Wiley

Journal of Child Psychology and Psychiatry

Published by Wiley and Association for Child and Adolescent Mental Health

Online ISSN: 1469-7610

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Print ISSN: 0021-9630

Disciplines: Developmental psychology

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Theoretical model: Baseline moderated mediation. The baseline levels of each parenting domain were used as moderators of each mediated pathway in the model
Pathways of change in child outcomes through change in parenting behaviours and parent–child affection. Dashed double‐headed arrows represent covariances between error terms. Dashed arrows depict non‐significant paths, while solid arrows depict significant paths, with their standardised estimates in squares. Corresponding statistics for all paths are provided in Table 2. The grey wavy squares with glowing arrows highlight the specific mediated pathways for changes in functional impairment through changes in non‐constructive parenting and parent–child affection. All post‐intervention measures were controlled for their baseline values to reflect change; these controls are not depicted in the figure for the sake of readability
Research Review: Mechanisms of change and between‐family differences in parenting interventions for children with ADHD – an individual participant data meta‐analysis

February 2025

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Aims and scope


The Journal of Child Psychology and Psychiatry is widely recognised to be the leading international journal covering both child and adolescent psychology and psychiatry. With a large and expanding global readership, its coverage includes studies on epidemiology, diagnosis, psychotherapeutic and psychopharmacological treatments, behaviour, cognition, neuroscience, neurobiology, and genetic aspects of childhood disorders. We bring together empirical research, clinical studies, and reviews of high quality that arise from different points of view, different theoretical perspectives, and different disciplines.

Recent articles


Editorial: Parenting as an influence on the course of neurodevelopmental conditions – still a taboo topic?
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February 2025

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Since the debate surrounding controversial theories, such as the refrigerator mother theory, the influence of parenting on the course of neurodevelopmental conditions has been a taboo topic for many years. However, recent research analyzing the complex interplay between genetics and the environment has introduced new approaches to examining the role of parenting. Several articles in this issue examine the new directions in the field of parenting and parent–child interactions. A key shift in perspective is the recognition that the relationship between parenting and child development is not unidirectional. Instead, the child's characteristics may also influence parental responses (evocative gene–environment), which in turn can shape the child's developmental trajectory. Moreover, parent–child interactions are not restricted to mother–child dyads, but also involve fathers and triadic interactions between both parents and the child. Experiences within these interactions are likely to transfer to other contexts, contributing to the child's language and social development. A better understanding of the time course and the mechanisms underlying parent–child interactions will enhance the design of interventions targeting parenting behavior. Although caregiver‐mediated interventions have proven effective, they must take caregivers' skills into account and may need to incorporate alternative support systems beyond primary caregivers.


Strengthening executive functioning to disrupt binge eating in youth – a commentary on Goldschmidt et al. (2024)

A recent publication in the Journal of Child Psychology and Psychiatry examined the role of executive functioning in treatment outcomes and engagement for adolescents receiving cognitive behavioral therapy (CBT) for binge eating. While some executive functioning facets, such as impulsive decision making and cognitive flexibility, predicted eating and weight outcomes in this sample, others including inhibition, sustained attention, and parent‐reported global executive functioning scores did not. Interestingly, none of the executive functioning measures related to attrition in this study. This commentary highlights the importance of conducting research in youth with binge eating and why investigating potential moderators to enhance treatment outcomes matters. The role of parents as well as mHealth adaptations are noted. Practical clinical considerations and avenues for further research are discussed. Additional randomized clinical trials and high‐quality replicable studies are needed to determine if enhancing executive functioning prior to initiating psychotherapy can improve outcomes for this population.


CONSORT diagram
PTSD symptom severity CRIES‐8. This plot presents the observed scores on CRIES‐8 at pre‐intervention (baseline; 0 weeks), post‐intervention (16 weeks), and follow‐up (38 weeks, for participants in the iCT‐PTSD‐YP arm only). The lines represent the mean values by treatment allocation
Early‐stage randomised controlled trial of therapist‐supported online cognitive therapy for post‐traumatic stress disorder in young people

February 2025

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33 Reads

Background Effective face‐to‐face treatments for Post‐Traumatic Stress Disorder (PTSD) are available, but most young people with PTSD do not receive effective treatment. Therapist‐supported online Cognitive Therapy has the potential to improve accessibility of effective treatment. This early‐stage trial gathered data on the feasibility, acceptability, and initial signal of clinical efficacy of a novel online Cognitive Therapy program for young people with PTSD. Methods A two‐arm, parallel‐groups, single‐blind, early‐stage feasibility RCT compared online Cognitive Therapy to a waitlList condition. Participants were N = 31 adolescents (12–17 years‐old) with a diagnosis of PTSD, randomised in a 1:1 ratio using minimisation. Thresholds for progression to a larger trial were set a priori for recruitment rate, data completeness, and the initial signal of clinical efficacy. The primary clinical outcome was PTSD diagnosis at 16 weeks post‐randomisation. Secondary clinical outcomes were continuous measures of PTSD, depression, and anxiety at 16 weeks; and at 38 weeks in the online Cognitive Therapy arm. Results All pre‐determined feasibility thresholds for progression to a larger trial were met. We recruited to target at a rate of 1–2 participants/month. No patient dropped out of therapy; 94% of all participants were retained at 16 weeks. At 16‐weeks, the intention‐to‐treat (ITT) effect adjusted odds ratio was 0.20 (95% CI, 0.02, 1.42), indicating that the odds of meeting PTSD caseness after online therapy were 80% lower than after the waitlist (10/16 participants met PTSD caseness after therapy compared to 11/13 after WL). Effect‐size estimates for all secondary clinical outcomes were large‐moderate; improvements were sustained 38 weeks after online Cognitive Therapy. Conclusions Therapist‐supported online Cognitive Therapy for PTSD is acceptable to young people and has potential for meaningful and sustained clinical effects. A larger trial appears feasible to deliver. Further work is needed to refine the intervention and its delivery and to evaluate it in a larger confirmatory trial.


