Frontiers in child and adolescent psychiatry最新文献

{"title":"Reading and math anxiety in children: differential roles of state and trait components in academic performance, and the moderating effects of intelligence and time pressure.","authors":"Lars Orbach, Florian Schmitz, Annemarie Fritz, Klaus Willmes","doi":"10.3389/frcha.2026.1778068","DOIUrl":"10.3389/frcha.2026.1778068","url":null,"abstract":"<p><p>In the last decades, reading anxiety (RA) has received considerably less attention than math anxiety (MA), and its conceptualization remains underdeveloped. Building on the state-trait anxiety framework, the present study examines state and trait components of RA and MA and their relations to academic performance under conditions with and without time pressure. A sample of 311 third- and fourth-grade students (51.4% girls) completed domain-specific state and trait anxiety questionnaires, reading and math achievement tests administered under timed and untimed conditions, and a measure of fluid intelligence. State anxiety was assessed before and after performance tests as well as in a reference condition to capture situational changes. Results indicated that RA, like MA, represents a hierarchical construct with distinct but related state and trait components and clear evidence for domain specificity. Time pressure increased state anxiety in both reading and math, where children with higher baseline state anxiety showed reduced situational adjustment. Anxiety-performance relations differed across domains. Reading performance was negatively associated with trait RA, baseline state RA, and anticipatory state RA under time pressure, whereas no such relations emerged in the untimed condition. In contrast, math performance was consistently negatively related to trait and baseline state MA across both testing conditions. Fluid intelligence emerged as the strongest predictor of performance, with only limited evidence for moderation by anxiety. Overall, these findings highlight the importance of distinguishing between state and trait components of domain-specific anxiety and demonstrate that situational demands, such as time pressure, play a critical role in shaping anxiety-performance relations in children.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1778068"},"PeriodicalIF":1.5,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13199927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148038250","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":"Transference interventions in psychodynamic psychotherapy for adolescent depression: a qualitative study.","authors":"Rune Johansen, Hanne-Sofie Johnsen Dahl, Anna Grasdal Lunde, Rebekka Thorkildsen Sem, Mathilde Sem Thorkildsen, Sarah Christine Fahs, Randi Ulberg","doi":"10.3389/frcha.2026.1789526","DOIUrl":"10.3389/frcha.2026.1789526","url":null,"abstract":"<p><strong>Introduction: </strong>Psychodynamic therapy is based on the understanding that past experiences, relationships, and unconscious conflicts can influence a person's current behavior and mental state. Transference is a central construct in psychodynamic psychotherapy, which refers to the emotions and attitudes that the patient attributes to the therapist. These emotions shape the patient's perception of both the therapist and the therapeutic process. Emphasizing and exploring how transferential phenomena manifest within the therapeutic relationship is assumed to have a beneficial therapeutic effect. The primary aim of the present qualitative study was to identify examples of such transference interventions in short-term psychoanalytic psychotherapy with adolescents diagnosed with depression.</p><p><strong>Method: </strong>Examples of transference interventions were identified from randomly selected sessions, as well as from two therapies with good outcomes.</p><p><strong>Results: </strong>Transference interventions were used to a moderate extent and were primarily aimed at encouraging patients to reveal and discuss their thoughts and feelings about the therapist and the therapy.</p><p><strong>Discussion: </strong>Transference interventions in psychotherapy with adolescents with depression seemed mostly to be preparatory and directly relevant to the young person's present, everyday life. The interventions were often posed as open question.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1789526"},"PeriodicalIF":1.5,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13195016/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148019105","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":"Digital treatment for insomnia in adolescents: study protocol for a randomized controlled trial comparing digital cognitive behavioral therapy for insomnia to sleep hygiene.","authors":"Beke Ralfs, Sarah Fee Meschkat, Telke Schoone, Hannah Brauer, Jan-Henrik Rieck, Manuel Munz, Charlotte Josephine Müller, Leonie Franziska Maurer, Alexander Prehn-Kristensen","doi":"10.3389/frcha.2026.1686491","DOIUrl":"10.3389/frcha.2026.1686491","url":null,"abstract":"<p><strong>Background: </strong>Insomnia is highly prevalent among adolescents. It is associated with various mental and physical disorders and impairments in daytime functioning. Cognitive behavioral therapy for insomnia (CBT-I) is well supported by evidence and the guideline recommended treatment. Yet only few adolescents receive access due to limited health care resources. Digital delivery of CBT-I may tackle this care gap and has shown promising results in the adult population. However, evidence in the adolescent population is still preliminary. The aim of this randomized controlled trial is to establish whether digitally delivered CBT-I for insomnia is effective in adolescents, when compared to sleep hygiene advice.