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Editorial: Factualities - establishing empirical truths in child psychology and psychiatry / A. J. OLDEHINKEL in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)
[article]
Titre : Editorial: Factualities - establishing empirical truths in child psychology and psychiatry Type de document : Texte imprimé et/ou numérique Auteurs : A. J. OLDEHINKEL, Auteur Article en page(s) : p.1163-1165 Langues : Anglais (eng) Mots-clés : Adolescent Humans Psychiatry Psychology, Child Empirical research facts misperceptions perspective Index. décimale : PER Périodiques Résumé : Empirical science is a fact-finding enterprise. This raises the question when we know enough about a particular topic to draw firm conclusions and can stop searching for additional evidence in order to save efforts for issues that are less well-established. Clarity on when scientific evidence has passed the stage of to-be-tested hypotheses is important, and setting up criteria for such stopping rules is a necessary as well as thought-provoking challenge. Not only over-investigating phenomena is undesirable but the opposite, falsely assuming beliefs to be facts, as well. Two common reasons for such misperceptions are that negative news is more likely to spread around than positive news (negativity instinct), and that individuals tend to look at problems from always the same perspective (single-perspective instinct). Our field is not immune to those instincts: child psychologists and psychiatrists tend to focus on messages suggesting that the burden of children´s mental health problems calls for more intervention and research, rather than on reports that the majority of children are doing quite well. This focus on problems may obscure the reality that the vast majority of children and adolescents never experience severe mental health problems, despite the challenges of growing up in a complex world. En ligne : http://dx.doi.org/10.1111/jcpp.13515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1163-1165[article] Editorial: Factualities - establishing empirical truths in child psychology and psychiatry [Texte imprimé et/ou numérique] / A. J. OLDEHINKEL, Auteur . - p.1163-1165.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-10 (October 2021) . - p.1163-1165
Mots-clés : Adolescent Humans Psychiatry Psychology, Child Empirical research facts misperceptions perspective Index. décimale : PER Périodiques Résumé : Empirical science is a fact-finding enterprise. This raises the question when we know enough about a particular topic to draw firm conclusions and can stop searching for additional evidence in order to save efforts for issues that are less well-established. Clarity on when scientific evidence has passed the stage of to-be-tested hypotheses is important, and setting up criteria for such stopping rules is a necessary as well as thought-provoking challenge. Not only over-investigating phenomena is undesirable but the opposite, falsely assuming beliefs to be facts, as well. Two common reasons for such misperceptions are that negative news is more likely to spread around than positive news (negativity instinct), and that individuals tend to look at problems from always the same perspective (single-perspective instinct). Our field is not immune to those instincts: child psychologists and psychiatrists tend to focus on messages suggesting that the burden of children´s mental health problems calls for more intervention and research, rather than on reports that the majority of children are doing quite well. This focus on problems may obscure the reality that the vast majority of children and adolescents never experience severe mental health problems, despite the challenges of growing up in a complex world. En ligne : http://dx.doi.org/10.1111/jcpp.13515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Editorial: COVID-19: lessons learned for suicide prevention / J. R. ASARNOW in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : Editorial: COVID-19: lessons learned for suicide prevention Type de document : Texte imprimé et/ou numérique Auteurs : J. R. ASARNOW, Auteur ; B. CHUNG, Auteur Article en page(s) : p.919-921 Langues : Anglais (eng) Mots-clés : Adolescent COVID-19/epidemiology Child Child, Preschool Communicable Disease Control Humans Psychology, Child SARS-CoV-2 Suicidal Ideation Suicide, Attempted/prevention & control/statistics & numerical data Young Adult Index. décimale : PER Périodiques Résumé : This editorial discusses lessons learned from the COVID-19 public health emergency as they relate to the prevention of suicide, the second leading cause of death in adolescents and young adults globally. Recognizing that COVID-19 impact and response varied across nations, we offer a US perspective, addressing two questions: (a) what have we learned from this pandemic and mitigation strategies used to reduce cases of COVID-19 illness and deaths; and (b) how can our research advance knowledge and be advanced by work aimed at understanding the impact of this 'unusual' period? Provisional data indicate that during the pandemic and lockdown period, there were some declines in suicide rates for the total US population and no change in youth. However, data also indicate increases in reported suicidal ideation and behavior, mental health-related ED visits, and ED visits for suicidal ideation and behavior in youth. Heterogeneity of pandemic effects is noteworthy, with ethnic and racial minority populations suffering the most from COVID-19, COVID-19-related risk factors, and possibly suicide deaths. As vaccinations can prevent severe COVID-19 cases and deaths, we also have demonstrations of effective 'psychological inoculations' such as community-based interventions for reducing suicide attempts and deaths. During COVID-19, we mobilized to provide clinical care through telehealth and digital interventions. The challenge now is to continue to put our science to work to mitigate the adverse impacts of the pandemic on suicide and suicide risk factors, our children's mental health, and enhance mental health and well-being in our communities. En ligne : http://dx.doi.org/10.1111/jcpp.13489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.919-921[article] Editorial: COVID-19: lessons learned for suicide prevention [Texte imprimé et/ou numérique] / J. R. ASARNOW, Auteur ; B. CHUNG, Auteur . - p.919-921.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.919-921
Mots-clés : Adolescent COVID-19/epidemiology Child Child, Preschool Communicable Disease Control Humans Psychology, Child SARS-CoV-2 Suicidal Ideation Suicide, Attempted/prevention & control/statistics & numerical data Young Adult Index. décimale : PER Périodiques Résumé : This editorial discusses lessons learned from the COVID-19 public health emergency as they relate to the prevention of suicide, the second leading cause of death in adolescents and young adults globally. Recognizing that COVID-19 impact and response varied across nations, we offer a US perspective, addressing two questions: (a) what have we learned from this pandemic and mitigation strategies used to reduce cases of COVID-19 illness and deaths; and (b) how can our research advance knowledge and be advanced by work aimed at understanding the impact of this 'unusual' period? Provisional data indicate that during the pandemic and lockdown period, there were some declines in suicide rates for the total US population and no change in youth. However, data also indicate increases in reported suicidal ideation and behavior, mental health-related ED visits, and ED visits for suicidal ideation and behavior in youth. Heterogeneity of pandemic effects is noteworthy, with ethnic and racial minority populations suffering the most from COVID-19, COVID-19-related risk factors, and possibly suicide deaths. As vaccinations can prevent severe COVID-19 cases and deaths, we also have demonstrations of effective 'psychological inoculations' such as community-based interventions for reducing suicide attempts and deaths. During COVID-19, we mobilized to provide clinical care through telehealth and digital interventions. The challenge now is to continue to put our science to work to mitigate the adverse impacts of the pandemic on suicide and suicide risk factors, our children's mental health, and enhance mental health and well-being in our communities. En ligne : http://dx.doi.org/10.1111/jcpp.13489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456