Theoretical model: Baseline moderated mediation. The baseline levels of each parenting domain were used as moderators of each mediated pathway in the model
Pathways of change in child outcomes through change in parenting behaviours and parent–child affection. Dashed double‐headed arrows represent covariances between error terms. Dashed arrows depict non‐significant paths, while solid arrows depict significant paths, with their standardised estimates in squares. Corresponding statistics for all paths are provided in Table 2. The grey wavy squares with glowing arrows highlight the specific mediated pathways for changes in functional impairment through changes in non‐constructive parenting and parent–child affection. All post‐intervention measures were controlled for their baseline values to reflect change; these controls are not depicted in the figure for the sake of readability
Research Review: Mechanisms of change and between‐family differences in parenting interventions for children with ADHD – an individual participant data meta‐analysis

Background Understanding the mechanisms of change and between‐family differences in behavioural parenting interventions for children with attention‐deficit/hyperactivity disorder (ADHD) may help personalise interventions. Therefore, we examined whether improvements in parenting are associated with changes in child behaviour and functional outcomes, and how these associations vary based on parents' baseline parenting levels. Methods We collected individual participant data including 19 randomised controlled trials focusing on children with ADHD (n = 1,720). Immediate post‐intervention measures of child ADHD and oppositional behaviour severity, reported by parents and functional impairment reported by either the parent or probably masked clinicians, were treated as outcomes. We estimated pathways from intervention (vs. control) to child outcomes, via immediate post‐intervention parent reports of constructive parenting (e.g. praise), non‐constructive parenting (e.g. physical punishment) and parent–child affection (e.g. warmth), while controlling for baseline values of both child outcomes and parenting levels. Baseline values of each parenting variable were used as moderators of the mediated pathways. Results Improvements in parenting behaviours and parent–child affection immediately following the intervention jointly explained concurrent improvements in children's ADHD severity, oppositional behaviour and functional impairment. Furthermore, when reversing the direction of the pathways, improvements in all child outcomes jointly explained improvements in each aspect of parenting. Improvements in non‐constructive parenting and parent–child affection uniquely accounted for intervention effects on functional impairment, especially for families with higher baseline levels of non‐constructive parenting. Conclusions Our findings might indicate that improvements in both the behavioural and affective aspects of parenting are associated with concurrent reductions in child behaviour problems and functional impairment. However, more research is necessary to explore the potential causal directionality between parenting and child outcomes. Nonetheless, supporting families with poorer parenting skills may be especially important, as reductions in non‐constructive parenting in these families are linked to stronger treatment effects on child functional impairment.


PRISMA flow diagram
Forest plot of standardised mean change (SMC) in internalising symptoms pre‐ versus during pandemic
Forest plot of standardised mean change (SMC) in externalising symptoms pre‐ versus during pandemic
Forest plot of standardised mean change (SMC) in internalising symptoms between acute and remission pandemic phases
Research Review: The impact of the COVID‐19 pandemic on the mental health of children and young people with pre‐existing mental health and neurodevelopmental conditions – a systematic review and meta‐analysis of longitudinal studies

Background Systematic reviews have suggested mixed effects of the COVID‐19 pandemic on the mental health of children and young people. However, most included studies focused on the general population and were cross‐sectional. The long‐term impact on those with pre‐existing mental health and/or neurodevelopmental conditions remains unclear. Thus, we conducted a systematic review and meta‐analysis to examine the longitudinal impact of the pandemic on the mental health of this clinical population and potential explanatory factors. Methods Ovid Medline, Embase, APA PsycInfo and Global Health databases were searched between 1 January 2020 and 3 August 2023 (PROSPERO CRD42022383546). We included longitudinal studies that compared mental health symptoms between pre‐ and during pandemic and/or during pandemic timepoints in children and young people (≤18 years old) with pre‐existing mental and/or neurodevelopmental conditions. Outcomes included internalising, externalising and other symptoms. Risk of bias was rated using an adapted tool. Included studies were narratively synthesised and multi‐level meta‐analyses were conducted where the number of studies was sufficient. Results We identified 21 studies (N = 2,617) from 6,083 records. Studies differed across countries, diagnoses, measures, informants and timepoints. All had overall moderate‐to‐high risk of bias. Narrative synthesis found mixed evidence of symptom change, with individual studies showing increase/reduction/no change. Factors such as diagnosis, baseline symptom severity, age and sex/gender may explain variation in outcomes. Multi‐level meta‐analyses were feasible for a limited number of outcomes and found no significant changes in internalising and externalising symptoms pre‐ versus during pandemic or internalising symptoms between 2020 pandemic phases, and high heterogeneity was noted. Conclusions The impact of the pandemic on the mental health of children and young people with pre‐existing conditions varied according to individual and contextual vulnerabilities, which were not fully captured in pooled analyses. Further research needs to investigate longer‐term impacts and better stratify this vulnerable population.


Variance component estimates for the full model estimating all parameters, the model not including covariances parameters (no cov.), and the direct effects only model. The best‐fitting model based on AIC is indicated with a ‘*’. Indirect effects include the variance explained by the genotypes of the mother and father while direct effects are the variance explained by the genotype of the child. In the full models, the covariance between the mother and child's genetic effects and the father and child's genetic effects is estimated (left‐most bar of each panel). This represents the extent to which the same genetic variation contributes to maternal/paternal direct and indirect genetic effects. When this covariance is positive, this will increase the total variability of genetic effects explained in the outcome. However, when the covariance between direct and indirect effects is negative, the true proportion of variance explained in the outcome by direct and indirect genetic effects is reduced as the effects cancel each other out
Standardized beta estimates for ADHD and autism PGS on the six measures of early neurodevelopmental traits. And 95% confidence intervals are shown. ‘*’and ‘***’ denote adjusted p‐values <.05 and <.001 after multiple testing correction. All results presented are the PGS effect adjusting for the effect of the PGS for the other members of the trio
Standardized beta estimates for cognitive ability and educational attainment (EA) PGS on the six measures of early neurodevelopmental traits. 95% confidence intervals are shown. ‘*’, ‘**’, ‘***’ denote adjusted p‐values <.05, <.01, and <.001 after multiple testing correction. All results presented are the PGS effect adjusting for the effect of the PGS for the other members of the trio
Direct and indirect genetic effects on early neurodevelopmental traits

January 2025

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38 Reads

Background Neurodevelopmental conditions are highly heritable. Recent studies have shown that genomic heritability estimates can be confounded by genetic effects mediated via the environment (indirect genetic effects). However, the relative importance of direct versus indirect genetic effects on early variability in traits related to neurodevelopmental conditions is unknown. Methods The sample included up to 24,692 parent‐offspring trios from the Norwegian MoBa cohort. We use Trio‐GCTA to estimate latent direct and indirect genetic effects on mother‐reported neurodevelopmental traits at age of 3 years (restricted and repetitive behaviors and interests, inattention, hyperactivity, language, social, and motor development). Further, we investigate to what extent direct and indirect effects are attributable to common genetic variants associated with autism, ADHD, developmental dyslexia, educational attainment, and cognitive ability using polygenic scores (PGS) in regression modeling. Results We find evidence for contributions of direct and indirect latent common genetic effects to inattention (direct: explaining 4.8% of variance, indirect: 6.7%) hyperactivity (direct: 1.3%, indirect: 9.6%), and restricted and repetitive behaviors (direct: 0.8%, indirect: 7.3%). Direct effects best explained variation in social and communication, language, and motor development (5.1%–5.7%). Direct genetic effects on inattention were captured by PGS for ADHD, educational attainment, and cognitive ability, whereas direct genetic effects on language development were captured by cognitive ability, educational attainment, and autism PGS. Indirect genetic effects on neurodevelopmental traits were primarily captured by educational attainment and/or cognitive ability PGS. Conclusions Results were consistent with differential contributions to neurodevelopmental traits in early childhood from direct and indirect genetic effects. Indirect effects were particularly important for hyperactivity and restricted and repetitive behaviors and interests and may be linked to genetic variation associated with cognition and educational attainment. Our findings illustrate the importance of within‐family methods for disentangling genetic processes that influence early neurodevelopmental traits, even when identifiable associations are small.


