JCPP advances最新文献

{"title":"Giving children a voice: Concept development and foundation of the first Children's council “mental health” in Germany","authors":"Christina Bartnick,&nbsp;Hanna Christiansen,&nbsp;Silvia Schneider","doi":"10.1002/jcv2.12293","DOIUrl":"10.1002/jcv2.12293","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As summarized by the Lancet Psychiatry Commission on youth mental health (McGorry et al., 2024), the statistics on mental disorders in children are alarming and highlight the need to expand and optimize research on childhood mental health. Although patient and public involvement (PPI) of those affected has the potential to boost both the acceptance and outcomes of research studies, the active involvement of young children, that is, primary school children, in mental health research has been neglected.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Based on the results of our systematic literature analysis of PPI of children in mental health research, the concept development of the Children's Council ‘Mental Health’ was administered in cooperation with several stakeholders and focus groups (practitioners and researchers in the field of clinical psychology and psychotherapy across the lifespan, representatives from three self-help organizations for mental disorders, children's focus group). The concept was further optimized in collaboration with the German Children's Fund (Deutsches Kinderhilfswerk e. V.).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The Children's Council was successfully founded with five children aged between 6 and 9 years. Participation is positively received, and each meeting is evaluated using visual measurements. The results from the meetings are presented and discussed. They serve as basis for concrete recommendations for involving young children in mental health research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>To the best of our knowledge, this is the first structured approach involving young children in mental health research studies. The main goal of our study is the direct and immediate empowerment of children, in this case primary school children at the age of 6–12 years. This is associated with a child-friendly exchange on topics related to mental health, as well as the enhancement of the education process on mental disorders and prevention.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11669770/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904276","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":"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":3.1,"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":3.1,"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":3.1,"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":"Self-harm-related mental imagery: A content analysis study of imagery reported by young people referred to mental health services","authors":"Karima Susi,&nbsp;Anne Stewart,&nbsp;Rebecca Knowles Bevis,&nbsp;Keith Hawton","doi":"10.1002/jcv2.12263","DOIUrl":"10.1002/jcv2.12263","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Growing evidence suggests that self-harm-related mental imagery is involved in the transition from self-harm ideation to enactment. However, there has been little research on this important phenomenon in adolescent populations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using an online questionnaire, the frequency, content and impact of self-harm-related mental imagery was investigated in a transdiagnostic clinical population of young people with recent self-harm. Mood ratings were used to assess the impact of completing the questionnaire.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Fifty-five young people aged 14–24 years old completed the study. Participants were mostly female (85.5%) and White (87.3%). All but one participant (98.2%) reported images related to self-harm, with 53 (96.4%) reporting future-oriented self-harm images, 53 (96.4%) reporting past-oriented images, and 52 (94.5%) reporting both. Imagery included imagining self-harm and particularly dangerous acts (including suicide), specific methods, and the consequences of self-harm for self and others. Past self-harm-related mental imagery was sometimes used to develop future-oriented self-harm-related imagery planning, highlighting the influence of previous exposure to self-harm. Most participants (<i>N</i> = 45; 88.2%) stated that significant self-harm-related mental imagery increased the likelihood they would self-harm. Stimulation of mental imagery was most frequently reported to be related to dreams about self-harm (<i>N</i> = 33; 60.0%), and exposure to self-harm-related content on social media (<i>N</i> = 32; 58.2%) and in fictional TV programmes (<i>N</i> = 30; 54.6%). There was no significant difference in participants' pre- and post-questionnaire mood ratings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Self-harm-related mental imagery is commonly experienced by young people who self-harm and may play a role in ideation-to-enactment of self-harm. Asking about self-harm-related mental imagery can be done safely and could be considered for inclusion in routine clinical assessments. Self-harm exposure and the origins of self-harm-related imagery, such as the links with past self-harm and social media, as well as potential imagery-based interventions for self-harm, require further evaluation. A working model of self-harm-related mental imagery is presented.