</p><p><strong>Methods: </strong>This trial is a monocentric, national, prospective randomized controlled trial aiming to recruit 66 adolescent participants (14-17 years) meeting criteria for insomnia disorder in Germany. Participants will be randomized (1:1) to either 12 weeks of digital CBT-I (<i>somnio junior)</i> or sleep hygiene advice. Outcomes will be collected at baseline, 6- and 12-weeks post-randomization. The primary endpoint is self-reported insomnia severity using the Insomnia Severity Index at 12 weeks. Secondary endpoints include symptoms of depression, anxiety, daytime sleepiness and health-related quality of life. Analyzes will be intention-to-treat.</p><p><strong>Discussion: </strong>The results of this study could make the case for the introduction of digital CBT-I for adolescents in primary care in Germany, increasing access to evidence-based treatment for adolescents with insomnia disorder. Treating insomnia might also positively affect associated mental disorders and physical health problems.</p><p><strong>Clinical trial registration: </strong>https://www.bfarm.de/DE/Das-BfArM/Aufgaben/Deutsches-Register-Klinischer-Studien/_node.html, identifier DRKS00033527.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1686491"},"PeriodicalIF":1.5,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13176156/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965614","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":"Tracing psychological resources and mental health: the role of sense of coherence, resilience and self-efficacy in young adulthood.","authors":"Julia Franziska Baschab, Sena Aktürk, Hannah Honecker-Gebauer, Eva Moehler, Justine Hussong","doi":"10.3389/frcha.2026.1759711","DOIUrl":"10.3389/frcha.2026.1759711","url":null,"abstract":"<p><strong>Background: </strong>Psychological resources such as resilience, sense of coherence (SOC), optimism, self-efficacy, and locus of control are central to adaptive functioning and mental health. However, their developmental antecedents and interrelations remain insufficiently understood.</p><p><strong>Methods: </strong>Using longitudinal data from a population-based cohort, this study examined a) associations between psychological resources and psychopathology in young adulthood (18-19 years), and b) early predictors of these resources, including psychopathology, social competences, maternal psychopathology, and bonding. An exploratory factor analysis was conducted to test the structure of psychological resources.</p><p><strong>Results: </strong>Higher levels of resilience, SOC, optimism, and self-efficacy were associated with lower psychopathology symptoms in young adulthood, even after controlling for early risk factors. SOC emerged as the strongest unique predictor, indicating a central integrative role. Exploratory factor analysis supported a dominant general psychological resource dimension. Psychopathology predicted lower psychological resources, whereas maternal factors showed limited and inconsistent direct effects.</p><p><strong>Conclusions: </strong>Psychological resources are closely intertwined with mental health in young adulthood, with SOC appearing as a particularly central component. These findings underscore the relevance of psychological resources for understanding individual differences in mental health and suggest their potential value as targets for future longitudinal and intervention-based research.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1759711"},"PeriodicalIF":1.5,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13171495/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965764","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 caregiver experiences of raising a child with feeding difficulties: a qualitative study.","authors":"Veena Satheesh, Bradley Scott Bloomfield, Rachel June Bartlett","doi":"10.3389/frcha.2026.1753720","DOIUrl":"10.3389/frcha.2026.1753720","url":null,"abstract":"<p><strong>Introduction: </strong>Feeding difficulties can significantly disrupt family routines and contribute to caregiver stress, yet limited research has explored the lived experiences of Australian caregivers navigating this challenge.</p><p><strong>Methods: </strong>The objectives of this exploratory qualitative study was to investigate the experiences of six Australian caregivers raising children aged 2-18 with feeding difficulties. Six semi-structured interviews were conducted and analysed using framework analysis.