</p><p><strong>Results: </strong>Both interventions were implemented with high fidelity and were well-liked by children and parents, with Unstuck receiving higher acceptability ratings. Child executive functioning improved across both interventions and on all outcomes. There was limited moderation by income, and outcomes improved following intervention, even after accounting for income.</p><p><strong>Conclusions: </strong>School staff can effectively deliver both Unstuck and Parents and Teachers Supporting Students in low-income community schools to improve executive functioning. These accessible, low-cost options address income-based health disparities by providing an alternative to clinic-based care. The interventions show promise for broader applications in schools.</p><p><strong>Clinical trials registry: </strong>Community Based Intervention for Children with ADHD and ASD; clinicaltrials.gov (NCT03003286) 9/13/2014.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13186250/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147984642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Constant Observation in Pediatric Mental Health Emergencies: Perspectives from Emergency Department Staff.","authors":"Fernanda de M Goulart, Devi A Soman, Anjali Joseph, Kapil C Madathil, Lucinda Easler","doi":"10.1080/23794925.2025.2502918","DOIUrl":"10.1080/23794925.2025.2502918","url":null,"abstract":"<p><strong>Background: </strong>Emergency departments are critical care settings for children in mental and behavioral health crises. Psychiatrists and psychiatric-mental health nurses collaborate with emergency department teams to manage safety risks for these patients, which often involves constant patient observation, particularly for agitated or suicidal patients.</p><p><strong>Objective: </strong>This paper aims to understand emergency department staff's perspectives on constant observation of pediatric mental and behavioral health patients and the impact of this practice on emergency department workflows.</p><p><strong>Methods: </strong>This qualitative study thematically analyzes 55 semi-structured interviews with members of the emergency department team, including patient observers, from four different hospitals.</p><p><strong>Results: </strong>Eight themes were identified as impacting emergency department workflows and patient care. The most commonly mentioned themes included the impact of constant observation on emergency department workflow, situational awareness and clear sightlines to the patient, and compliance with constant observation-related organizational policies.</p><p><strong>Conclusions: </strong>Findings provide insights for optimizing the role of the patient observer, incorporating remote monitoring to increase patient safety, enhancing the emergency department physical environment to enhance the quality of care, optimizing patient outcomes, and maintaining a safe environment. This study's results support advanced psychiatric-mental health practice nurses and emergency and psychiatric-mental health clinical nurses in improving the quality of care and safety for this vulnerable population.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":"11 3","pages":"389-405"},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13537501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148882638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to Behavioral Health Treatment among Youth and Caregivers Involved in the Juvenile Legal System.","authors":"Kaitlin Piper, Sean Stielow, Mackenzie Hines-Wilson, Elizabeth Van Alstine, Kaitlin Sheerin, Crosby Modrowski, Kathleen Kemp","doi":"10.1080/23794925.2025.2602475","DOIUrl":"10.1080/23794925.2025.2602475","url":null,"abstract":"<p><strong>Background: </strong>Between 50-70% of youth involved in the juvenile legal system meet criteria for at least one psychiatric condition. To address this mental health crisis, juvenile diversion programs often screen youth for behavioral health conditions and refer them to providers. However, only a small proportion of youth in need of treatment initiate care during or after their involvement with the system.</p><p><strong>Objective: </strong>The primary aim of this mixed methods study was to identify perceived barriers to treatment participation among caregiver-youth dyads involved in a court diversion program. We examined caregiver and youth demographic characteristics, behavioral health, and legal system factors associated with greater levels of treatment barriers.</p><p><strong>Method: </strong>We conducted surveys, interviews, and reviewed administrative court records for 100 caregivers and youth in a juvenile court diversion program in a northeastern state (July 2023-May 2024). Procedures were approved by the health system-affiliated IRB.</p><p><strong>Results: </strong>Caregivers reported an average of four barriers to treatment participation. The most common barriers included youth resistance to treatment and scheduling conflicts. Bivariate and multivariate analyses showed that caregivers from minoritized racial backgrounds, with lower income or education, and those with Hispanic/Latinè-identifying youth reported higher perceived barriers. Qualitative findings echoed these results, and additionally highlighted barriers including mistrust of court-affiliated services, long waitlists, limited provider availability, and a strong caregiver preference for culturally matched, community-based services.</p><p><strong>Conclusions: </strong>Our results indicate that while caregivers are motivated to get their child into treatment, they face several different types of barriers to service engagement. These findings underscore the need for acceptable, accessible and family-centered behavioral health service pathways.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12803726/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Informing Suicide Risk Assessment Practices of High-Risk Preteens: Qualitative Insights from Youth and Caregivers.","authors":"Katherine M Tezanos, Elizabeth K Reynolds, April R Highlander, Candice S Espinoza, Sydney E Goldstein, Meghan L McCann, Micaela Maron, Rojan Bagheri, Hannah E Frank, John V Campo, Anthony Spirito, Jennifer C Wolff","doi":"10.1080/23794925.2025.2585833","DOIUrl":"10.1080/23794925.2025.2585833","url":null,"abstract":"<p><strong>Objective: </strong>This study marks the first phase of the development of a reliable and valid suicide risk assessment tool for preteen youth. In this phase, authors sought to understand the lived experiences of preteens with suicidal thoughts and behaviors (STBs) and their caregivers, with the goal of informing our understanding and improving the assessment of STBs in preteens.</p><p><strong>Method: </strong>We conducted qualitative interviews with youth in acute care settings who had onset of STBs during their preteen years (i.e., 8-12 years of age; <i>n</i>= 11) and caregivers of preteens with STBs (<i>n</i>=11). We queried about suicidal ideation, pre-suicide attempt warning signs and risk factors, ways in which suicidal risk was communicated by preteens, suicide attempt planning and intent, and early detection of risk.</p><p><strong>Results: </strong>Youth and caregivers provided perspectives on the lived experiences of preteen STBs, identifying critical risk factors and warning signs (e.g., increasing isolation, major shifts in typical behaviors), barriers to communication of risk (e.g., fear of hospitalization, fear of punishment), importance of family-centered and individualized risk assessment that takes into consideration personal and cultural identities (e.g., minoritized identities, religious beliefs), and ways to better support preteens (e.g., asking direct questions about STBs, checking in on mood and well-being more regularly).</p><p><strong>Conclusion: </strong>Qualitative interviews provided valuable insights regarding the lived experiences of preteens reporting STBs and their caregivers. This research highlights the need for family-centered, individualized, and culturally sensitive approaches to understanding, assessing, and mitigating preteen STBs and the development and validation of comprehensive risk assessment tools and practices explicitly designed for preteens.</p>","PeriodicalId":72992,"journal":{"name":"Evidence-based practice in child and adolescent mental health","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12724447/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145828692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}