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M., & Kenny, D. A. (1986). The moderator-mediator distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. doi:10.1037\u002F0022-3514.51.6.1173.\nBeauchaine, T. P., Webster-Stratton, C., & Reid, M. J. (2005). Mediators, moderators, and predictors of 1-year outcomes among children treated for early-onset conduct problems: A latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73, 371–388. doi:10.1037\u002F0022-006X.73.3.371.\nBernat, D. H., August, G. J., Hektner, J. M., & Bloomquist, M. L. (2007). The Early Risers preventive intervention: Testing for six-year outcomes and mediational processes. Journal of Abnormal Child Psychology, 35, 605–617. doi:10.1007\u002Fs10802-007-9116-5.\nBjørknes, R., Kjøbli, J., Manger, T., & Jakobsen, R. (2012). Parent training among ethnic minorities: Parenting practices as mediators of change in child conduct problems. Family Relations, 61, 101–114. doi:10.1111\u002Fj.1741-3729.2011.00683.x.\nBollen, K. A., & Stine, R. (1990). Direct and indirect effects: Classical and bootstrap estimates of variability. Sociological Methodology, 20, 115–140. doi:10.2307\u002F271084.\nBrennan, L. M., Shelleby, E. C., Shaw, D. S., Gardner, F., Dishion, T. J., & Wilson, M. (2013). Indirect effects of the family check-up on school-age academic achievement through improvements in parenting in early childhood. Journal of Educational Psychology, 105, 762–773. doi:10.1037\u002Fa0032096.\nBrock, R. L., Kochanska, G., O’Hara, M. W., & Grekin, R. S. (2015). Life satisfaction moderates the effectiveness of a play-based parenting intervention in low-income mothers and toddlers. Journal of Abnormal Child Psychology, 43, 1–12. doi:10.1007\u002Fs10802-015-0014-y.\nBrody, G. H., Chen, Y.-F., Kogan, S. M., Murry, V. M., & Brown, A. C. (2010). Long-term effects of the strong African American families program on youths’ alcohol use. Journal of Consulting and Clinical Psychology, 78, 281–285. doi:10.1037\u002Fa0018552.\nBrody, G. H., Murry, V. M., Kogan, S. M., Gerrard, M., Gibbons, F. X., Molgaard, V., et al. (2006). The strong African American families program: A cluster-randomized prevention trial of long-term effects and a mediational model. Journal of Consulting and Clinical Psychology, 74, 356–366. doi:10.1037\u002F0022-006X.74.2.356.\nBrotman, L. M., O’Neal, C. R., Huang, K. Y., Gouley, K. K., Rosenfelt, A., & Shrout, P. E. (2009). An experimental test of parenting practices as a mediator of early childhood physical aggression. Journal of Child Psychology and Psychiatry and Allied Disciplines, 50, 235–245. doi:10.1111\u002Fj.1469-7610.2008.01929.x.\nCaruthers, A. S., Van Ryzin, M. J., & Dishion, T. J. (2013). Preventing high-risk sexual behavior in early adulthood with family interventions in adolescence: Outcomes and developmental processes. Prevention Science, 15, 59–69. doi:10.1007\u002Fs11121-013-0383-9.\nChamberlain, P., Price, J., Leve, L. D., Laurent, H., Landsverk, J. A., & Reid, J. B. (2008). Prevention of behavior problems for children in foster care: Outcomes and mediation effects. Prevention Science, 9, 17–27. doi:10.1007\u002Fs11121-007-0080-7.\nChang, H., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. N. (2014). Direct and indirect effects of the family check-up on self-regulation from toddlerhood to early school-age. Journal of Abnormal Child Psychology, 42, 1117–1128. doi:10.1007\u002Fs10802-014-9859-8.\nChen, H. (2005). Practical program evaluation: Assessing and improving planning, implementation, and effectiveness. Thousand Oaks, CA: Sage Publications.\nCheong, J. (2011). Accuracy of estimates and statistical power for testing mediation in latent growth curve modeling. Structural Equation Modeling, 18, 195–211. doi:10.1080\u002F10705511.2011.557334.\nCompas, B. E., Champion, J. E., Forehand, R., Cole, D. A., Reeslund, K. L., Fear, J., et al. (2010). Coping and parenting: Mediators of 12-month outcomes of a family group cognitive-behavioral preventive intervention with families of depressed parents. Journal of Consulting and Clinical Psychology, 78, 623–634. doi:10.1037\u002Fa0020459.\nConduct Problems Prevention Research Group. (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925–943. doi:10.1017\u002Fs0954579402004133.\nDeGarmo, D. S., Eddy, J. M., Reid, J. B., & Fetrow, R. A. (2009). Evaluating mediators of the impact of the linking the interests of families and teachers (LIFT) multimodal preventive intervention on substance use initiation and growth across adolescence. Prevention Science, 10, 208–220. doi:10.1007\u002Fs11121-009-0126-0.\nDeGarmo, D. S., & Forgatch, M. S. (2005). Early development of delinquency within divorced families: evaluating a randomized preventive intervention trial. Developmental Science, 8, 229–239. doi:10.1111\u002Fj.1467-7687.2005.00412.x.