Parents' prohibitions of peer relationships: why do they undermine social adjustment? A commentary on Kaniusonyte and Laursen (2024)

Kaniusonyte and Laursen (2024) make an important contribution to our understanding of parental prohibitions of peer relationships and their relationship to other aspects of adolescent social functioning. This commentary develops several possible extensions to this interesting line of research with a goal of more specifically identifying the mechanisms that account for the relationships between prohibitions and adolescents' peer adjustment. Future investigations can build on this research by considering the role of conflict between parents and adolescents as a potential mediator or moderator in the process of prohibiting and considering the meaning of restrictive peer access to adolescents' peers across the developmental period. Further, investigations could consider daily diary and observational approaches to expand the field to better understand prohibitions at a microlevel. The commentary also encourages investigators to more fully examine bidirectionality, specifically child effects, which have received relatively little attention in this area.


Structural equation model of the main findings. †p < .10. All direct and indirect paths from G1 maternal ACEs to G2 outcomes (i.e. conduct problems, cognition, emotional problems) were modeled, but we minimized clutter by reporting only the statistically significant ones (with the exception of the direct link between maternal ACEs and child cognition, which is not depicted, and the effect between marital conflict and child conduct problems, which is significant at p < .10) and omitting the effects of the covariates (child sex and maternal immigrant status). All paths are standardized coefficients. Squares are observed (mean) scores, whereas squares with rounded corners are latent variables. A full list of the parameter estimates is provided in Supporting Information (Table S2)
The long reach of adversity: Intermediary pathways from maternal adverse childhood experiences to child socio‐emotional and cognitive outcomes

Background This longitudinal study with multi‐informant (maternal, paternal, and experimenter) and multimethod (questionnaires, behavioral observations, and standardized assessments) data tests an intergenerational model from mothers' adverse childhood experiences (ACEs) to their children's socio‐emotional and cognitive outcomes. Methods Participants were 501 children (50.7% male) and caregivers (56.5% white) followed from child age 2 months to 5 years. Mothers reported on their ACEs, as well as their postnatal socio‐economic status (SES), marital conflict, and depressive symptoms. Observers rated maternal sensitivity using validated coding systems. Partners' history of childhood conduct problems and children's emotional and conduct problems were rated by mothers and fathers, and cognition was assessed by experimenters using standardized assessments. Results Maternal ACEs score was associated with children's socio‐emotional and cognitive outcomes through unique intermediary pathways. Specifically, maternal ACEs were related to child emotion problems through SES, paternal history of conduct problems, and maternal depression. Maternal ACEs to child conduct problems operated via SES, paternal history of conduct problems, and marital conflict. Maternal ACEs to child cognitive skills operated through SES and maternal sensitivity. Conclusions Maternal ACEs, economic stress, and paternal history of conduct problems may collectively strain families, diverting caregiver attention and resources, which may impact childrearing and children's development. To effectively address root causes of intergenerational risks, it is critical to advocate for resources and supports that mitigate these hardship conditions. In addition, interventions that target modifiable individual and family factors may hold the greatest promise for breaking cycles of generational risk and promoting healthier outcomes for children and families.


Editorial: Studying child development in a changing world

In this editorial, I reflect on the implications of social, technological and cultural change for children and young people. Whilst we have a reasonably good understanding of trends in certain aspects of child development (e.g. height, weight, cognitive attainment), there are many unanswered questions. We do not know what explains the steep rise in mental health problems among young people, nor are we in position to evaluate and predict the consequences of different societal trends for current and future generations of young people. This is in part due to a reliance on older life course cohorts without adequate measurement of important aspects of children's lives (e.g. their online experiences). There are also some broader questions which require attention – what does it mean to be a child today? How is childhood changing? I consider possible implications and priorities for developmental research; in particular, the importance of listening to young people's perspectives, innovation in measurement in future life course cohorts, and developing more efficient real time monitoring of mental health at a population level.


Participant flowchart
Timeline laboratory visit. VAS1–VAS4: Visual Analogue Scales. M1–M5: maternal saliva samples 1–5, I1‐I5: infant saliva samples 1–5. TSST: Trier Social Stress Test. M‐I reunion: mother‐infant reunion. This timeline shows when the maternal and infant cortisol samples were collected. The timeline reflects the study protocol without interruptions (i.e., due to infant feeding or diaper change); however, adaptations were made to meet the infant's needs (e.g., infant feeding prior to manipulation or after sampling milk). Preregistered rules determined if deviations of the protocol were acceptable (see Table 1 for rules). Note that the hair sample, milk sample, and questionnaires were not part of the current study
Maternal cortisol concentrations, maternal negative affect, and infant cortisol during the lab visit. Start = start of the lab visit, Prep. Man = preparation manipulation; Wait Man. = waiting after manipulation. Exact timings of assessment can be found in Table 1
Mother–infant stress contagion? Effects of an acute maternal stressor on maternal caregiving behavior and infant cortisol and crying

January 2025

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19 Reads

Background Postpartum maternal distress has been associated with adverse infant outcomes. A potential pathway of how maternal distress affects infant outcomes could be alterations in maternal caregiving behavior. However, the associations between maternal distress, caregiving behavior, and infant outcomes have never been tested in a controlled experiment. This preregistered study utilized an experimental design to investigate the effects of an acute maternal stressor on infant cortisol and crying and the possible mediating role of maternal caregiving behavior. Methods Mother‐infant dyads (N = 91) participated in a lab visit at 8 weeks postpartum, where mothers were separated from their infants to either perform a Trier Social Stress Test (TSST) or a control task. The task was immediately followed by a mother‐infant interaction to assess maternal caregiving behavior and infant cortisol and crying. Results Our structural equation model found no differences between conditions (stressor/control) on maternal caregiving behavior and infant response to maternal stress. Secondary findings revealed that higher quality of maternal caregiving behavior was related to lower levels of infant crying and lower cortisol levels at the end of the visit, but not cortisol at reunion. Conclusions Our findings do not support the occurrence of mother‐infant stress contagion in this experimental setting but do indicate a link between maternal caregiving behavior and infant behavioral and cortisol responses. Given the high prevalence of maternal mental health problems and their possible negative association with offspring development, further (experimental) research is needed to understand just how maternal postpartum distress affects young infants.


