Dépouillements

Editorial: The world is a changin' and is a dangerous place for children's and adolescents' mental health / Daniel Shaw in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.395-398 Titre : Editorial: The world is a changin' and is a dangerous place for children's and adolescents' mental health Type de document : Texte imprimé et/ou numérique Auteurs : Daniel Shaw, Auteur Article en page(s) : p.395-398 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As the incoming editor of JCPP's Annual Research Review (ARR), I first would like to extend my appreciation to the outgoing editor, Sara Jaffee, who for 6?years assembled consistently strong, cutting-edge reviews for the ARR during a time of upheaval in the world in general and child psychology and psychiatry in particular. Personally, I am indebted to Sara for providing invaluable insights into the many facets of editing the ARR as I attempt to maintain the elite bar of quality she established. En ligne : https://doi.org/10.1111/jcpp.14142 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Editorial: The world is a changin' and is a dangerous place for children's and adolescents' mental health [Texte imprimé et/ou numérique] / Daniel Shaw, Auteur . - p.395-398. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.395-398 Index. décimale : PER Périodiques Résumé : As the incoming editor of JCPP's Annual Research Review (ARR), I first would like to extend my appreciation to the outgoing editor, Sara Jaffee, who for 6?years assembled consistently strong, cutting-edge reviews for the ARR during a time of upheaval in the world in general and child psychology and psychiatry in particular. Personally, I am indebted to Sara for providing invaluable insights into the many facets of editing the ARR as I attempt to maintain the elite bar of quality she established. En ligne : https://doi.org/10.1111/jcpp.14142 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Mapping the multifaceted approaches and impacts of adverse childhood experiences - an umbrella review of meta-analyses / Bitna KIM in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.399-416 Titre : Annual Research Review: Mapping the multifaceted approaches and impacts of adverse childhood experiences - an umbrella review of meta-analyses Type de document : Texte imprimé et/ou numérique Auteurs : Bitna KIM, Auteur ; Meghan ROYLE, Auteur Article en page(s) : p.399-416 Langues : Anglais (eng) Mots-clés : Adverse childhood experiences (ACEs)  meta-analysis  umbrella review  early-life adversity Index. décimale : PER Périodiques Résumé : Adverse childhood experiences (ACEs) significantly impact lifelong health and well-being. Despite extensive research, a comprehensive understanding of ACEs' multifaceted impacts continues to be challenging to achieve. This study synthesizes meta-analytic evidence to provide a comprehensive view of ACEs' effects, addressing various approaches to conceptualizing ACEs and their diverse outcomes. Employing an umbrella synthesis methodology, this review integrated findings from 99 meta-analyses involving 592 effect sizes. We examined ACEs through specificity, lumping, dimensional, and child maltreatment-centric approaches, assessing their impact across six domains: biological system dysregulation, neuropsychological impairments, physical health complications, mental health conditions, social and behavioral challenges, and criminal justice involvement. The findings reveal a small to moderate overall effect size of ACEs across outcome domains. Specific ACE approaches exhibited varying impact levels, with notable differences in effects on mental health, social/behavioral issues, and criminal justice involvement. When ACEs were aggregated without distinguishing between different types, but with consideration of their cumulative effects, adverse outcomes were significantly exacerbated. The child maltreatment-centric approach consistently demonstrated substantial effects across all evaluated domains. This review underscores the heterogeneity in ACEs' impacts, influenced by the type of ACE and specific outcomes considered. It highlights the necessity for comprehensive approaches to understanding, preventing, and mitigating the effects of ACEs. These insights are vital for developing targeted interventions and informing policy-making, emphasizing the complexity and varied nature of ACEs' influence on individual development and societal well-being. En ligne : https://doi.org/10.1111/jcpp.14022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Mapping the multifaceted approaches and impacts of adverse childhood experiences - an umbrella review of meta-analyses [Texte imprimé et/ou numérique] / Bitna KIM, Auteur ; Meghan ROYLE, Auteur . - p.399-416. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.399-416 Mots-clés : Adverse childhood experiences (ACEs)  meta-analysis  umbrella review  early-life adversity Index. décimale : PER Périodiques Résumé : Adverse childhood experiences (ACEs) significantly impact lifelong health and well-being. Despite extensive research, a comprehensive understanding of ACEs' multifaceted impacts continues to be challenging to achieve. This study synthesizes meta-analytic evidence to provide a comprehensive view of ACEs' effects, addressing various approaches to conceptualizing ACEs and their diverse outcomes. Employing an umbrella synthesis methodology, this review integrated findings from 99 meta-analyses involving 592 effect sizes. We examined ACEs through specificity, lumping, dimensional, and child maltreatment-centric approaches, assessing their impact across six domains: biological system dysregulation, neuropsychological impairments, physical health complications, mental health conditions, social and behavioral challenges, and criminal justice involvement. The findings reveal a small to moderate overall effect size of ACEs across outcome domains. Specific ACE approaches exhibited varying impact levels, with notable differences in effects on mental health, social/behavioral issues, and criminal justice