JCPP advances最新文献

{"title":"Realising the potential of participatory research in youth mental health: Time to go back to basics","authors":"Lucy Biddle,&nbsp;Zoë Haime","doi":"10.1002/jcv2.12292","DOIUrl":"10.1002/jcv2.12292","url":null,"abstract":"<p>The importance of embedding participatory methods within youth mental health research is well accepted and often a funding prerequisite. However, we argue that there is a need to revisit the core values of the approach in order to ensure that participatory methods remain meaningful, effective and authentic. This should entail rigorously examining ‘why’ and ‘how’ to approach participatory methods - not merely outlining the ‘what’ and ‘when’. We need to prioritise the naturalistic epistemic advantage youth can bring to our research, assigning them a unique collaborative role to reflect this rather than seeking to professionalise our participants. Similarly, we should explore innovative methods to empower youth to apply their lived experience and knowledge alongside the researcher. Equally, we must continue to reflect on our roles as researcher, ensuring we develop the skills necessary for participatory research with children and young people.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669788/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904289","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":"Shining a spotlight on youth involvement in mental health research: Challenges and innovations","authors":"Maria Michail","doi":"10.1002/jcv2.12285","DOIUrl":"10.1002/jcv2.12285","url":null,"abstract":"<p>Despite progress in youth involvement in mental health research, considerable gaps remain in our understanding, conceptualisation, and implementation of involving children and young people in this field. This Editorial Perspective reflects on how these gaps present challenges to our research practices and often serve as barriers to meaningfully involving youth voices and experiences into the research process. We take a critical perspective to recent advances in the field of youth involvement in mental health research, reflected by the studies included in this special issue, and highlight examples of good practice paving the way for more equitable and inclusive approaches. Meaningful progress in mental health research relies on the active involvement of young people. Researchers, practitioners and policymakers have an ethical and moral responsibility to create a safe and inclusive environment that empowers young people to participate in research that impacts their lives, care, and overall quality of life.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669768/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904294","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":"Breaking the Silence: Critical discussion of a youth participatory action research project","authors":"Jaspar Khawaja,&nbsp;Christopher Bagley,&nbsp;Becky Taylor","doi":"10.1002/jcv2.12283","DOIUrl":"10.1002/jcv2.12283","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This paper aims to inform practice for educational psychologists and other professionals who seek to facilitate youth participatory action research (YPAR) in schools. Youth participatory action research is founded on the assumption that young people are capable of being researchers who can co-create knowledge and act to change the world. It is a worldview as well as a research approach and can be initiated to co-produce knowledge, facilitate critical thinking, promote the evaluation of social systems and/or act against social oppression.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We (a) outline the origins of YPAR and review crucial methodological elements of YPAR found in the literature, (b) support practitioners to use a YPAR approach in UK schools using a real-world example to apply theory to practice and (c) critically discuss outcomes and challenges of facilitating YPAR. An ongoing YPAR project, Breaking the Silence (BtS), facilitated by social enterprise States of Mind and IOE, UCL's Faculty of Education and Society will be outlined within the paper.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>BtS demonstrates the power of YPAR to promote the voices of young people, and to allow them to democratically develop action plans that challenge existing education structures. Youth researchers have presented their findings at several conferences and through a national newspaper. They continue to work alongside trade unions and other organisations to push for educational reform. However, the project has demonstrated several challenges and risks of facilitating YPAR. For example, facilitators were not always aware when youth researchers felt they had less meaningful involvement. Facilitators also found it challenging to collaboratively analyse data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The project indicates that YPAR has the potential to be a democratic, empowering approach that can be brought more widely into the field of education. However, careful considerations are needed by facilitators to mitigate the challenges of the process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904225","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":"Interventions for pre-school children in foster care: A systematic review of randomised controlled trials of child-related outcomes","authors":"Natalie Kirby,&nbsp;Camilla Biggs,&nbsp;Megan Garside,&nbsp;Gloria Cheung,&nbsp;Philip Wilson,&nbsp;Matt Forde,&nbsp;Manuela Deidda,&nbsp;Dennis Ougrin,&nbsp;Fiona Turner,&nbsp;Karen Crawford,&nbsp;Helen Minnis","doi":"10.1002/jcv2.12273","DOIUrl":"https://doi.org/10.1002/jcv2.12273","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Children in foster care are at high risk of future mental health and developmental difficulties. A number of interventions may be helpful; however, the effectiveness of interventions specifically for pre-school children in foster care is not well established. This is an important omission, since infancy and early childhood may be the optimal period for interventions to prevent future problems. The current systematic review set out to establish the existing evidence base for interventions to improve social-emotional, developmental and relational outcomes for pre-school children in foster and kinship care.