Unadjusted, fully standardized associations of the COI at birth, residential instability, and social mobility with psychopathology symptoms at ages 7–10 years
Adjusted fully standardized associations of the COI at birth, residential instability, and social mobility with psychopathology symptoms at ages 7–10 years. Paths with covariates are not displayed to simplify the presentation
Neighborhood opportunity and residential instability: associations with mental health in middle childhood

Background Neighborhood quality may contribute to child mental health, but families with young children often move, and residential instability has also been tied to adverse mental health. This study's primary goal was to disentangle the effects of neighborhood quality from those of residential instability on mental health in middle childhood. Methods 1,946 children from 1,652 families in the Upstate KIDS cohort from New York state, US, were followed prospectively from birth to age 10. Residential addresses were linked at the census tract level to the Child Opportunity Index 2.0, a multidimensional indicator of neighborhood quality. The number of different addresses reported from birth to age 10 was counted to indicate residential instability, and the change in COI quintile indicated social mobility. Parents completed three assessments of attention‐deficit/hyperactivity disorder, problematic behavior, and internalizing psychopathology symptoms at ages 7, 8, and 10. Child and family covariates were selected a priori to adjust sample characteristics, increase estimate precision, and account for potential confounding. Results In unadjusted models, higher neighborhood quality at birth was associated with fewer psychopathology symptoms in middle childhood, but associations were largely mediated by residential instability. In adjusted models, residential instability was associated with more psychopathology symptoms, even accounting for social mobility. Neighborhood quality at birth had indirect effects on child mental health symptoms through residential instability. Conclusions Children born into lower‐quality neighborhoods moved more, and moving more was associated with higher psychopathology symptoms. Findings were similar across different timings of residential moves, for girls and boys, and for children who did not experience a major life event. Additional research is needed to better understand which aspects of moving are most disruptive to young children.


Consort flow chart of subject recruitment and follow‐up
Advancing adolescent bedtime by motivational interviewing and text message: a randomized controlled trial

January 2025

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33 Reads

Background Sleep deprivation is a prevalent problem among adolescents which is closely related to various adverse outcomes. The lack of efficacy of current sleep education programs among adolescents argues for the need to refine the content and format of the intervention. This study aimed to evaluate the effectiveness of a group‐based sleep intervention using motivational interviewing plus text reminders in changing adolescent sleep habits. Methods This study is a randomized controlled trial comparing motivational group‐based sleep intervention with nonactive control group. The primary outcomes were the sleep–wake patterns measured by both sleep diary and actigraphy at postintervention, 3 and 6 months after the intervention. The trial was registered with the Clinical Trial Registry (NCT03614572). Results A total of 203 adolescents with school day sleep duration of <7 hr (mean age: 15.9 ± 1.0 years; males: 39.9%) were included in the final analysis. Sleep diary and actigraphy data both showed that adolescents in the intervention group had earlier weekday bedtime at postintervention (sleep diary: estimated mean difference: 33.55 min, p = .002; actigraphy: 33.02 min, p = .009) and later wake‐up time at 3‐month follow‐up compared to the control group (sleep diary: −28.85 min, p = .003; actigraphy: −30.03 min, p = .01), and the changes in diary measured weekday bedtime were sustained up to 6‐month follow‐up. In addition, adolescents in the intervention group had longer sleep diary reported weekday sleep duration at 3‐ (35.26 min, p = .003) and 6‐month follow‐up (28.32 min, p = .03) than the controls. Adolescents in the intervention group also reported improved daytime alertness postintervention, which was maintained at the 6‐month follow‐up. Conclusions The motivational group‐based sleep intervention is effective in advancing bedtime with improved sleep duration and daytime alertness in sleep‐deprived adolescents.


PRISMA flow diagram of the study selection process.(Page et al., 2021) *n = 853 from Medline, and n = 221 from APA PsycInfo. **Not suitable for inclusion for other reasons, including insufficient detail to describe sex differences or limited relevance to the topic after full‐text screening
Research Review: Sex differences in the clinical correlates of nonsuicidal self‐injury in adolescents – a systematic review

Background Nonsuicidal self‐injury (NSSI), or ‘the deliberate, self‐inflicted destruction of body tissue…without suicidal intent and for purposes not culturally sanctioned’, is a robust predictor of future suicide‐related behavior and therefore a modifiable target for suicide prevention. The prevalence of NSSI is rising in adolescents, particularly among females; however, it is unknown whether sex differences also exist in the clinical and psychosocial factors associated with NSSI. Understanding how the correlates of NSSI differ by sex is important for developing tailored treatments. This study systematically reviews sex differences in the clinical and psychosocial correlates of NSSI among adolescents. Methods MEDLINE and PsycINFO were searched using the keywords ‘adolescents’, ‘self‐injury’, and ‘sex factors’ and synonyms for English‐language articles published between January 1, 2000 and May 10, 2022. We included studies that presented original data on NSSI, included adolescents ages 10–19, reported sex differences, and explicitly defined self‐injury as that done without suicidal intent. Fifty‐seven studies containing 54 unique samples were included. Data were summarized by sex and recorded by: (a) characteristics of NSSI, (b) clinical and psychosocial correlates of NSSI, and (c) associations with suicide. Results We used data on NSSI from 54 unique samples of adolescents worldwide. Males more commonly used violent methods of NSSI, such as burning, and were more likely to be physically aggressive and experience substance abuse. Females more commonly self‐injured by cutting, and their NSSI was more likely to be repetitive and associated with emotional distress. In both sexes, NSSI was associated with adverse childhood experiences (ACEs) such as sexual abuse/violence and bullying. NSSI was predictive of suicide in females but not males. Conclusions Data from 22 countries and 352,516 participants suggest important sex differences in the clinical and psychosocial factors associated with NSSI among adolescents that future assessment and treatment strategies ought to consider.