\nDeković, M., Asscher, J. J., Manders, W. A., Prins, P. J., & van der Laan, P. (2012). Within-intervention change: Mediators of intervention effects during multisystemic therapy. Journal of Consulting and Clinical Psychology, 80, 574–587. doi:10.1037\u002Fa0028482.\nDiCiccio, T. J., & Efron, B. (1996). Bootstrap confidence intervals. Statistical Science, 11, 189–228. doi:10.1214\u002Fss\u002F1032280214.\nDishion, T. J., Nelson, S. E., & Kavanagh, K. (2003). The family check-up with high-risk young adolescents: Preventing early-onset substance use by parent monitoring. Behavior Therapy, 34, 553–571. doi:10.1016\u002Fs0005-7894(03)80035-7.\nDishion, T. J., Shaw, D., Connell, A., Gardner, F., Weaver, C., & Wilson, M. (2008). The family check-up with high-risk indigent families: Preventing problem behavior by increasing parents’ positive behavior support in early childhood. Child Development, 79, 1395–1414. doi:10.1111\u002Fj.1467-8624.2008.01195.x.\nEddy, J. M., & Chamberlain, P. (2000). Family management and deviant peer association as mediators of the impact of treatment condition on youth antisocial behavior. Journal of Consulting and Clinical Psychology, 68, 857–863. doi:10.1037\u002F\u002F0022-006X.68.5.857.\nEfron, B., & Tibshirani, R. J. (1993). An introduction to the bootstrap. New York, NY: Chapman & Hall.\nEnnett, S. T., Bauman, K. E., Pemberton, M., Foshee, V. A., Chuang, Y. C., King, T. S., et al. (2001). Mediation in a family-directed program for prevention of adolescent tobacco and alcohol use. Preventive Medicine, 33, 333–346. doi:10.1006\u002Fpmed.2001.0892.\nEyeberg, S. M., Nelson, M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37, 215–237. doi:10.1080\u002F15374410701820117.\nFagan, A. A., & Benedini, K. M. (2016). How do family-focused prevention programs work? A review of mediating mechanisms associated with reductions in youth antisocial behaviors. Clinical Child and Family Psychology Review, 19, 285–309. doi:10.1007\u002Fs10567-016-0207-0.\nFairchild, A. J., & MacKinnon, D. P. (2014). Using mediation and moderation analyses to enhance prevention research. In Z. Sloboda & H. Petras (Eds.), Advances in Prevention Science, Vol 1. Defining Prevention Science (pp. 537–555). New York, NY: Springer. doi:10.1007\u002F978-1-4899-7424-2_23.\nFairchild, A. J., & McQuillin, S. D. (2010). Evaluating mediation and moderation effects in school psychology: A presentation of methods and review of current practice. Journal of School Psychology, 48, 53–84. doi:10.1016\u002Fj.jsp.2009.09.001.\nFang, L., & Schinke, S. P. (2014). Mediation effects of a culturally generic substance use prevention program for Asian American adolescents. Asian American Journal of Psychology, 5, 116–125. doi:10.1037\u002Fa0035928.\nForehand, R., Lafko, N., Parent, J., & Burt, K. B. (2014). Is parenting the mediator of change in behavioral parent training for externalizing problems of youth? Clinical Psychology Review, 34, 608–619. doi:10.1016\u002Fj.cpr.2014.10.001.\nForgatch, M. S., & DeGarmo, D. S. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Clinical Psychology, 67, 711–724. doi:10.1037\u002F0022-006x.67.5.711.\nForgatch, M. S., DeGarmo, D. S., & Beldavs, Z. G. (2005). An efficacious theory-based intervention for stepfamilies. Behavior Therapy, 36, 357–365. doi:10.1016\u002Fs0005-7894(05)80117-0.\nForgatch, M. S., Patterson, G. R., Degarmo, D. S., & Beldavs, Z. G. (2009). Testing the oregon delinquency model with 9-year follow-up of the oregon divorce study. Development and Psychopathology, 21, 637–660. doi:10.1017\u002Fs0954579409000340.\nFosco, G. M., Van Ryzin, M., Stormshak, E. A., & Dishion, T. J. (2014). Putting theory to the test: Examining family context, caregiver motivation, and conflict in the family check-up model. Development and Psychopathology, 26, 305–318. doi:10.1017\u002Fs0954579413001004.\nFossum, S., Mørch, W. T., Handegård, B. H., Drugli, M. B., & Larsson, B. O. (2009). Parent training for young Norwegian children with ODD and CD problems: Predictors and mediators of treatment outcome. Scandinavian Journal of Psychology, 50, 173–181. doi:10.1111\u002Fj.1467-9450.2008.00700.x.\nFritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18, 233–239. doi:10.1111\u002Fj.1467-9280.2007.01882.x.\nGardner, F., Burton, J., & Klimes, I. (2006). 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A theory-based dual-focus alcohol intervention for preadolescents: The strong African American families program. Psychology of Addictive Behaviors, 20, 185–195. doi:10.1037\u002F0893-164x.20.2.185.\nGinsburg, G. S., Drake, K. L., Tein, J.