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102396","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":"Associations of fetal and infant growth patterns with behavior and cognitive outcomes in early adolescence","authors":"Romy Gonçalves,&nbsp;Romy Gaillard,&nbsp;Kelly K. Ferguson,&nbsp;Sara Sammallahti,&nbsp;Manon H. Hillegers,&nbsp;Eric A. P. Steegers,&nbsp;Hanan El Marroun,&nbsp;Vincent W. V. Jaddoe","doi":"10.1002/jcv2.12278","DOIUrl":"10.1002/jcv2.12278","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Fetal life and infancy might be critical periods for brain development leading to increased risks of neurocognitive disorders and psychopathology later in life. We examined the associations of fetal and infant weight growth patterns and birth characteristics with behavior and cognitive outcomes at the age of 13 years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Population-based prospective cohort study from fetal life until adolescence. Pregnant women with a delivery date between April 2002 and January 2006 were eligible. Follow-up measurements were available for 4716 children. Fetal weight was estimated in the second and third trimesters of pregnancy by ultrasonography. Infant weight was measured at birth and at 6, 12, and 24 months. Fetal and infant weight acceleration or deceleration were defined as a change in SD greater than 0.67 between time points. Total, internalizing and externalizing problems and attention-deficit hyperactivity disorder (ADHD) symptoms were measured using Child Behavior Checklist (CBCL/6–18), autistic traits by the Social Responsiveness Scale (SRS) and intelligence quotient (IQ) by the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>One week longer gestational age at birth was associated with a −0.03 SDS (95% Confidence Interval (CI): −0.04, −0.01) lower total behavior problems score, a −0.02 SDS (95% CI: −0.04, −0.01) lower ADHD symptoms score. Also an increase in birth weight of 500 g was associated with a lower odds of having high externalizing problems (OR 0.92 (95% CI: 0.86, 0.98) and of having a low IQ score (OR 0.79 (95% CI: 0.71, 0.88). Compared to children with normal fetal and infant growth, those with accelerated fetal and infant growth had a 0.27 SDS higher IQ (95% Confidence Interval 0.11, 0.44).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Both fetal and infant weight development are associated with behavioral and cognitive outcomes in early adolescence. Follow-up studies are needed to assess whether these associations link to later life mental health outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12278","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102137","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":"Neuropsychiatric symptoms in siblings of children with Tourette syndrome in the EMTICS study","authors":"Olga Sidiropoulou,&nbsp;Jennifer Glaus,&nbsp;Julie Hagstrøm,&nbsp;Setareh Ranjbar,&nbsp;Renata Rizzo,&nbsp;EMTICS collaborative group,&nbsp;Pieter J. Hoekstra,&nbsp;Andrea Dietrich,&nbsp;Kerstin J. Plessen","doi":"10.1002/jcv2.12277","DOIUrl":"10.1002/jcv2.12277","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Tourette syndrome (TS) is associated with neuropsychiatric comorbidities, such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Even though comorbidities are the main source of impairment in individuals with TS, family aggregation between TS and other neuropsychiatric disorders has been little explored. We therefore investigated associations of tic severity in probands with symptoms of ASD, ADHD, and ODD in their siblings and the influence of tic severity, age, and sex.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample of the present study stems from the European Multicenter Tics in Children Study (EMTICS), a longitudinal observational study, with the present subsample of 196 probands with TS and their 220 full siblings (54.1% girls). We analyzed associations of probands’ tic severity with ASD, ADHD, and ODD symptoms in their siblings using generalized linear mixed-effect negative binomial regression models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Higher tic severity in probands was associated with higher scores of ASD symptoms in their siblings (IRR = 1.48, 95% confidence interval [95% CI] 1.03–2.12, <i>p</i> = 0.034); after excluding the three items in the Autism Spectrum Screening Questionnaire linked to stereotypies (that may be misinterpreted as tic-like behaviors; IRR = 1.44 [95% CI] 0.99–2.09, <i>p</i> = 0.057) the effect size remained similar, yet reaching only near-significance. Moreover, we demonstrated a significant interaction between probands’ tic severity and sex upon siblings’ symptoms of ADHD and ODD. Female siblings of probands with higher tic severity displayed more symptoms of ADHD and ODD, whereas this effect was absent in male siblings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This multicenter study demonstrated a link between probands’ current tic severity and siblings’ neuropsychiatric symptoms. Our study suggests a familial link between TS and ASD-like symptoms, competencies as well as sex-specific associations with ADHD and ODD symptoms in female siblings. The current study sheds light on a broader family tendency and highlights the need for targeted prevention in this vulnerable population. Our findings, however, call for further studies to better understand the genetic and environmental aggregation of influences between individuals with TS, ADHD, and ODD and their siblings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102210","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":"Lack of effect of a parent-delivered early language intervention: Evidence from a randomised controlled trial completed during COVID-19","authors":"Kelly Burgoyne,&nbsp;Stephanie Hargreaves,&nbsp;Nasima Akhter,&nbsp;Helen Cramman,&nbsp;Paivi Eerola,&nbsp;Jochen Einbeck,&nbsp;Vic Menzies","doi":"10.1002/jcv2.12279","DOIUrl":"10.1002/jcv2.12279","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Parents play a key role in their child's early development but evidence that parental engagement strategies are effective is unclear. The current study evaluated a parent-delivered early language teaching programme that aimed to support children's early language and literacy skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A multisite, pupil-level randomised controlled trial was conducted with 450 3–4-year-old children and their families, recruited from 47 nurseries across Greater Manchester and Lancashire (UK). Families were randomly allocated to either the programme group (<i>N</i> = 225) who delivered an early language teaching programme for 20-min a day, 5 days a week, for 30-weeks or to a control group (<i>N</i> = 225) who received a box of children's books at the end of nursery. A language latent variable formed the primary outcome, which was used to assess whether the programme improved children's language and literacy skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>COVID-19 