involvement. When ACEs were aggregated without distinguishing between different types, but with consideration of their cumulative effects, adverse outcomes were significantly exacerbated. The child maltreatment-centric approach consistently demonstrated substantial effects across all evaluated domains. This review underscores the heterogeneity in ACEs' impacts, influenced by the type of ACE and specific outcomes considered. It highlights the necessity for comprehensive approaches to understanding, preventing, and mitigating the effects of ACEs. These insights are vital for developing targeted interventions and informing policy-making, emphasizing the complexity and varied nature of ACEs' influence on individual development and societal well-being. En ligne : https://doi.org/10.1111/jcpp.14022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors / Divyangana RAKESH in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Titre : Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors Type de document : Texte imprimé et/ou numérique Auteurs : Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.417-439 Langues : Anglais (eng) Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors [Texte imprimé et/ou numérique] / Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.417-439. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Adolescent social media use is not a monolith: toward the study of specific social media components and individual differences / Anne J. MAHEUX in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.440-459 Titre : Annual Research Review: Adolescent social media use is not a monolith: toward the study of specific social media components and individual differences Type de document : Texte imprimé et/ou numérique Auteurs : Anne J. MAHEUX, Auteur ; Kaitlyn BURNELL, Auteur ; Maria T. MAZA, Auteur ; Kara A. FOX, Auteur ; Eva H. TELZER, Auteur ; Mitchell J. PRINSTEIN, Auteur Article en page(s) : p.440-459 Langues : Anglais (eng) Mots-clés : Adolescence  social media  mental health  development  affordances Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Adolescent social media use is not a monolith: toward the study of specific social media components and individual differences [Texte imprimé et/ou numérique] / Anne J. MAHEUX, Auteur ; Kaitlyn BURNELL, Auteur ; Maria T. MAZA, Auteur ; Kara A. FOX, Auteur ; Eva H. TELZER, Auteur ; Mitchell J. PRINSTEIN, Auteur . - p.440-459. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.440-459 Mots-clés : Adolescence  social media  mental health  development  affordances Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14085 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Psychosis in children and adolescents: key updates from the past 2 decades on psychotic disorders, psychotic experiences, and psychosis risk / Ian KELLEHER in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.460-476 Titre : Annual Research Review: Psychosis in children and adolescents: key updates from the past 2 decades on psychotic disorders, psychotic experiences, and psychosis risk Type de document : Texte imprimé et/ou numérique Auteurs : Ian KELLEHER, Auteur Article en page(s) : p.460-476 Langues : Anglais (eng) Mots-clés : Schizophrenia  early-onset psychosis  psychotic experiences  psychosis risk  children  adolescents Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Psychosis in children and adolescents: key updates from the past 2 decades on psychotic disorders, psychotic experiences, and psychosis risk [Texte imprimé et/ou numérique] / Ian KELLEHER, Auteur . - p.460-476. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.460-476 Mots-clés : Schizophrenia  early-onset psychosis  psychotic experiences  psychosis risk  children  adolescents Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Micronutrients and their role in the treatment of paediatric mental illness / Julia J. RUCKLIDGE in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.477-497 Titre : Annual Research Review: Micronutrients and their role in the treatment of paediatric mental illness Type de document : Texte imprimé et/ou numérique Auteurs : Julia J. RUCKLIDGE, Auteur ; Alisha BRUTON, Auteur ; Alanna WELSH, Auteur ; Hayleigh AST, Auteur ; Jeanette M. JOHNSTONE, Auteur Article en page(s) : p.477-497 Langues : Anglais (eng) Mots-clés : Vitamins  minerals  nutrition  micronutrients  multinutrients  treatment  mental health  attention deficit-hyperactivity disorder  autism spectrum disorder Index. décimale : PER Périodiques Résumé : The aim of this narrative review is to summarize evidence relating the importance of nutrient intake from diet and supplementation for paediatric mental health. We begin by reviewing several mechanisms by which nutrients maximize brain health, including enabling metabolic reactions to occur, supporting mitochondrial function, reducing inflammation and assisting with detoxification. Circumstances that may contribute to an individual requiring additional nutrients beyond what are available in the diet, such as consumption of nutritionally depleted food, individual differences in biological need, long-term medication use and gut?brain health needs are then reviewed. These factors underpin the importance of tackling deficiencies relative to individual metabolic requirements with a broad spectrum of micronutrients, as opposed to a single nutrient approach, to address personal metabolic needs and/or environmentally induced nutrient depletions. The evidence for treating psychological symptoms with supplementary micronutrients is presented, summarizing research using broad-spectrum micronutrients in the treatment of mental health issues including aggression, autism spectrum disorder, attention-deficit/hyperactivity disorder and emotional dysregulation, often with medium between-group effect sizes compared with placebo, with clinically meaningful changes. The breadth and consistency of the findings highlight the importance of receiving a complete foundation of nutrients to optimize brain health; however, the small number of studies identifies the