Consolidated Standards of Reporting Trials (CONSORT) diagram for the current study
Estimated growth curves for physical and neurophysiological measures. Curves were fit with a quadratic polynomial, except for head circumference, which was fit with a cubic polynomial. Confidence intervals not pictured to improve readability. CAUG +ADHD, care as usual group with ADHD; CAUG −ADHD, care as usual group without ADHD; FCG +ADHD, foster care group with ADHD; FCG −ADHD, foster care group without ADHD; NIG, never institutionalized group
Physical and neurophysiological maturation associated with ADHD among previously institutionalized children: a randomized controlled trial

Background Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental outcome among children with a history of early institutional care. Prior research on institutionalized children suggested that accelerated physical growth in childhood is a risk factor for ADHD outcomes. Methods The current study examined physical and neurophysiological growth trajectories among institutionalized children randomized to foster care treatment (n = 59) or care as usual (n = 54), and never institutionalized children (n = 64) enrolled in the Bucharest Early Intervention Project (NCT00747396, clinicaltrials.gov). Participants completed physical and electroencephalography (EEG) assessments at six time points from infancy through adolescence, as well as structured diagnostic interviews at the 54‐month and 12‐year time points. A series of multilevel growth models and cross‐lagged path models were estimated to examine associations among physical and neurophysiological maturation, treatment group, age of foster care placement, and ADHD diagnostic outcomes. Results Twenty‐seven percent of the institutionalized children met research criteria for ADHD at one or both time points. Slowed, prolonged growth of height and head circumference were associated with both ADHD and delayed foster care placement. Placement in foster care versus care as usual, but not ADHD, was associated with maturation of the peak alpha frequency. Among children randomized to foster care, average theta‐beta ratio was lower among those with ADHD. There was no evidence that rapid physical maturation led to atypical cortical activity. Conclusions Delayed, prolonged physical growth and atypical neurophysiology from infancy through adolescence is associated with ADHD among institutionalized children, over and above the protective effects of foster care.


CONSORT flow diagram
The clinical and cost effectiveness of a STAndardised DIagnostic Assessment for children and adolescents with emotional difficulties: the STADIA multi‐centre randomised controlled trial

January 2025

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35 Reads

Background Standardised Diagnostic Assessment tools, such as the Development and Well‐Being Assessment (DAWBA), may aid detection and diagnosis of emotional disorders but there is limited real‐world evidence of their clinical or cost effectiveness. Methods We conducted a multicentre, two‐arm parallel group randomised controlled trial in eight large National Health Service Trusts in England providing multidisciplinary specialist Child and Adolescent Mental Health Services (CAMHS). Participants (5–17 year‐olds with emotional difficulties referred to CAMHS) were randomly assigned (1:1), following referral receipt, to either receive the DAWBA and assessment‐as‐usual (intervention group) or assessment‐as‐usual (control group). Data were self‐reported by participants (parents and/or young person, depending on age) at baseline, 6‐ and 12‐month post‐randomisation and collected from clinical records up to 18 months post‐randomisation. The primary outcome was a clinician‐made diagnosis decision about the presence of an emotional disorder within 12 months of randomisation. Trial registration: ISRCTN15748675. Results In total, 1,225 children and young people (58% female sex) were randomised (615 intervention; 610 control). Adherence to the intervention (full/partial completion) was 80% (494/615). At 12 months, 68 (11%) participants in the intervention group received an emotional disorder diagnosis versus 72 (12%) in the control group (adjusted risk ratio (RR) 0.94 [95% CI 0.70, 1.28]). The intervention was not cost effective. There was no evidence of any differences between groups for service‐related or participant‐reported secondary outcomes, for example, CAMHS acceptance of the index referral (intervention 277 (45%) versus control 262 (43%); RR: 1.06 [95% CI: 0.94, 1.19]) was similar between groups. Conclusions As delivered in this pragmatic trial, we found no evidence for the effectiveness or cost effectiveness of using a Standardised Diagnostic Assessment tool in aiding the detection of emotional disorders or clinical outcomes in clinically referred children and young people. Despite regular efforts to encourage clinicians to view the DAWBA report and consider its findings as part of assessment and diagnosis, we did not collect data on usage and therefore cannot confirm the extent to which clinicians did this. As a pragmatic trial that aimed to test the effectiveness of incorporating the DAWBA into usual practice and clinical care, our study found that, in the format as delivered in this trial, there was no impact on diagnosis or clinical outcomes.


(A) The correlation between ADHD symptoms and inhibitory control measures. * indicates p‐value <.05/60, ** indicates p‐value <.005/60, *** indicates p‐value <.001/60, − indicates p‐value >.05/60. (B) The trajectory of CBCL‐ATT of each individual constructed by the latent growth curve model. (C) The trajectory of CBCL‐ADHD of each individual constructed by the latent growth curve model. The darker, bolder curves represented the curve fitted by the mean intercept and mean slope
The latent growth curve model (LGCM) with inhibitory control in the baseline. (A) The LGCM of CBCL‐ATT with sex and inhibitory control in the baseline as TICs and age as TVCs. (B) The LGCM of CBCL‐ADHD with age, sex, and inhibitory control in baseline as TICs. The i means intercept, which is the initial value at T0, and s means slope, which is the rate of change. the number on the line denotes estimated coefficients; * indicates p‐value <.05, ** indicates p‐value <.005, *** indicates p‐value <.001, − indicates p‐value >.05; TIC, time‐invariant covariates; TVC, time‐variant covariates
The latent growth curve model (LGCM) with inhibitory control as time‐varying covariates. (A) The LGCM of CBCL‐ATT with inhibitory control as TVCs. (B) The LGCM of CBCL‐ADHD with inhibitory control as TVCs. (C) The LGCM of CBCL‐ATT with inhibitory control at T0 and T2 as lagged TVCs. (D) The LGCM of CBCL‐ADHD with inhibitory control at T0 and T2 as lagged TVCs. The i means intercept, which is the initial value at T0, and s means slope, which is the rate of change; The number on the lines means estimated coefficients; * indicates p‐value <.05, ** indicates p‐value <.005, *** indicates p‐value <.001, − indicates p‐value >.05; TVC: time‐varying covariates
The bivariate latent change score model (BLCSM) of ADHD symptoms and Flanker score. (A) BLCSM of CBCL‐ATT and Flanker score. (B) BLCSM of CBCL‐ADHD and Flanker score. The g represents the constant change factor fitted by the ADHD symptom in BLCSM, and j represents the constant change factor fitted by the Flanker score in BLCSM. T0, T2, T4 represent baseline, second year, and fourth year, respectively. lx1, lx2, lx3 represent the actual scores of ADHD symptoms fitted by the BLCSM for each year, and ly1, ly2, ly3 represent the actual scores of Flanker score fitted by the BLCSM for each year. dx2, dx3 represent the change scores of ADHD symptoms fitted by the BLCSM, and dy2, dy3 represent the change scores of the Flanker score fitted by the BLCSM. Single‐headed arrows = Regressions; Double‐headed arrows = Covariance; the numbers on the lines means estimated coefficients or covariates; * indicates p‐value <.05, ** indicates p‐value <.005, *** indicates p‐value <.001, − indicates p‐value >.05
The latent growth curve model (LGCM) with PRS of SSRT and ADHD. (A) The LGCM of CBCL‐ATT. (B) The LGCM of CBCL‐ADHD. The i means intercept, and s means slope. The number on the lines were estimated coefficients; * indicates p‐value <.05, ** indicates p‐value <.005, *** indicates p‐value <.001, − indicates p‐value >.05
The trajectory of attention deficit hyperactivity disorder symptoms and its dynamic relationship with inhibitory control