</p><p><strong>Results: </strong>Four themes emerged: (1) caregiver concern for child wellbeing, including nutrition, emotional health, and social functioning; (2) impacts on the family, including disrupted mealtimes, strained relationships, and intergenerational tension; (3) challenges and strategies used to manage feeding difficulties; and (4) needs for support, highlighting service gaps, barriers to care, and mixed views on telehealth. Findings suggest the emotional and logistical burden of feeding difficulties on families and the importance of responsive, family-centred approaches.</p><p><strong>Discussion: </strong>These findings provide preliminary qualitative insight to inform future research and service development. Health professionals should consider both the psychosocial context and practical needs of caregivers when supporting feeding concerns.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1753720"},"PeriodicalIF":1.5,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13168044/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943853","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":"Editorial: \"Improving impacts of mental health treatment on substance misuse and vice versa\".","authors":"Ty A Ridenour, Chardée A Galán, Caroline Oppenheimer","doi":"10.3389/frcha.2026.1816035","DOIUrl":"10.3389/frcha.2026.1816035","url":null,"abstract":"","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1816035"},"PeriodicalIF":1.5,"publicationDate":"2026-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846940","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":"Case Report: Deprescribing psychotropic medication with an adolescent boy with complex emotional and behavioural challenges.","authors":"Laura Theall, Serena Atallah, Ajit Ninan, Kim Arbeau, Alicia McLean","doi":"10.3389/frcha.2026.1808598","DOIUrl":"10.3389/frcha.2026.1808598","url":null,"abstract":"<p><strong>Background: </strong>The prescription of psychotropic drugs to children and youth has been on the rise. Polypharmacy-the act of prescribing multiple medications-is a risk for children and youth with emotional and behavioural challenges, as prescribers may administer multiple medications to treat persistent symptoms or the side effects of other medications without solid evidence. The use of psychotropic medications with children and youth has been linked to several negative health outcomes, and further risks exist in cases of polypharmacy such as increased and more severe medication side effects, toxicity, and non-compliance.</p><p><strong>Objective: </strong>This case report shares the treatment approach of medication deprescribing coupled with attachment-focused psychosocial intervention for managing emotional/behavioural challenges.</p><p><strong>Case presentation: </strong>An adolescent boy in foster care experiencing persistent behavioural disturbance, neurodevelopmental disorders, and attachment disruption presented for treatment at a tertiary care agency for children and youth with complex combinations of mental health, developmental, and behavioural needs having been prescribed five psychotropic medications. By the end of his treatment, he was on no medications and had shown behavioural gains (more co-operative, calmer, reduced impulsivity, aggression, and irritability) with no concerning changes in symptoms.</p><p><strong>Conclusions: </strong>The current case serves as an example for clinicians to critically consider the risks and benefits of patients' medication regimen and the value of deprescribing with psychosocial supports to manage symptoms.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1808598"},"PeriodicalIF":1.5,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13136183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846882","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":"Negotiating assistive technologies and AI in inclusive education: professional agency in neurodivergent contexts.","authors":"Arianna Marras, Angela Pasqualotto","doi":"10.3389/frcha.2026.1820276","DOIUrl":"10.3389/frcha.2026.1820276","url":null,"abstract":"<p><strong>Introduction: </strong>Digital assistive technologies and AI-based systems are increasingly introduced in inclusive classrooms serving students with neurodevelopmental differences. Yet their implementation depends on how teachers interpret, evaluate, and regulate these tools within professional practice. This study examines teachers' knowledge, perceptions, and professional reasoning regarding traditional assistive technologies and emerging AI-based systems.</p><p><strong>Methods: </strong>A qualitative study was conducted using seven semi-structured focus groups with 46 elementary and middle school teachers (classroom and specialized). Data were analyzed through reflexive thematic analysis using a hybrid inductive-deductive approach, with attention to interactional dynamics.</p><p><strong>Results: </strong>Five interrelated themes emerged. Teachers showed heterogeneous and sometimes ambiguous conceptualizations of assistive and AI-based systems. Traditional tools were largely framed as individualized accommodations, whereas AI-based systems generated uncertainty and negotiation. Adoption was described as conditional upon pedagogical fit, professional control, institutional feasibility, and ethical accountability. Concerns centered on data governance, responsibility for decision-making, and equity risks.