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Searches of online databases were undertaken in June 2023 with keyword search terms related to the study population and design. Studies utilising a randomised control design to measure the effectiveness of interventions for foster children aged 0–7 years were included. The methodological quality of included studies was assessed using the Cochrane Risk of Bias (ROB-2) tool and effects evaluated using narrative synthesis and GRADE assessments of included interventions and outcomes.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Searches identified 6815 results. Twenty studies, describing seven interventions, met inclusion criteria. Fifteen studies reported intervention benefits comparative to control in at least one outcome domain, with particularly good evidence for Attachment and Behaviour Catch-Up (ABC) in improving developmental outcomes. There was also evidence for Multi-Treatment Foster Care for Pre-Schoolers (MTFC-P), Kids In Transition To School (KITS), Parent-Child Interaction Therapy (PCIT) and HeadStart in improving behavioural outcomes. The findings for relational outcomes, including attachment, were mixed; however, there was some evidence for MTFC-P and ABC in reducing avoidant attachment.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This systematic review contributes to our current understanding of how we might best support pre-school children in foster care. It remains unclear whether the effectiveness of particular interventions may be moderated by participant or intervention characteristics. Further research is needed to understand which interventions work best for whom in this group. Despite some variability in methodological quality and heterogeneity across studies, our findings suggest that certain interventions are likely to be helpful for young children in foster care. Dissemination and ongoing evaluation of the evidence-based interventions","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571297","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":"Implementing open science and reproducible research practices in mental health research through registered reports","authors":"Jessie R. Baldwin,&nbsp;Henrik Larsson","doi":"10.1002/jcv2.12275","DOIUrl":"https://doi.org/10.1002/jcv2.12275","url":null,"abstract":"<p>To increase the number of pre-registered observational studies, <i>Journal of Child Psychology and Psychiatry (JCPP) Advances</i> is delighted to now invite Registered Reports. Registered Reports are a format of article in which the study protocol is pre-registered and peer-reviewed before the research is conducted. If the protocol is of high quality and the proposed research topic is important, <i>JCPP Advances</i> will commit to publishing the study regardless of the results. This article format crucially addresses publication bias, as decisions on publication are entirely independent of the results.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142169982","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":"Circadian rhythm dysfunction and clinical heterogeneity in pediatric ADHD: A critical need for innovation in assessment and treatment","authors":"Jessica R. Lunsford-Avery,&nbsp;J. Lynn Davis,&nbsp;Michael T. Willoughby","doi":"10.1002/jcv2.12281","DOIUrl":"https://doi.org/10.1002/jcv2.12281","url":null,"abstract":"<p>Despite success of pharmacologic and psychosocial treatments, attention-deficit/hyperactivity disorder (ADHD) frequently results in significant personal impairment and socioeconomic burden. A challenge for the development of effective treatments targeting functional deficits in ADHD is the substantial heterogeneity in clinical features such as comorbidity, executive dysfunction, and cognitive disengagement. In this editorial perspective, we consider circadian dysfunction as a potentially critical mechanism underlying clinical heterogeneity and discuss current barriers to identifying and treating circadian dysfunction in pediatric ADHD. Recent advances in wearable sensors may offer new opportunities to elucidate the underlying role of circadian dysfunction in ADHD heterogeneity and support the development of personalized sleep treatments with the power to improve long-term educational, interpersonal, and occupational outcomes for children with ADHD.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143571275","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":"A rapid realist review of literature examining Co-production in mental health services for youth","authors":"Verity Rose Jones,&nbsp;Justin Waring,&nbsp;Nicola Wright,&nbsp;Sarah-Jane Fenton","doi":"10.1002/jcv2.12272","DOIUrl":"10.1002/jcv2.12272","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>An overview of internationally published literature on what works for co-production in youth mental health services is missing, despite a practice and policy context strongly recommending this approach. This rapid realist review develops a theory about how and why co-production methods in youth mental health services work, for whom and in which circumstances.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Relevant evidence was synthesised to develop Context–Mechanism–Outcome configurations (CMOs) that can inform policy and practice. Stakeholders were iteratively involved by engaging an expert panel including young people and a separate youth advisory group. Searches across eight databases and expert panel suggestions identified 5716 documents which were screened at abstract level, 532 at full-text and 57 documents were included in the review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Data extracted from 57 papers contributed to five CMO configurations to describe the generative mechanisms by which co-production in youth mental health services are linked to outcomes and influenced by context. The final programme theory is: Youth experts by experience (YEBE), particularly those from minoritised communities, provided with a supportive organisational culture can experience authentic engagement where their knowledge is perceived as credible by wider stakeholders. This leads to personal development for participating YEBE as well as service improvements from their input.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Rich data from a heterogenous sample of papers along with stakeholder consultation enabled this review to refine a clear programme theory for co-production in mental health services for young people. Nevertheless, further information is needed to identify what constitutes a supportive organisational culture and to explore rival theories or under-evidenced areas.