Background Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder in childhood, characterized by symptoms of inattention, hyperactivity, and impulsivity. Impaired inhibitory control is observed in the majority of individuals with ADHD. Understanding the relationship between inhibitory control and the developmental trajectory of ADHD is essential for informing clinical prognosis and guiding early interventions. Methods We utilized Latent Growth Curve Modeling (LGCM) to map the developmental course of ADHD symptoms using data from the Adolescent Brain Cognitive Development study. Concurrently, we examined the longitudinal correlation between inhibitory control and ADHD symptoms at corresponding time points. Additionally, a Bivariate Latent Change Score Model (BLCSM) was employed to investigate the relationship between changes in inhibitory control and ADHD symptoms. We also integrated Polygenic Risk Scores (PRS) into the LGCM as predictors to explore the impact of genetic factors associated with inhibitory control and ADHD on the trajectory of ADHD symptoms. Results The LGCM analysis demonstrated that baseline inhibitory control influenced both the initial state and the rate of change of ADHD symptoms. Inhibitory control exhibited both concurrent and prospective associations with ADHD symptoms. Notably, the BLCSM revealed that changes in inhibitory control could predict future changes in ADHD symptoms, and vice versa. Dynamic changes in inhibitory control were found to affect future changes in ADHD symptoms. Additionally, the PRS for inhibitory control and ADHD were significantly linked to the initial state and rate of change of ADHD symptoms. Conclusions Our findings underscore a sustained correlation between inhibitory control and ADHD symptoms, highlighting the critical association between inhibitory control and the developmental trajectory of ADHD in children. Furthermore, the predictive value of inhibitory control for ADHD suggests a new avenue for early intervention, potentially improving the prognosis for ADHD patients.


Insight in the context of psychotic experiences. In this example, unusual auditory experiences (hearing voices) may be mapped somewhere from occurring in the context of full insight (on the left) to frank psychosis (on the right). Most psychotic experiences do not meet the criteria for frank psychosis
Annual Research Review: Psychosis in children and adolescents: key updates from the past 2 decades on psychotic disorders, psychotic experiences, and psychosis risk

Psychosis in children and adolescents has been studied on a spectrum from (common) psychotic experiences to (rare) early‐onset schizophrenia spectrum disorders. This research review looks at the state‐of‐the‐art for research across the psychosis spectrum, from evidence on psychotic experiences in community and clinical samples of children and adolescents to findings from psychosis risk syndrome research, to evidence on early‐onset psychotic disorders. The review also looks at new opportunities to capture psychosis risk in childhood and adolescence, including opportunities for early intervention, identifies important unanswered questions, and points to future directions for prevention research.


Incidence proportions (%) of parental mental disorders before and after the child's diagnosis. Time 0 is the time of diagnosis. Some parents may have been included in more than one analyses (e.g., where they had more than one child diagnosed with the disorder of interest; see number of unique parents included in analysis via Table 2). To comply with Danish legislation related to personally identifiable information, parental mental disorder categories were excluded from analyses when there were <5 individuals at any time point. ADHD, attention‐deficit/hyperactivity disorder
Estimated odds ratios (ORs) for the risk of parental mental disorders before and after the child's diagnosis. Time 0 is the time of diagnosis. Some parents may have been included in more than one analyses (e.g., where they had more than one child diagnosed with the disorder of interest; see number of unique parents included in analysis via Table 2). To comply with Danish legislation related to personally identifiable information, parental mental disorder categories were excluded from analyses when there were <5 individuals at any time point. ADHD, attention‐deficit/hyperactivity disorder
Incidence proportions (%) of parental psychotropic medication use before and after the child's diagnosis. Time 0 is the time of diagnosis. Some parents may have been included in more than one analyses (e.g., where they had more than one child diagnosed with the disorder of interest; see number of unique parents included in analysis via Table 2). To comply with Danish legislation related to personally identifiable information, parental mental disorder categories were excluded from analyses when there were <5 individuals at any time point. ADHD, attention‐deficit/hyperactivity disorder
Estimated odds ratios (ORs) for the risk of parental psychotropic medication use before and after the child's diagnosis. Time 0 is the time of diagnosis. Some parents may have been included in more than one analyses (e.g., where they had more than one child diagnosed with the disorder of interest; see number of unique parents included in analysis via Table 2). To comply with Danish legislation related to personally identifiable information, parental mental disorder categories were excluded from analyses when there were <5 individuals at any time point. ADHD, attention‐deficit/hyperactivity disorder
Parental psychopathology before and after the child's diagnosis of a mental disorder: a population‐based matched cohort study

Background More research is needed to understand psychopathology among parents of children with mental disorders in the years before and after the child is diagnosed. Here, we estimated the risk of mental disorders and psychotropic medication use in parents of children with versus without mental disorders and the temporal associations between child and parental psychopathology. Methods We conducted a population‐based matched cohort study using Danish register data. The study population included child–parent pairs of all children diagnosed with a mental disorder of interest (attention‐deficit/hyperactivity disorder, autism spectrum disorder, intellectual disability, anxiety disorder, mood disorder, eating disorder, substance use disorder, and schizophrenia spectrum disorder) by 18 years of age during the period 1999–2014 and a matched reference population. Each child with a diagnosis was matched to 10 children of the same sex and birth year who had not been diagnosed with the mental disorder of interest. For all parents, we estimated the yearly incidence proportion of parental mental disorders and prescriptions for psychotropic medications 4 years before and after the child's diagnosis. Results We observed a substantially increased risk of mental disorders and psychotropic medication use among parents of children with a mental disorder, compared to the reference population. On average, parents of children with a diagnosis had twice the odds of mood disorders, anxiety disorders, and prescriptions for anti‐depressants and anti‐psychotics. The incidence of mood and anxiety disorders peaked in the 1–2 years before and after the child's diagnosis. The incidence of parental prescriptions for psychotropic medications (particularly anti‐psychotics) peaked in the year the child was diagnosed and in the 3 years before the child's diagnosis for anti‐depressants and sleep medications. Conclusions This study demonstrates clear temporal associations between child and parental psychopathology, with parental psychopathology peaking in the years immediately before and after the child's diagnosis.