importance of future work to replicate these preliminary findings. Documented safety in 8-week randomized controlled trials with open-label extensions up to 16?weeks and longer-term follow-up for 1.5?5?years in smaller samples provide reassurance that this treatment approach does not result in serious adverse events. We provide recommendations for future research including consistency in micronutrient interventions, scalable delivery models, effectiveness and implementation studies and the need to investigate these interventions in the prevention and management of less-studied childhood psychiatric conditions. En ligne : https://doi.org/10.1111/jcpp.14091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Micronutrients and their role in the treatment of paediatric mental illness [Texte imprimé et/ou numérique] / Julia J. RUCKLIDGE, Auteur ; Alisha BRUTON, Auteur ; Alanna WELSH, Auteur ; Hayleigh AST, Auteur ; Jeanette M. JOHNSTONE, Auteur . - p.477-497. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.477-497 Mots-clés : Vitamins  minerals  nutrition  micronutrients  multinutrients  treatment  mental health  attention deficit-hyperactivity disorder  autism spectrum disorder Index. décimale : PER Périodiques Résumé : The aim of this narrative review is to summarize evidence relating the importance of nutrient intake from diet and supplementation for paediatric mental health. We begin by reviewing several mechanisms by which nutrients maximize brain health, including enabling metabolic reactions to occur, supporting mitochondrial function, reducing inflammation and assisting with detoxification. Circumstances that may contribute to an individual requiring additional nutrients beyond what are available in the diet, such as consumption of nutritionally depleted food, individual differences in biological need, long-term medication use and gut?brain health needs are then reviewed. These factors underpin the importance of tackling deficiencies relative to individual metabolic requirements with a broad spectrum of micronutrients, as opposed to a single nutrient approach, to address personal metabolic needs and/or environmentally induced nutrient depletions. The evidence for treating psychological symptoms with supplementary micronutrients is presented, summarizing research using broad-spectrum micronutrients in the treatment of mental health issues including aggression, autism spectrum disorder, attention-deficit/hyperactivity disorder and emotional dysregulation, often with medium between-group effect sizes compared with placebo, with clinically meaningful changes. The breadth and consistency of the findings highlight the importance of receiving a complete foundation of nutrients to optimize brain health; however, the small number of studies identifies the importance of future work to replicate these preliminary findings. Documented safety in 8-week randomized controlled trials with open-label extensions up to 16?weeks and longer-term follow-up for 1.5?5?years in smaller samples provide reassurance that this treatment approach does not result in serious adverse events. We provide recommendations for future research including consistency in micronutrient interventions, scalable delivery models, effectiveness and implementation studies and the need to investigate these interventions in the prevention and management of less-studied childhood psychiatric conditions. En ligne : https://doi.org/10.1111/jcpp.14091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Cash transfer programs and young people's mental health - a review of studies in the United States / Sara R. JAFFEE in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.498-515 Titre : Annual Research Review: Cash transfer programs and young people's mental health - a review of studies in the United States Type de document : Texte imprimé et/ou numérique Auteurs : Sara R. JAFFEE, Auteur ; George LIN, Auteur ; Matthew Z. FOWLE, Auteur ; Vincent J. REINA, Auteur Article en page(s) : p.498-515 Langues : Anglais (eng) Mots-clés : Intervention  mental health  poverty  social policy Index. décimale : PER Périodiques Résumé : Worldwide, more than one in 10 children or adolescents is diagnosed with a mental disorder. Cash transfer programs, which aim to reduce poverty and improve life outcomes by providing direct cash assistance to families and incentivizing or enabling spending on education, health service use, dietary diversity and savings, have been shown to improve the mental health and well-being of young people in low- and middle-income countries. The goal of this review is to describe cash transfer programs in the United States, to describe potential mechanisms by which cash transfer programs could improve child and adolescent mental health and to summarize any evidence of the impact of cash transfer programs. We conclude that much of the evidence on the relationship between cash transfer programs and child and adolescent mental health in the United States is based on a relatively small set of studies. Although most of these studies find that cash transfer programs are associated with reductions in emotional or behavioural health problems, effect sizes are small. For potential mechanisms of cash transfer effects, the strongest evidence is that cash transfer programs increase child-related expenditures and savings and increase time spent with children. Evidence is mixed on whether cash transfer programs improve maternal mental health, parental disciplinary practices or children's exposure to violence. En ligne : https://doi.org/10.1111/jcpp.14101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Cash transfer programs and young people's mental health - a review of studies in the United States [Texte imprimé et/ou numérique] / Sara R. JAFFEE, Auteur ; George LIN, Auteur ; Matthew Z. FOWLE, Auteur ; Vincent J. REINA, Auteur . - p.498-515. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.498-515 Mots-clés : Intervention  mental health  poverty  social policy Index. décimale : PER Périodiques Résumé : Worldwide, more than one in 10 children or adolescents is diagnosed with a mental disorder. Cash transfer programs, which aim to reduce poverty and improve life outcomes by providing direct cash assistance to families and incentivizing or enabling spending on education, health service use, dietary diversity and savings, have been shown to improve the mental health and well-being of young people in low- and middle-income countries. The goal of this review is to describe cash transfer programs in the United States, to describe potential mechanisms by which cash transfer programs could improve child and adolescent mental health and to summarize any evidence of the impact of cash transfer programs. We conclude that much of the evidence on the relationship between cash transfer programs and child and adolescent mental health in the United States is based on a relatively small set of studies. Although most of these studies find that cash transfer programs are associated with reductions in emotional or behavioural health problems, effect sizes are small. For potential mechanisms of cash transfer effects, the strongest evidence is that cash transfer programs increase child-related expenditures and savings and increase time spent with children. Evidence is mixed on whether cash transfer programs improve maternal mental health, parental disciplinary practices or children's exposure to violence. En ligne : https://doi.org/10.1111/jcpp.14101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: What processes are dysregulated among emotionally dysregulated youth? - a systematic review / Joseph C. BLADER in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.516-546 Titre : Annual Research Review: What processes are dysregulated among emotionally dysregulated youth? - a systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Joseph C. BLADER, Auteur ; Amy S. GARRETT, Auteur ; Steven R. PLISZKA, Auteur Article en page(s) : p.516-546 Langues : Anglais (eng) Mots-clés : Emotional dysregulation  anger  frustration  hostility  child development Index. décimale : PER Périodiques Résumé : Proliferation of the term ?emotion dysregulation? in child psychopathology parallels the growing interest in processes that influence negative emotional reactivity. While it commonly refers to a clinical phenotype where intense anger leads to behavioral dyscontrol, the term implies etiology because anything that is dysregulated requires an impaired regulatory mechanism. Many cognitive, affective, behavioral, neural, and social processes have been studied to improve understanding of emotion dysregulation. Nevertheless, the defective regulatory mechanism that might underlie it remains unclear. This systematic review of research on processes that affect emotion dysregulation endeavors to develop an integrative framework for the wide variety of factors investigated. It seeks to ascertain which, if any, constitutes an impaired regulatory mechanism. Based on this review, we propose a framework organizing emotion-relevant processes into categories pertaining to stimulus processing, response selection and control, emotion generation, closed- or open-loop feedback-based regulation, and experiential influences. Our review finds scant evidence for closed-loop (automatic) mechanisms to downregulate anger arousal rapidly. Open-loop (deliberate) regulatory strategies seem effective for low-to-moderate arousal. More extensive evidence supports roles for aspects of stimulus processing (sensory sensitivity, salience, appraisal, threat processing, and reward expectancy). Response control functions, such as inhibitory control, show robust associations with emotion dysregulation. Processes relating to emotion generation highlight aberrant features in autonomic, endocrine, reward functioning, and tonic mood states. A large literature on adverse childhood experiences and family interactions shows the unique and joint effects of interpersonal with child-level risks. We conclude that the defective closed-loop regulatory mechanisms that emotion dysregulation implies require further specification. Integrating research on emotion-relevant mechanisms along an axis from input factors through emotion generation to corrective feedback may promote research on (a) heterogeneity in pathogenesis, (b) interrelationships between these factors, and (c) the derivation of better-targeted treatments that address specific pathogenic processes of affected youth. En ligne : https://doi.org/10.1111/jcpp.14126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: What processes are dysregulated among emotionally dysregulated youth? - a systematic review [Texte imprimé et/ou numérique] / Joseph C. BLADER, Auteur ; Amy S. GARRETT, Auteur ; Steven R. PLISZKA, Auteur . - p.516-546. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.516-546 Mots-clés : Emotional dysregulation  anger  frustration  hostility  child development Index. décimale : PER Périodiques Résumé : Proliferation of the term ?emotion dysregulation? in child psychopathology parallels the growing interest in processes that influence negative emotional reactivity. While it commonly refers to a clinical phenotype where intense anger leads to behavioral dyscontrol, the term implies etiology because anything that is dysregulated requires an impaired regulatory mechanism. Many cognitive, affective, behavioral, neural, and social processes have been studied to improve understanding of emotion dysregulation. Nevertheless, the defective regulatory mechanism that might underlie it remains unclear. This systematic review of research on processes that affect emotion dysregulation endeavors to develop an integrative framework for the wide variety of factors investigated. It seeks to ascertain which, if any, constitutes an impaired regulatory mechanism. Based on this review, we propose a framework organizing emotion-relevant processes into categories pertaining to stimulus processing, response selection and control, emotion generation, closed- or open-loop feedback-based regulation, and experiential influences. Our review finds scant