disrupted the trial, including delivery of the intervention and post-test data collection. Data from assessments completed 10-months after intervention showed no evidence that the children receiving language intervention had greater language skills than the control group. Similarly, no group differences were found on measures of the Home Learning Environment or school readiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Whilst disruptions caused by COVID-19 are likely to have impacted on the findings, this study nonetheless adds to the literature which suggests that parent-delivered interventions alone may not necessarily lead to changes in home learning or to gains in children's language skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101179","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":"Attachment representations in pre-adolescents at familial high risk of schizophrenia or bipolar disorder and population-based controls—Characteristics of attachment from middle childhood to pre-adolescence, and its relation to parental functioning and child mental disorder","authors":"Mette Falkenberg Krantz,&nbsp;Maja Gregersen,&nbsp;Lotte Veddum,&nbsp;Carsten Hjorthøj,&nbsp;Åsa Kremer Prøsch,&nbsp;Jessica Ohland,&nbsp;Julie Marie Brandt,&nbsp;Sinnika Birkehøj Rohd,&nbsp;Christina Bruun Knudsen,&nbsp;Anna Krogh Andreasen,&nbsp;Nicoline Hemager,&nbsp;Aja Greve,&nbsp;Ole Mors,&nbsp;Merete Nordentoft,&nbsp;Elia Psouni,&nbsp;Anne A. E. Thorup","doi":"10.1002/jcv2.12274","DOIUrl":"10.1002/jcv2.12274","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Development of secure attachment is crucial to establish and maintain healthy relationships with others throughout life. For parents with schizophrenia or bipolar disorder, challenged parental functioning may compromise the sensitive caregiving needed to establish secure child attachment. We aimed to examine pre-adolescent attachment, predictors related to caregiving, and middle childhood attachment predictors of pre-adolescent mental disorders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a population-based nationwide cohort of 522 children of parents with schizophrenia or bipolar disorder and population-based controls, The Secure Base Script Test was used to assess attachment security at age 11 (<i>N</i> = 409). Parental caregiving and functioning were assessed with the Personal and Social Performance Scale and MC-HOME (age 7) and child mental disorder with K-SADS-PL (age 7 and 11). Story Stem Assessment Profile was used for age 7 attachment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found no differences between risk and control groups in prevalence of pre-adolescent secure attachment. Parental level of functioning and attachment security at age 7 significantly predicted more rich secure base content at age 11. Level of age 7 disorganization significantly predicted presence of mental disorder at age 11.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Overall, attachment of children at familial risk of schizophrenia or bipolar disorder did not differ from that of controls. Instead, parental functioning in middle childhood predicts pre-adolescent attachment, and may therefore serve as a focus for supporting healthy attachment development. Middle childhood disorganization might serve as a predictor of pre-adolescent mental disorder if other studies confirm our findings, and awareness hereof may be relevant for guiding intervention to support mental development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101355","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":"Social anxiety and paranoid beliefs in adolescents","authors":"J. L. Kingston,&nbsp;B. Schlier,&nbsp;E. Leigh,&nbsp;D. Widyasari,&nbsp;R. P. Bentall","doi":"10.1002/jcv2.12280","DOIUrl":"10.1002/jcv2.12280","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Paranoid beliefs are common in the general adolescent population. The paranoia hierarchy suggests common social evaluative concerns may develop into persecutory thoughts via ideas of reference, a milder intermediary facet of paranoia. Socially anxious concerns and paranoid beliefs co-occur in adolescent and adult groups, but the specifics of their association is not well understood. In a general population adolescent sample, we examined (a) whether social anxiety and paranoia can be differentiated, (b) patterns of co-occurrence and (c) psychosocial factors that differentiate social anxiety alone versus in combination with paranoia.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>An online cross-sectional survey design, recruiting UK adolescents (<i>n</i> = 604, 14–17 years), via Qualtrics. Participants were quota sampled for equal distribution on age and gender.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Measurement models supported a hierarchical structure, with separate but correlated general factors of paranoia and social anxiety. This model was invariant across age groups 14–15 and 16–17 years. The largest subgroup of participants with clinically significant symptoms showed elevated social anxiety plus paranoia (21%, <i>n</i> = 124), followed by high social anxiety without paranoia (14%, <i>n</i> = 84). Paranoia without social anxiety occurred the least (7% <i>n</i> = 39). Subgroup comparisons suggested social anxiety plus paranoia was characterised by exposure to threating experiences (discrimination, bullying, adverse life events in the last 12-month), anxious attachment and high levels of distress, whereas social anxiety was more associated with feeling inferior to others, enhanced loneliness, avoidant attachment and a low sense of belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Social anxiety and paranoia are differentiable in adolescents. Paranoia commonly co-occurs with social anxiety, especially in those with exposure to threat environments in the last 12-month. Adolescents with social anxiety plus paranoia reported the highest levels of distress, underscoring the importance of improved understanding of this group.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"5 3","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acamh.onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145100919","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}