Survival curve showing likelihood of suicide attempt by dichotomous race/ethnicity and SGM status
Survival curve showing likelihood of preparatory suicidal behaviors by dichotomous race/ethnicity and SGM status
Intersectional marginalized identities as predictors of time until first reported suicide attempt among preadolescent youth using survival analysis

January 2025

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24 Reads

Background Suicide attempts and deaths among children are increasing in the United States, yet suicide in this preadolescent population remains understudied. A clearer understanding of which youth experience early onset of suicidal behavior is crucial for predicting risk and identifying youth best suited to early intervention. This paper examines how intersectional marginalized identities may predict the onset of suicidal behaviors among preadolescent youth. Methods The Adolescent Brain and Cognitive Development (ABCD) Study is a prospective cohort study with annual assessments of youth ages 9 and 10 and their caregivers. Lifetime suicide attempts and preparatory suicidal behaviors were assessed annually. Survival models examined overall trends and demographic differences in the onset of suicidal behaviors. Results The final sample included 11,223 participants (mean age = 9.9 years old, SD = 7.5 months). 5,280 (47%) reported a minoritized racial/ethnic identity, and 1,410 (12.6%) were categorized as sexual or gender minorities. 208 suicide attempts and 143 instances of preparatory suicidal behaviors were reported across the study period. An interaction effect was found such that youth who hold multiple minoritized identities (i.e., sexual and gender minority youth from minoritized racial/ethnic backgrounds) were at elevated risk for onset of both suicide attempts (HR = 2.97, 95% CI = 1.59–5.56, p = .001) and preparatory suicidal behaviors (b = 3.09, 95% CI = 1.38–6.93, p = .006). Conclusions Intersectional marginalized identities were associated with earlier onset of suicide attempts and preparatory suicidal behaviors. Findings suggest that early interventions for minoritized youth may be important to reduce the rapidly increasing suicide rate among preadolescent youth.


The home literacy environment predicting child word reading, not controlled for parental reading
ExtraReading, reading at other times than at bedtime; F, fathers; ListenChildRead, asking the child to read aloud; M, mothers; SpontaneousRead, helping the child read words in daily life (e.g., cereal box); TowreWord = Word Reading Fluency Children (Forms A & B); G1 = Grade 1; G3 = Grade 3; ***p < .001, **p < .010, *p < .05
The home literacy environment predicting child word reading, controlled for parental reading
For clarity, the measurement model with factor loadings for each construct was omitted from the diagram; ***p < .001, **p < .010, *p < .05; regression paths intersected with equal symbols were constrained to be equal.
Descriptive statistics of observed scores of parents and child measures
The intergenerational impact of mothers and fathers on children's word reading development

January 2025

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132 Reads

Background Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self‐reported HLE as predictors. Methods We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects.


RI‐CLPM of p‐factor and friendship quality (FSQ; top panel) and popularity (POP; bottom panel) from ages 8 to 11. ATT, specific attention factor; EXT, specific externalising factor; FSQ, friendship quality; INT, specific internalising factor; POP, popularity; *p < .05; **p < .01; ***p < .001; black paths represent significant autoregressive effects, and red paths indicate significant negative effects
Between‐person level association between general psychopathology and both interpersonal outcomes. ATT, specific attention factor; EXT, specific externalising factor; FSQ, friendship quality; INT, specific internalising factor; POP, popularity. *p < .05, **p < .01, ***p < .001. Blue paths represent significant positive correlation, and red paths indicate significant negative correlation
Within‐person level association between each factor of general psychopathology and friendship quality. ATT, specific attention factor; EXT, specific externalising factor; FSQ, friendship quality; INT, specific internalising factor; POP, popularity. *p < .05, **p < .01, ***p < .001. Black paths represent significant autoregressive effects, red paths represent significant negative effects, and blue paths represent significant positive effects
Within‐person level association between each factor of general psychopathology and friendship quality. ATT, specific attention factor; EXT, specific externalising factor; FSQ, friendship quality; INT, specific internalising factor; POP, popularity. *p < .05, **p < .01, ***p < .001. Black paths represent significant autoregressive effects, and red paths indicate significant negative effects
Examining longitudinal associations between interpersonal outcomes and general psychopathology factors across preadolescence using random intercept cross‐lagged panel model

December 2024

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47 Reads

Background Interpersonal outcomes and mental health problems are closely associated. However, their reciprocal influence has not been directly examined while considering the temporal stability of these constructs, as well as shared and unique variance associated with internalising, externalising and attention problems. Using random intercept cross‐lagged panel models (RI‐CLPM), we tested the hypotheses that negative bidirectional associations at the between‐person and negative cross‐lagged effects at the within‐person level would emerge between interpersonal outcomes (friendship quality and perceived popularity) and mental health problems (i.e. general psychopathology factor) during preadolescence. Methods Participants (n = 918) were from the NICHD Study of Early Child Care and Youth Development. Psychopathology, consisting of a general psychopathology factor (p‐factor) and three specific factors (internalising, externalising and attention problems), was derived from mother‐reported Child Behaviour Checklist symptoms. Friendship quality was assessed using the self‐reported Friendship Quality Questionnaire. Popularity was assessed using teacher‐reported popularity ranking. Four RI‐CLPM were estimated to examine the associations between interpersonal outcomes and psychopathology at between‐ and within‐person levels across four timepoints (mean ages 8–11). Results At the between‐person level, popularity scores, but not friendship quality, were negatively associated with p‐factor scores (β = −.33). At the within‐person level, we found (i) p‐factor scores at age 9 negatively predicted friendship quality and popularity at age 10, but not at other ages (β = −.16 to −.19); (ii) specific externalising factor scores at age 10 negatively predicted friendship quality at age 11 (β = −.10) and specific internalising factor scores at ages 8 and 9 positively predicted friendship quality at ages 9 and 10 (β = .09–.12) and (iii) popularity at age 10 negatively predicted specific internalising factor scores at age 11 (β = −.12). Conclusions Psychopathology was found to influence interpersonal outcomes during preadolescence, while the reverse effects were less readily observed, once between‐person level effects were accounted for.