evidence for closed-loop (automatic) mechanisms to downregulate anger arousal rapidly. Open-loop (deliberate) regulatory strategies seem effective for low-to-moderate arousal. More extensive evidence supports roles for aspects of stimulus processing (sensory sensitivity, salience, appraisal, threat processing, and reward expectancy). Response control functions, such as inhibitory control, show robust associations with emotion dysregulation. Processes relating to emotion generation highlight aberrant features in autonomic, endocrine, reward functioning, and tonic mood states. A large literature on adverse childhood experiences and family interactions shows the unique and joint effects of interpersonal with child-level risks. We conclude that the defective closed-loop regulatory mechanisms that emotion dysregulation implies require further specification. Integrating research on emotion-relevant mechanisms along an axis from input factors through emotion generation to corrective feedback may promote research on (a) heterogeneity in pathogenesis, (b) interrelationships between these factors, and (c) the derivation of better-targeted treatments that address specific pathogenic processes of affected youth. En ligne : https://doi.org/10.1111/jcpp.14126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties / Amy E. MARGOLIS in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.547-568 Titre : Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Amy E. MARGOLIS, Auteur ; Alex DRANOVSKY, Auteur ; David PAGLIACCIO, Auteur ; Gazi AZAD, Auteur ; Virginia RAUH, Auteur ; Julie HERBSTMAN, Auteur Article en page(s) : p.547-568 Langues : Anglais (eng) Mots-clés : Learning difficulties  environmental exposures  brain development  stress Index. décimale : PER Périodiques Résumé : Although awareness of the role of environmental exposures in children's cognitive development is increasing, learning difficulties have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ?achievement gap.? Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of environmentally associated phenotypes of learning difficulties. We propose that prenatal exposure to neurotoxicants and early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ?two-hit? pathway in which prenatal air pollution exposure followed by early life stress?when combined and sequential?increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about environmentally associated phenotypes of learning difficulties and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage. En ligne : https://doi.org/10.1111/jcpp.14137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties [Texte imprimé et/ou numérique] / Amy E. MARGOLIS, Auteur ; Alex DRANOVSKY, Auteur ; David PAGLIACCIO, Auteur ; Gazi AZAD, Auteur ; Virginia RAUH, Auteur ; Julie HERBSTMAN, Auteur . - p.547-568. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.547-568 Mots-clés : Learning difficulties  environmental exposures  brain development  stress Index. décimale : PER Périodiques Résumé : Although awareness of the role of environmental exposures in children's cognitive development is increasing, learning difficulties have not yet been a major focus of environmental health science. Learning difficulties disproportionately affect children living in economic disadvantage, yielding an ?achievement gap.? Studies examining the neurobiology of reading and math have mostly included economically advantaged youth, leaving a great deal unknown about the neural underpinnings of reading and math difficulties in youth living in disadvantaged contexts. Critically, due to environmental injustice, these youth are disproportionately exposed to environmental neurotoxicants. Herein, we review literature supporting a theoretical framework of environmentally associated phenotypes of learning difficulties. We propose that prenatal exposure to neurotoxicants and early-life exposure to psychosocial stressors increases risk for learning difficulties via effects on neural circuits that support cognitive processes which, in addition to literacy and numeracy, are integral to acquiring and performing academic skills. We describe models in which (1) prenatal exposure to air pollution has a main effect on learning via brain structure and function or associated domain-general cognitive processes and (2) a joint ?two-hit? pathway in which prenatal air pollution exposure followed by early life stress?when combined and sequential?increases risk for learning difficulties also via effects on brain structure, function, and/or associated cognitive processes. We review a select literature documenting effects of exposure to pollutants and early life stress on relevant neural circuits and associated cognitive processes in animal models and parallel findings in human epidemiologic studies. We advocate for team science in which researchers, practitioners, and policymakers collaborate to increase health literacy about environmentally associated phenotypes of learning difficulties and support the development of precision-oriented instructional and environmental intervention methods for youth living in economic disadvantage. En ligne : https://doi.org/10.1111/jcpp.14137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review / Cecilia ZUNIGA-MONTANEZ in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Titre : Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur Article en page(s) : p.569-587 Langues : Anglais (eng) Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: How did COVID-19 affect young children's language environment and language development? A scoping review [Texte imprimé et/ou numérique] / Cecilia ZUNIGA-MONTANEZ, Auteur ; Catherine DAVIES, Auteur ; Laurie LIGOXYGAKIS, Auteur ; Dra?ko KA??ELAN, Auteur ; Nayeli GONZALEZ-GOMEZ, Auteur . - p.569-587. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.569-587 Mots-clés : Scoping review  COVID-19  language development  literacy  early years  primary education Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1111/jcpp.14102 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Annual Research Review: Psychosis in children and adolescents - a call to action: a commentary on Kelleher (2025) / James G. SCOTT in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.588-591 Titre : Annual Research Review: Psychosis in children and adolescents - a call to action: a commentary on Kelleher (2025) Type de document : Texte imprimé et/ou numérique Auteurs : James G. SCOTT, Auteur Article en page(s) : p.588-591 Langues : Anglais (eng) Mots-clés : Psychosis  children  adolescents  prevention  early intervention Index. décimale : PER Périodiques Résumé : The spectrum of psychosis is highly relevant to child and adolescent mental health. Psychotic symptoms are common in children and adolescents. The onset of psychotic disorders is often preceded by neurodevelopmental problems in early childhood, and some 13% of adolescents attending specialist mental health services will later be diagnosed with a psychotic disorder or bipolar disorder. Although 12% of psychotic disorders and 8% of schizophrenia cases have onset prior to age 18, there is little evidence available to guide the clinical care of young people with early onset psychosis. This commentary summarises the key findings of the annual research review on Psychosis in Children and Adolescents. It highlights the urgent need for clinicians and researchers in child and adolescent mental health to contribute to finding solutions to prevent the onset of psychosis and improve the lives of young people with early onset psychosis and their families. En ligne : https://doi.org/10.1111/jcpp.14135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Psychosis in children and adolescents - a call to action: a commentary on Kelleher (2025) [Texte imprimé et/ou numérique] / James G. SCOTT, Auteur . - p.588-591. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.588-591 Mots-clés : Psychosis  children  adolescents  prevention  early intervention Index. décimale : PER Périodiques Résumé : The spectrum of psychosis is highly relevant to child and adolescent mental health. Psychotic symptoms are common in children and adolescents. The onset of psychotic disorders is often preceded by neurodevelopmental problems in early childhood, and some 13% of adolescents attending specialist mental health services will later be diagnosed with a psychotic disorder or bipolar disorder. Although 12% of psychotic disorders and 8% of schizophrenia cases have onset prior to age 18, there is little evidence available to guide the clinical care of young people with early onset psychosis. This commentary summarises the key findings of the annual research review on Psychosis in Children and Adolescents. It highlights the urgent need for clinicians and researchers in child and adolescent mental health to contribute to finding solutions to prevent the onset of psychosis and improve the lives of young people with early onset psychosis and their families. En ligne : https://doi.org/10.1111/jcpp.14135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Social media component effects: a commentary on Maheux et al. (2024) / Michaeline JENSEN in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.592-594 Titre : Social media component effects: a commentary on Maheux et al. (2024) Type de document : Texte imprimé et/ou numérique Auteurs : Michaeline JENSEN, Auteur Article en page(s) : p.592-594 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Maheux et al.s' annual review (2024) summarizes a rapidly evolving literature on the specific components (including content, features and functions) of social media that can help or hinder healthy adolescent development, highlighting how proposed effects of social media components appear to matter more for some adolescents than others. This commentary explores how conclusions of Maheux et al. (2024) can help shape future translational research on what components of social media may facilitate or undermine healthy adolescent development and who is most susceptible to these social media component effects. Future research must also address when and where social media components matter most, situating our understanding within temporal and physical context. Finally, the promise of future research is highlighted on why youth engage with social media components (motivations) and how specific components of social media exert their effects (mechanisms). En ligne : https://doi.org/10.1111/jcpp.14133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Social media component effects: a commentary on Maheux et al. (2024) [Texte imprimé et/ou numérique] / Michaeline JENSEN, Auteur . - p.592-594. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.592-594 Index. décimale : PER Périodiques Résumé : Maheux et al.s' annual review (2024) summarizes a rapidly evolving literature on the specific components (including content, features and functions) of social media that can help or hinder healthy adolescent development, highlighting how proposed effects of social media components appear to matter more for some adolescents than others. This commentary explores how conclusions of Maheux et al. (2024) can help shape future translational research on what components of social media may facilitate or undermine healthy adolescent development and who is most susceptible to these social media component effects. Future research must also address when and where social media components matter most, situating our understanding within temporal and physical context. Finally, the promise of future research is highlighted on why youth engage with social media components (motivations) and how specific components of social media exert their effects (mechanisms). En ligne : https://doi.org/10.1111/jcpp.14133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