</p><p><strong>Discussion: </strong>Implementation operated as a process of conditional integration: technologies gained legitimacy only when aligned with inclusive commitments, professional agency, and governance clarity. Sustainable integration depends less on technological expansion than on teachers' informed professional judgment.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1820276"},"PeriodicalIF":1.5,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13111448/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147790873","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":"Playful learning, inclusion, and belonging: a perspective on engaged classrooms.","authors":"Stacia Faith Jackson, Bo Stjerne Thomsen","doi":"10.3389/frcha.2026.1736138","DOIUrl":"10.3389/frcha.2026.1736138","url":null,"abstract":"<p><p>This perspective argues that supporting child and adolescent mental health in schools requires classrooms that foster belonging, engagement, and agency for every learner. Upon reading this article, we propose that the research field explores more rigorously into the connections between classroom engagement, playful learning, inclusion, and sense of belonging. In this perspective, the concept of belonging is central to the idea of mental health. Our viewpoint is that playful learning is a promising pathway to support students who report feeling excluded or unsupported in their classroom. While perhaps not a cure-all for all students in all classrooms, it is an area that rightfully deserves more attention as its impact can go beyond the classroom wall. We propose further exploration of the intersection between classroom engagement, playful learning, inclusion, and sense of belonging specifically for primary and secondary school students. By grounding learning in joyful, hands-on, and collaborative experiences, playful approaches can offer a practical means of increasing belonging within the classroom. Drawing on classroom practice and product development, including examples such as LEGO Education Science, we explore how playful learning can support the core learning domains of education into safe and supportive environments that nurture both cognitive and emotional growth. Much like the topic of science itself, the intersectionality between inclusion, learning through play, and belonging is still evolving. In the following pages, we'll explore opportunities for educators, researchers, and policymakers to build systems that reduce teacher burden while strengthening inclusion and engagement. We point to the need for accessible practices and ready-to-use resources that allow teachers to implement playful learning without additional workload. Finally, we outline directions for research and collaboration to further understand and scale approaches that simultaneously advance learning, inclusion, and belonging.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1736138"},"PeriodicalIF":1.5,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13147362/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846924","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 long-term impact of adverse childhood experiences on externalizing aggressiveness: sensitive periods during childhood and adolescence.","authors":"Steffen Barra, Sina Groß, Anselm Crombach, Daniel Turner, Petra Retz-Junginger, Johannes Merscher, Wolfgang Retz","doi":"10.3389/frcha.2026.1765690","DOIUrl":"10.3389/frcha.2026.1765690","url":null,"abstract":"<p><p>The association of adverse childhood experiences (ACEs) with the perpetration of aggressive behavior across the lifespan has repeatedly been demonstrated. However, whereas age-specific impacts of ACEs on neural and psychological development are discussed, little is known about sensitive periods during childhood and adolescence in which ACEs may exert the most severe effects on an individual's propensity for aggression. Thus, the present study retrospectively assessed ACEs during early childhood (up to 5 years), late childhood (6-11 years), and adolescence (12 years and above) in 204 adults and examined age-dependent relations to current externalizing aggressiveness. Although the general ACE-aggression link could be replicated, no clear evidence emerged for age-specific impacts. While the total ACE burden was highest during adolescence and only ACEs during adolescence were associated with increased adult aggressiveness, the strengths of the relationships between ACEs and aggressiveness did not differ significantly depending on the examined age groups. Nevertheless, our results underscore the need for future research to implement more sophisticated age-sensitive approaches to examine the association of ACEs with aggressive behavior as an important basis for the design of promising prevention and intervention measures.</p>","PeriodicalId":73074,"journal":{"name":"Frontiers in child and adolescent psychiatry","volume":"5 ","pages":"1765690"},"PeriodicalIF":1.5,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13106129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147791038","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}