Flow diagram of study selection, based on PRISMA guidelines. ALFF, amplitude of low‐frequency fluctuation; fALFF, fractional amplitude of low‐frequency fluctuation; ReHo, regional homogeneity; VBM, voxel‐based morphometry
Regions with structural and functional alterations in adolescent major depressive disorder (MDD) patients. (A) Regions of increased (red) and decreased (blue) gray matter volume in adolescent MDD patients compared with healthy controls identified in the meta‐analysis of voxel‐based morphometry (VBM) studies; (B) Regions of increased (red) and decreased (blue) brain activity in adolescent MDD patients compared with healthy controls identified in the meta‐analysis of functional studies; (C) Regions with conjoint structural and functional alterations in adolescent MDD patients identified in the multimodal analysis. The red, blue, green, and yellow clusters represent regions of increased gray matter volume with hyperactivity, regions of decreased gray matter volume with hypoactivity, regions of increased gray matter volume with hypoactivity, and regions of decreased gray matter volume with hyperactivity, respectively, in adolescent MDD patients compared with healthy controls
Meta‐regression analyses show that the mean age of adolescents with major depressive disorder is positively associated with regional gray matter volume in the right superior temporal gyrus (p = .000129044) (A) and negatively associated with regional brain activity in the right insula (p = .000051618) (B); and the Hamilton Rating Scale for Depression (HAMD) score of adolescents with major depressive disorder is positively associated with regional brain activity in the right superior occipital gyrus (p = .000036120) (C)
Research Review: Shared and distinct structural and functional brain alterations in adolescents with major depressive disorder' – a multimodal meta‐analysis

Background Neuroimaging studies have identified brain structural and functional alterations in adolescents with major depressive disorder (MDD); however, the results are inconsistent, and whether patients exhibit spatially convergent structural and functional brain abnormalities remains unclear. Methods We conducted voxel‐wise meta‐analysis of voxel‐based morphometry (VBM) and resting‐state functional studies, respectively, to identify regional gray matter volume (GMV) and brain activity alterations in adolescent MDD patients. Multimodal analysis was performed to examine the overlap of regional GMV and brain activity alterations. Meta‐regression analysis was conducted to evaluate the potential effects of clinical variables. Results Ten whole‐brain VBM studies (403 patients and 319 controls) and 14 resting‐state functional studies (510 patients and 474 controls) were included. Adolescent MDD patients showed conjoint structural and functional alterations in the left medial/dorsolateral prefrontal cortex, lateral temporal cortex and sensorimotor regions, and left insula. Adolescent MDD patients showed structural‐specific abnormalities in the subcortical and prefrontal‐limbic regions and functional‐specific abnormalities in the right insula, right superior occipital gyrus, left inferior frontal gyrus and left precuneus. Meta‐regression analyses revealed that the mean age of adolescents with MDD was positively associated with GMV in the right superior temporal gyrus and negatively associated with brain activity in the right insula, and the symptom severity of adolescents with MDD was positively associated with brain activity in the right superior occipital gyrus. Conclusions This meta‐analysis identified complicated patterns of conjoint and dissociated brain alterations in adolescent MDD patients, which may advance our understanding of the neurobiology of adolescent MDD.


of scoping review process
PRISMA flow diagram for selecting studies
Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review

A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.


Parent–child relationship quality buffers the association between maternal ACEs and parent–child physiological synchrony
Parent–child relationship quality buffers the association between mothers' adverse childhood experiences and physiological synchrony

December 2024

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49 Reads

Background Family environment plays a critical role in shaping stress response systems. Concordance between mothers' and children's physiological states, specifically their Respiratory Sinus Arrhythmia (RSA), reflects dyadic co‐regulation. Negative or weakened RSA synchrony during interactions is linked to various psychosocial risks, but existing research has focused on risks in the mother or child as opposed to the dyad. This study examined the association between maternal‐child RSA synchrony and maternal ACEs, given documented associations with offspring RSA, as well as more proximal documented risks, including maternal psychopathology and children's early adversity and psychopathology. Given that sensitive parent–child relationships are a powerful source of resilience, we tested whether parent–child relationship quality buffered associations between maternal ACEs and RSA synchrony. Methods In a community sample of mother–child dyads experiencing high sociodemographic risk and oversampled for exposure to adversity, mothers (n = 123) reported on their ACEs (43.1% ≥4), their 3–5‐year‐old children's exposure to violence, and psychological symptoms. Dyads completed a puzzle task while EKG was recorded, from which maternal and child RSA was derived; parent–child relationship quality during interactions was coded observationally. Multilevel models examined within‐dyad mother–child RSA synchrony across the interaction and between‐dyad predictors of synchrony. Results Parent–child relationship quality and maternal ACEs co‐contributed to offspring and dyadic physiology. Maternal ACEs predicted dampened RSA in the child and dampened RSA synchrony in the dyad, only among dyads with low observer‐rated parent–child relationship quality during the interaction. In other words, high‐quality parent–child relationship quality buffered the association between maternal ACEs and dampened offspring and dyadic physiology. Conclusions Results suggest that mothers' early adversity may disrupt physiological regulation at both the individual child and dyadic level. High‐quality parent–child relationships mitigated this effect.


Annual Research Review: Adolescent social media use is not a monolith: toward the study of specific social media components and individual differences

December 2024

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93 Reads

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1 Citation

Social media have drastically changed the context of adolescent development. To date, the majority of research investigating the effects of these changes has measured time spent on social media, yielding inconclusive results—likely because this approach conceptualizes social media as a monolith. Social media experiences are complex and diverse, as are adolescents themselves. Emerging research has identified several specific components of social media that have varied associations with adolescent mental health, as well as individual difference factors that may alter these associations across adolescents. In this annual research review, we synthesize evidence regarding heterogeneity in social media effects related to (a) specific components of social media and (b) adolescents' individual differences regarding social media use and effects. We first focus on the specific social media components—content, features, and functions—that may be especially relevant for adolescent development. These include functions designed to foster relationships and social connections (e.g., social media feeds, ‘friends’), hateful content, notifications, risky content, and algorithmically curated content, among others. Next, we provide an overview of for whom these effects may matter most. We review research on individual differences that may explain some heterogeneity in social media effects, including gender/sex, age, marginalized status, neurobiological and social sensitivities, and other preexisting vulnerabilities to mental health concerns. The nascent work in these areas suggests many specific constructs and considerations that could drive future research examining nuanced and precise questions that go beyond ‘screen time’. We discuss avenues for researchers to leverage methodological advancements and address how specific social media experiences and individual differences shape developmental outcomes.


Journal metrics


6.5 (2023)

Journal Impact Factor™


22%

Acceptance rate


13.8 (2023)

CiteScore™


17 days

Submission to first decision


$4,530 / £3,040 / €3,760 EUR

Article processing charge

Editors