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904171","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":"Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry","authors":"Sarah Griffiths, Laura Lucas, Debbie Gooch, C. Norbury","doi":"10.1002/jcv2.12264","DOIUrl":"https://doi.org/10.1002/jcv2.12264","url":null,"abstract":"Language ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.We linked teacher‐ratings on a brief language difficulties questionnaire (13‐item) collected in the first year of primary school (N = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher‐reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.Teacher‐reported language difficulties predicted achievement in phonics (rs > 0.41), reading (rs > 0.38), writing (rs > 0.32) and maths (rs > 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.Teacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"133 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the association of neighborhood conditions on attention-deficit/hyperactivity disorder symptoms in autistic youth using the child opportunity index 2.0","authors":"Catrina A. Calub,&nbsp;Irva Hertz-Picciotto,&nbsp;Deborah Bennett,&nbsp;Julie B. Schweitzer","doi":"10.1002/jcv2.12267","DOIUrl":"10.1002/jcv2.12267","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While neighborhood conditions have previously been shown to have substantial effects on later occupational, educational and health outcomes, this is the first study to examine the relation between neighborhood factors and attention-deficit/hyperactivity disorder (ADHD) symptoms in children with autism and developmental delays.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Children from the CHARGE (Childhood Autism Risks from Genetics and the Environment) Study were evaluated at ages 2–5 years and then later in the ReCHARGE (follow-up) Study at ages 8–20 years (mid-childhood/adolescence). Using linear regression, we assessed associations between the Child Opportunity Index 2.0 (COI) at birth, a multidimensional neighborhood measure of childhood opportunity, and ADHD symptoms on the Aberrant Behavior Checklist at mid-childhood/adolescence.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Participants included a total of 524 youth (401 males; 123 females), composed of 246 autistic children (AUT), 85 children with Developmental Delays (DD) without autism, and 193 Typically Developing (TD) children. Mean age was 3.8 years (<i>SD</i> = 0.79) when evaluated at CHARGE and 13.5 years (<i>SD</i> = 3.69) when evaluated at ReCHARGE. Regression analyses revealed COI at birth significantly predicted ADHD symptoms during mid-childhood/adolescence and early childhood diagnosis modified the COI effect. More specifically, COI significantly predicted ADHD symptoms in the AUT group, but not the TD or DD groups. Additional regression analyses indicated that this interaction was only present in the Social and Economic COI domain. Secondary analyses revealed autistic youth with High and Low Social and Economic COI domain scores had similar levels of ADHD symptoms during early childhood, but by mid-childhood/adolescence, those with low Social and Economic COI domain scores had higher ADHD symptoms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Among autistic, but not TD or DD youth, poorer neighborhood conditions at birth predict greater ADHD symptoms in later development. These findings have important clinical implications and highlight the need for increased and improved resources in poorer neighborhoods to reduce existing disparities in ADHD, a common neurodevelopmental impairment.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824304","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 trajectory of anxiety symptoms during the transition from childhood to young adulthood is predicted by IQ and sex, but not polygenic risk scores","authors":"Ana Beatriz Ravagnani Salto,&nbsp;Giovanni A. Salum,&nbsp;Maurício Scopel Hoffmann,&nbsp;Marcos L. Santoro,&nbsp;André Zugman,&nbsp;Pedro M. Pan,&nbsp;Sintia I. Belangero,&nbsp;Lucas Toshio Ito,&nbsp;Victoria Fogaça Doretto,&nbsp;Marcos S. Croci,&nbsp;Marcelo J. A. A. Brañas,&nbsp;Carina de Giusti,&nbsp;Francisco Da Silva-Jr,&nbsp;Sahâmia Martins Ribeiro,&nbsp;Euripedes Constantino Miguel,&nbsp;James F. Leckman","doi":"10.1002/jcv2.12268","DOIUrl":"10.1002/jcv2.12268","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding the factors that determine distinct courses of anxiety symptoms throughout development will better guide interventions. There are scarce data-driven longitudinal studies, using multi-modal predictors, investigating the chronicity of anxiety symptoms from childhood to young adulthood, particularly in a middle-income country.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>2033 youths (ages 6–14 years [Mean age = 10.4 ± 1.94) at Baseline] were enrolled in the Brazilian High-Risk Cohort for Mental Conditions longitudinal study, and assessed at three timepoints, between 2010 and 2019, using the Screen for Child Anxiety Related Disorders. Confirmatory Factor Analysis provided input to Growth Mixture Models to identify the best fitting trajectory model. Multinomial logistic regression analyses tested the effects of intelligence quotient (IQ), environmental factors and polygenic risk scores on internalizing symptomatology within trajectory class membership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The best model solution identified three classes: high-decreasing, moderate/low-stable and low-increasing symptoms over time. The high-decreasing class showed a higher incidence of anxiety symptoms at the second time point (Mean age = 13.8 ± 1.93); while anxiety symptoms were highest in the low-increasing class at the third timepoint (Mean age = 18.35 ± 2.03). Further, lower IQ predicted membership in the high-decreasing trajectory class (OR = 0.68, 95% CI [0.55, 0.85]), while higher IQ predicted membership in the low-increasing trajectory class (OR = 1.95, 95% CI [1.42, 2.67]). Finally, females were more likely than males to be in the low-increasing trajectory class. Polygenic risk scores were not associated with anxiety trajectory class membership.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Recognizing that anxiety symptoms follow diverse paths over time will allow for more effective intervention strategies. Specifically, interventions could accommodate children for greater anxiety risk in early childhood (i.e., lower IQ) versus late adolescence (i.e., higher IQ). That said, the emotional needs of girls in late adolescence should be monitored, regardless of their cognitive abilities or high achievements.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829089","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}