On the regulation and dysregulation of emotions in child psychopathology: commentary on Blader et al. (2025) / Spencer C. EVANS in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.595-598 Titre : On the regulation and dysregulation of emotions in child psychopathology: commentary on Blader et al. (2025) Type de document : Texte imprimé et/ou numérique Auteurs : Spencer C. EVANS, Auteur ; Robert R. ALTHOFF, Auteur Article en page(s) : p.595-598 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Blader et al.'s (2025) recent annual review article makes an important contribution to the literature on emotion dysregulation in child and adolescent mental health. In addition to synthesizing the current evidence base, the authors put forth a cogent formalized view of emotion regulatory processes and how they go awry. Much has been written on emotion (dys)regulation and psychopathology (for overviews, see Lincoln et al., 2022; Paulus et al., 2021; Sheppes et al., 2015). It would therefore be reasonable to ask what novel contribution could be made by a new review article at this time. But for all that has been written, there is much work still to be done. Blader et al. (2025) admirably rise to meet this challenge. We hope this commentary amplifies and adds to their effort. Below, we reflect on a few aspects of their contribution and offer some further thoughts that may inform future work in this area. En ligne : https://doi.org/10.1111/jcpp.14141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] On the regulation and dysregulation of emotions in child psychopathology: commentary on Blader et al. (2025) [Texte imprimé et/ou numérique] / Spencer C. EVANS, Auteur ; Robert R. ALTHOFF, Auteur . - p.595-598. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.595-598 Index. décimale : PER Périodiques Résumé : Blader et al.'s (2025) recent annual review article makes an important contribution to the literature on emotion dysregulation in child and adolescent mental health. In addition to synthesizing the current evidence base, the authors put forth a cogent formalized view of emotion regulatory processes and how they go awry. Much has been written on emotion (dys)regulation and psychopathology (for overviews, see Lincoln et al., 2022; Paulus et al., 2021; Sheppes et al., 2015). It would therefore be reasonable to ask what novel contribution could be made by a new review article at this time. But for all that has been written, there is much work still to be done. Blader et al. (2025) admirably rise to meet this challenge. We hope this commentary amplifies and adds to their effort. Below, we reflect on a few aspects of their contribution and offer some further thoughts that may inform future work in this area. En ligne : https://doi.org/10.1111/jcpp.14141 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Protecting child and adolescent mental health in an uncertain future: commentary on Jaffee and colleagues' Annual Research Review - 'Cash transfer programs and young people's mental health: a review of studies in the United States' / Lucie CLUVER in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.599-601 Titre : Protecting child and adolescent mental health in an uncertain future: commentary on Jaffee and colleagues' Annual Research Review - 'Cash transfer programs and young people's mental health: a review of studies in the United States' Type de document : Texte imprimé et/ou numérique Auteurs : Lucie CLUVER, Auteur Article en page(s) : p.599-601 Langues : Anglais (eng) Mots-clés : cash transfer  Intervention  mental health  poverty  social policy Index. décimale : PER Périodiques Résumé : Jaffee and colleagues present a masterful review of the evidence for the impacts of cash transfer programmes on child and adolescent mental health in the United States. While global meta-analyses find evidence of effectiveness, Jaffee and colleagues highlight the limited number of studies in Northern America, but find overall results indicating small but meaningful effect sizes on improving emotional and behavioural health, and greatest impacts for the poorest families. En ligne : https://doi.org/10.1111/jcpp.14138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Protecting child and adolescent mental health in an uncertain future: commentary on Jaffee and colleagues' Annual Research Review - 'Cash transfer programs and young people's mental health: a review of studies in the United States' [Texte imprimé et/ou numérique] / Lucie CLUVER, Auteur . - p.599-601. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.599-601 Mots-clés : cash transfer  Intervention  mental health  poverty  social policy Index. décimale : PER Périodiques Résumé : Jaffee and colleagues present a masterful review of the evidence for the impacts of cash transfer programmes on child and adolescent mental health in the United States. While global meta-analyses find evidence of effectiveness, Jaffee and colleagues highlight the limited number of studies in Northern America, but find overall results indicating small but meaningful effect sizes on improving emotional and behavioural health, and greatest impacts for the poorest families. En ligne : https://doi.org/10.1111/jcpp.14138 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A commentary on Zuniga-Montanez and Davies et al.: how did COVID-19 affect young children's language environment and language development? A scoping review / Hamish CHALMERS in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.602-605 Titre : A commentary on Zuniga-Montanez and Davies et al.: how did COVID-19 affect young children's language environment and language development? A scoping review Type de document : Texte imprimé et/ou numérique Auteurs : Hamish CHALMERS, Auteur Article en page(s) : p.602-605 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It was early 2020, a week or two into Hilary Term, what everyone else calls Spring Term, but we at Oxford love our arcane traditions. I recall one of my graduate students, from China, coming to me ashen-faced at the end one of my lectures on the effects of bilingualism on the linguistic and cognitive development of young learners. ?Please be careful,? she said. ?Have you heard about the disease. It's really scary. Please look after your family.? Over the preceding Christmas break, news had started to filter through about a new form