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This paper revisits a developmental model of the origins of early conduct problems. Several of the model's primary tenets have now been validated in two samples of at-risk children followed prospectively from infancy to school-age. In both cohorts, child, family, and sociodemographic factors all play a significant role in the development of early conduct problems. In particular, the quality of the caregiving environment during the child's second year differentiates clinical impairment according to both parent and teacher report 6 years later. We conclude by making recommendations for future studies. Research that utilizes a developmental framework, incorporates more sophisticated measurement of infant negative emotionality, and addresses the influences of neighborhood and culture, is suggested.

This paper revisits a developmental model of the origins of early conduct problems. Several of the model's primary tenets have now been validated in two samples of at-risk children followed prospectively from infancy to school-age. In both cohorts, child, family, and sociodemographic factors all play a significant role in the development of early conduct problems. In particular, the quality of the caregiving environment during the child's second year differentiates clinical impairment according to both parent and teacher report 6 years later. We conclude by making recommendations for future studies. Research that utilizes a developmental framework, incorporates more sophisticated measurement of infant negative emotionality, and addresses the influences of neighborhood and culture, is suggested.

Child exposure to intimate partner violence (IPV) is widely acknowledged as a threat to the psycho-social and academic well-being of children. Unfortunately, as reflected in the literature, the specific link between such exposure and childhood outcomes is ambiguous. Based on a review of the literature, this article suggests that this state of affairs is due, in part, to the manner with which exposure to IPV is operationally defined. After reviewing the dominant strategies for operationally defining exposure to IPV and the problems associated with those strategies, this article reports original data contrasting three measures derived from maternal reports, three measures derived from child reports, and the limited concordance among those different indices of exposure to IPV. The implications of these findings for research on child outcomes and the clinical assessment of children who might have been exposed to IPV are discussed.

In this article, we describe a theoretical framework for understanding how persistent and extreme exposure to ethnic–political conflict and violence interacts with cognitive, emotional, and self processes to influence children’s psychosocial adjustment. Three recent strands of theorizing guide our approach. First, we focus on how observational and social learning processes combine to influence the development of social-cognitive structures and processes that affect behavior. Second, we focus on the role of developing self and identity processes in shaping the child’s interactions with the world and the consequences of those interactions. Third, we build on the complex systems perspective on development and assume that human development can only be understood accurately by examining how the multiple contexts affecting children and the adults in their lives interact to moderate biosocial factors which predispose individuals to develop in certain directions. We review the recent empirical literature on children’s exposure to ethnic–political violence and we apply the social-cognitive-ecological framework to the empirical findings in this literature. Finally, we propose future directions for research and clinical implications derived from this framework.

Rates of mental health problems and disorders in children and youth have been increasing for at least three decades, and these have escalated due to the pandemic and multiple other societal stressors. It is increasingly recognized that students and families frequently struggle to receive needed care through traditional locations such as specialty mental health centers. Upstream mental health promotion and prevention strategies are gaining support as a public health approach to supporting overall population well-being, better utilizing a limited specialty workforce, and reducing illness. Based on these recognitions, there has been a progressive and escalating movement toward the delivery of mental health support to children and youth “where they are,” with a prominent and more ecologically valid environment being schools. This paper will provide a brief review of the escalating mental health needs of children and youth, advantages of school mental health (SMH) programs in better meeting these needs, example model SMH programs from the United States and Canada, and national and international SMH centers/networks. We conclude with strategies for further propelling the global advancement of the SMH field through interconnected practice, policy, and research.

This paper describes a theoretical model of Mindful Coping Power, a preventive intervention targeting high-risk children and their parents. Mindful Coping Power integrated mindfulness into Coping Power, an evidence-based cognitive behavioral intervention. Reactive aggression is emotionally driven, impulsive, and often referred to as being “hot-blooded.” It has been resistant to change, given the high level of emotional arousal and impulsive angry outbursts. Our premise is that mindfulness impacts the mechanisms of reactive aggression–attentional, cognitive, behavioral, and emotional dysregulation. Also in the model are parents who exhibit emotionally charged interactions with their child. Mindful parenting focuses on parents’ own emotional self-regulation and being fully present with their child. Our model sets the stage for incorporating mindfulness into existing interventions, thereby optimizing programs and maximizing effects.

