科技干扰对青少年智能手机成瘾的影响:核心自我评价与心理需求网络满足的作用

采用问卷调查法,以4372名中学生为研究对象,考察核心自我评价和心理需求网络满足在亲子间科技干扰与青少年智能手机成瘾之间的中介作用。结果表明:(1)亲子间科技干扰可显著正向预测青少年智能手机成瘾;(2)在控制了性别、年龄之后,科技干扰可分别通过核心自我评价和心理需求网络满足间接地影响青少年智能手机成瘾。     

You are not alone – adolescents’ experiences of participation in a structured skills training group for ADHD

Little is known about how adolescents with attention deficit/hyperactivity disorder (ADHD) experience participating in group therapy, an important factor to consider when developing treatment methods for this age group. This study aimed to explore how adolescents with ADHD experience participating in a structured skills training group program based on dialectical behavioral therapy. Semi-structured interviews were conducted with 20 adolescents (15–18 years of age) with ADHD after participating in a structured skills training group. The interviews were transcribed verbatim and qualitative content analysis were used to analyze the text. The participants emphasized the value of meeting other adolescents with ADHD and the opportunity to exchange experiences, strategies and tips. Participating in the group treatment made the adolescents realize that they were not alone, and feelings of togetherness and an increased acceptance of themselves were described. The participants associated the treatment with elevated knowledge and understanding, for example, about ADHD, their own functioning and helpful strategies. They also described emotional and behavioral changes, such as higher self-esteem, fewer inter-personal conflicts and improved concentration. Activating and experiential exercises were considered important elements of the treatment, and the participants expressed a need for a variation of exercises, as well as more time for practicing skills, discussions and breaks. The results indicate that the group format add an extra value to the treatment and that the use of an active approach throughout the treatment is of importance for this group of patients.     

Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility

Some studies suggest that acquiring employment following release from prison may reduce recidivism; however, few studies have evaluated procedures for teaching job-related skills to adolescents in residential detention facilities. Stocco et al. (2017) used behavioral skills training (BST) to improve interview skills of college students. The current study used a nonconcurrent multiple baseline design across participants to evaluate the extent to which BST improved interview skills for 7 adolescents who had been adjudicated for sexual offenses. Results show that BST increased appropriate responses to interview questions for 4 students and BST plus modifications (i.e., stimulus and response prompts) increased correct responding to questions for the other 3. In addition, BST increased appropriate questions, correct posture, and smiling, and decreased fidgeting for all 7 students. We briefly discuss the social implications of teaching interview skills to adjudicated adolescents, as well as the limitations of the findings.     

Family-based physical activity interventions and family functioning: A systematic review

Family physical activity (PA) can confer multiple health benefits, yet whether PA interventions affect general family functioning has not been appraised. The purpose of this review was to evaluate studies that have examined the effect of family PA interventions, where child PA was the focus of the intervention, on constructs of family functioning. Literature searches were concluded on January 11, 2022 using seven common databases. Eligible studies were in English, utilized a family PA intervention, and assessed a measure of family functioning as a study outcome. The initial search yielded 8413 hits, which was reduced to 20 independent PA interventions of mixed quality after screening for eligibility criteria. There was mixed evidence for whether family PA interventions affected overall family functioning; however, analyses of subdomains indicated that family cohesion is improved by PA interventions when children are in the early school years (aged 5–12). High-quality studies also showed an impact of family PA interventions on family organization. Targeted interventions at specific family subsystems (e.g., father–son, mother–daughter), characteristics (low-income, clinical populations, girls), and broad multibehavioral interventions may have the most reliable effects. Overall, the findings show that family PA interventions can promote family cohesion and organization, particularly among families with children in the early school years. Higher quality research, employing randomized trial designs and targeting specific intervention and sample characteristics (e.g., different clinical conditions, specific parent–child dyads), is recommended in order to better ascertain the effectiveness of these approaches.     

Demographic, Clinical, and Functional Characteristics of Youth Enrolled in Six California Systems of Care

We describe the demographic, functional, and clinical status of children served across six California counties implementing a longstanding integrated system of care approach called the California System of Care Model. The children enrolled in the care systems are an ethnically diverse group of predominantly pre-adolescent and adolescent males. The level of functional impairment and degree of symptomatology is high. Seventy to 80% of the youth were in the clinical or borderline clinical ranges as measured by the Child Behavior Checklist. Scores on the Child and Adolescent Functional Assessment Scale, provided by the treating clinician, indicated that up to 94% of the youth were in the moderate to severe levels of impairment. Children and adolescents rated themselves on the Youth Self Report as having lower levels of impairment than did parents. Caregivers and youth ratings emphasized externalizing rather than internalizing problems. Clinician ratings as captured by the CAFAS and the clinical diagnoses, presented a mix between internalizing and externalizing diagnoses and functional impairment areas. The six counties are serving children who have levels of impairment, similar to, or higher than, youth enrolled in other systems of care nationwide.     

Mild Head Injury in Children and Adolescents

Although mild head injury is the most prevalent type of head injury in children and adolescents, only a relatively small number of studies on this kind of head injury have been reported. This article summarizes a review of studies examining cognitive, academic, and psychosocial outcomes in children who sustained mild head injuries. Despite earlier claims of mild head injury being a "silent epidemic," the studies, which were published from 1970 to 1998, provide no compelling evidence to support this view.     

Self‐evaluation and social comparison amongst adolescents with learning difficulties

Two studies are presented which examine self‐evaluation in adolescents with learning difficulties and how these adolescents strategically protect their self‐concept through the use of social comparison. Study one involved 145 adolescents with learning difficulties and the same number of non‐disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's ‘Self Perception Profile for Children’ (SPPC). No significant overall differences were found between the self‐evaluations of the adolescents with learning difficulties and non‐disabled adolescents. In addition, adolescents with learning difficulties strategically devalued less favourable comparison dimensions and valued more positive comparison attributes. Study two utilized a four condition between‐groups design with a sample of 68 adolescents with learning difficulties. All participants completed the SPPC, but the availability of a social comparison group was systematically varied between conditions. The self‐evaluations made by adolescents changed significantly when the social comparison group made available was altered. The findings are discussed with regard to their theoretical implications and in terms of inclusion policies for adolescents with learning difficulties. Copyright © 2001 John Wiley & Sons, Ltd.     

The Latent Structure of Substance Use Among American Indian Adolescents: An Example Using Categorical Variables

Researchers frequently have only categorical data to analyze and cannot, for theoretical or methodological reasons, assume that the observed variables are discrete representations of an underlying continuous variable. We present latent class analysis as an alternative method of measuring latent variables in these circumstances. Latent class analysis does not require the assumptions of factor analyses about the nature of manifest and latent variables, but does allow the use of more precise model selection than techniques such as cluster analysis. We modeled the lifetime substance use of American Indian youth. The latent class model of American Indian teenagers' substance use had four classes: Abstaining, Predominantly Alcohol, Predominantly Alcohol and Marijuana, and Plural Substance. We then demonstrated the usefulness of this latent variable by using it to differentiate levels of several variables in a manner consistent with Social Cognitive Theory.