of flu that had spread rapidly from Wuhan in Eastern China to other parts of the country and was now starting to emerge in other parts of the world. We were starting to see desperate images of enforced quarantine, coerced separation of infected individuals from their loved ones, the rapid construction of temporary hospitals to house the unwell, and of course, school closures. It didn't look good. But I had seen similar outbreaks in the past. I had been working in Southeast Asia during the avian flu epidemic of 2003?04, and I was still there when swine flu broke out in 2009. Both were worrying, but neither had come to anything that could be classified as universally threatening. The school where I worked sent colleagues and children to be tested at the first sign of a tickly throat or stuffy nose, and a strict and regular cleaning and hand sanitising regime was implemented. En ligne : https://doi.org/10.1111/jcpp.14132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A commentary on Zuniga-Montanez and Davies et al.: how did COVID-19 affect young children's language environment and language development? A scoping review [Texte imprimé et/ou numérique] / Hamish CHALMERS, Auteur . - p.602-605. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.602-605 Index. décimale : PER Périodiques Résumé : It was early 2020, a week or two into Hilary Term, what everyone else calls Spring Term, but we at Oxford love our arcane traditions. I recall one of my graduate students, from China, coming to me ashen-faced at the end one of my lectures on the effects of bilingualism on the linguistic and cognitive development of young learners. ?Please be careful,? she said. ?Have you heard about the disease. It's really scary. Please look after your family.? Over the preceding Christmas break, news had started to filter through about a new form of flu that had spread rapidly from Wuhan in Eastern China to other parts of the country and was now starting to emerge in other parts of the world. We were starting to see desperate images of enforced quarantine, coerced separation of infected individuals from their loved ones, the rapid construction of temporary hospitals to house the unwell, and of course, school closures. It didn't look good. But I had seen similar outbreaks in the past. I had been working in Southeast Asia during the avian flu epidemic of 2003?04, and I was still there when swine flu broke out in 2009. Both were worrying, but neither had come to anything that could be classified as universally threatening. The school where I worked sent colleagues and children to be tested at the first sign of a tickly throat or stuffy nose, and a strict and regular cleaning and hand sanitising regime was implemented. En ligne : https://doi.org/10.1111/jcpp.14132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

A commentary on Kim et al.'s (2025) mapping the multifaceted approaches and impacts of adverse childhood experiences: an umbrella review of meta-analyses for Journal of Child Psychology and Psychiatry's Annual Research Review / Todd I. HERRENKOHL in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.606-608 Titre : A commentary on Kim et al.'s (2025) mapping the multifaceted approaches and impacts of adverse childhood experiences: an umbrella review of meta-analyses for Journal of Child Psychology and Psychiatry's Annual Research Review Type de document : Texte imprimé et/ou numérique Auteurs : Todd I. HERRENKOHL, Auteur Article en page(s) : p.606-608 Langues : Anglais (eng) Mots-clés : Adversity  risk factors  protective factors  prevention Index. décimale : PER Périodiques Résumé : Research on Adverse Childhood Experiences (ACEs) has progresses at a rapid pace over the last 30?years and publications now span many fields and disciplines. With a literature this vast, it is important to stake stock of what is known and where gaps in knowledge remain by reviewing and synthesizing published findings. In this commentary, I center remarks on a well-designed umbrella review conducted by Kim et al. on the impact of ACEs. Their review adds depth and precision to earlier reviews on this topic and draws attention to areas where further research is needed, including mechanisms underlying the transmission of risk and the onset of health-related outcomes associated with ACE exposure. I conclude the commentary by echoing a call by Kim and colleagues for more investment in public health prevention to reduce ACE exposure, lessen trauma symptoms, and reduce costs to society. En ligne : https://doi.org/10.1111/jcpp.14136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A commentary on Kim et al.'s (2025) mapping the multifaceted approaches and impacts of adverse childhood experiences: an umbrella review of meta-analyses for Journal of Child Psychology and Psychiatry's Annual Research Review [Texte imprimé et/ou numérique] / Todd I. HERRENKOHL, Auteur . - p.606-608. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.606-608 Mots-clés : Adversity  risk factors  protective factors  prevention Index. décimale : PER Périodiques Résumé : Research on Adverse Childhood Experiences (ACEs) has progresses at a rapid pace over the last 30?years and publications now span many fields and disciplines. With a literature this vast, it is important to stake stock of what is known and where gaps in knowledge remain by reviewing and synthesizing published findings. In this commentary, I center remarks on a well-designed umbrella review conducted by Kim et al. on the impact of ACEs. Their review adds depth and precision to earlier reviews on this topic and draws attention to areas where further research is needed, including mechanisms underlying the transmission of risk and the onset of health-related outcomes associated with ACE exposure. I conclude the commentary by echoing a call by Kim and colleagues for more investment in public health prevention to reduce ACE exposure, lessen trauma symptoms, and reduce costs to society. En ligne : https://doi.org/10.1111/jcpp.14136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550