Despite significant functional problems in multiple domains, children with Attention-Deficit/Hyperactivity Disorder (ADHD) unexpectedly provide extremely positive reports of their own competence in comparison to other criteria reflecting actual competence. This counterintuitive phenomenon is known as the positive illusory bias (PIB). This article provides a comprehensive and critical review of the literature examining the self-perceptions of children with ADHD and the PIB. Specifically, we analyze methodological and statistical challenges associated with the investigation of the phenomenon, the theoretical basis for the PIB, and the effects of sample heterogeneity on self-perception patterns. We conclude by discussing the implications of this work and providing recommendations for advancing research in this area.

Aggressive behavior is one of the most common reasons for referrals of youth to mental health treatment. While there are multiple publications describing different types of aggression in children, it remains challenging for clinicians to diagnose and treat aggressive youth, especially those with impulsively aggressive behaviors. The reason for this dilemma is that currently several psychiatric diagnoses include only some of the common symptoms of aggression in their criteria. However, no single diagnosis or diagnostic specifier adequately captures youth with impulsive aggression (IA). Here we review select current diagnostic categories, including behavior and mood disorders, and suggest that they do not provide an adequate description of youth with IA. We also specifically focus on the construct of IA as a distinct entity from other diagnoses and propose a set of initial, provisional diagnostic criteria based on the available evidence that describes youth with IA to use for future evaluation.

Childhood obsessive–compulsive disorder (OCD) is among the most prevalent and disabling mental health conditions affecting children and adolescents. Although the distress and burden associated with childhood OCD are well documented and empirically supported treatments are available, there remains an unacceptable “treatment gap” and “quality gap” in the provision of services for youth suffering from OCD. The treatment gap represents the large number of children who never receive mental health services for OCD, while the quality gap refers to the children and young people who do access services, but do not receive evidence-based, cognitive behavioural therapy with exposure and response prevention (CBT-ERP). We propose a novel staged-care model of CBT-ERP that aims to improve the treatment access to high-quality CBT-ERP, as well as enhance the treatment outcomes for youth. In staged care, patients receive hierarchically arranged service packages that vary according to the intensity, duration, and mix of treatment options, with provision of care from prevention, early intervention, through to first and second-line treatments. Based on a comprehensive review of the literature on treatment outcomes and predictors of treatments response, we propose a preliminary staging algorithm to determine the level of clinical care, informed by three key determinants: severity of illness, comorbidity, and prior treatment history. The proposed clinical staging model for paediatric OCD prioritises high-quality care for children at all stages and levels of illness, utilising empirically supported CBT-ERP, across multiple modalities, combined with evidence-informed, clinical decision-making heuristics. While informed by evidence, the proposed staging model requires empirical validation before it is ready for prime time.

Parent–child communication represents an important variable in clinical child and family psychology due to its association with a variety of psychosocial outcomes. To give an overview of instruments designed to measure the quality of parent–child communication from the child’s (8–21 years) perspective and to assess the psychometric quality of these instruments, we performed a systematic literature search in Medline and PsycInfo (last: February 25, 2022). Peer-reviewed journal articles published in English with a child-rated instrument measuring the quality of parent–child communication were included. Initial screening for eligibility and inclusion, subsequent data extraction, and quality assessment were conducted by couples of review team members. Based on the screening of 5115 articles, 106 studies reported in 126 papers were included. We identified 12 parent–child communication instruments across the studies. The Parent-Adolescent Communication Scale (PACS) was used in 75% of the studies. On average, the evidence for psychometric quality of the instruments was low. Few instruments were used in clinical and at-risk samples. Several instruments are available to rate parent–child communication from the child’s perspective. However, their psychometric evidence is limited and the theoretical foundation is largely undocumented. This review has limitations with regard to selection criteria and language bias. Registration PROSPERO: CRD42021255264.