-Y., Teetsel, R., & Riddle, M. A. (2015). Preventing onset of anxiety disorders in offspring of anxious parents: A randomized controlled trial of a family-based intervention. American Journal of Psychiatry, 172(12), 1207–1214. doi:10.1176\u002Fappi.ajp.2015.14091178.\nGonzales, N. A., Dumka, L. E., Millsap, R. E., Gottschall, A., McClain, D. B., Wong, J. J., et al. (2012). Randomized trial of a broad preventive intervention for Mexican American adolescents. Journal of Consulting and Clinical Psychology, 80, 1–16. doi:10.1037\u002Fa0026063.\nGonzales, N. A., Wong, J. J., Toomey, R. B., Millsap, R., Dumka, L. E., & Mauricio, A. M. (2014). School engagement mediates long-term prevention effects for Mexican American adolescents. 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Development and Psychopathology, 11(02), 287–304. doi:10.1017\u002Fs0954579499002060.\nVitaro, F., Brendgen, M., & Tremblay, R. E. (2001). Preventive intervention: Assessing its effects on the trajectories of delinquency and testing for mediational processes. Applied Developmental Science, 5, 201–213. doi:10.1207\u002FS1532480XADS0504_02.\nvon Soest, T., & Hagtvet, K. A. (2011). Mediation analysis in a latent growth curve modeling framework. Structural Equation Modeling, 18, 289–314. doi:10.1080\u002F10705511.2011.557344.\nWeersing, V. R., & Weisz, J. R. (2002). Mechanisms of action in youth psychotherapy. Journal of Child Psychology and Psychiatry, 43, 3–29. doi:10.1111\u002F1469-7610.00002.\nWilliams, J., & MacKinnon, D. P. (2008). Resampling and distribution of the product methods for testing indirect effects in complex models. Structural Equation Modeling, 15, 23–51. doi:10.1080\u002F10705510701758166.\nZhou, Q., Sandler, I. N., Millsap, R. E., Wolchik, S. A., & Dawson-McClure, S. R. (2008). Mother-child relationship quality and effective discipline as mediators of the 6-year effects of the new beginnings program for children from divorced families. Journal of Consulting and Clinical Psychology, 76, 579–594. doi:10.1037\u002F0022-006X.76.4.579.",{"EN":213},"Parenting and family interventions have repeatedly shown effectiveness in preventing and treating a range of youth outcomes. Accordingly, investigators in this area have conducted a number of studies using statistical mediation to examine some of the potential mechanisms of action by which these interventions work. This review examined from a methodological perspective in what ways and how well the family-based intervention studies tested statistical mediation. A systematic search identified 73 published outcome studies that tested mediation for family-based interventions across a wide range of child and adolescent outcomes (i.e., externalizing, internalizing, and substance-abuse problems; high-risk sexual activity; and academic achievement), for putative mediators pertaining to positive and negative parenting, family functioning, youth beliefs and coping skills, and peer relationships. Taken as a whole, the studies used designs that adequately addressed temporal precedence. The majority of studies used the product of coefficients approach to mediation, which is preferred, and less limiting than the causal steps approach. Statistical significance testing did not always make use of the most recently developed approaches, which would better accommodate small sample sizes and more complex functions. Specific recommendations are offered for future mediation studies in this area with respect to full longitudinal design, mediation approach, significance testing method, documentation and reporting of statistics, testing of multiple mediators, and control for Type I error.",{"EN":215},"Potential Mediators in Parenting and Family Intervention: Quality of Mediation Analyses",{"VOID":217},"10.1007\u002Fs10567-016-0221-2","PUBLICATION",1,"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-016-0221-2",[222,239,251],{"id":223,"sortIndex":224,"researcher":20,"roles":225,"affiliations":227,"properties":236},"3763dc27-3377-444b-a46d-b2d73cb28ea7",2,[226],"AUTHOR",[228],{"id":20,"sortIndex":21,"affiliation":229,"properties":20},{"id":230,"createTime":231,"updateTime":231,"relativeEntities":232,"slug":20,"properties":233,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"e3ba791b-32e8-45df-9bb8-ff672fce0e3f","2023-12-06T12:20:25.870+00:00",[],{"title":234},{"VI":235},"University of South Carolina, Columbia, (USA)",{"title":237},{"VI":238},"Ronald J. Prinz",{"id":240,"sortIndex":219,"researcher":20,"roles":241,"affiliations":242,"properties":248},"30b080b7-0f94-4267-ad8a-01bcb247f1c0",[226],[243],{"id":20,"sortIndex":21,"affiliation":244,"properties":20},{"id":230,"createTime":231,"updateTime":231,"relativeEntities":245,"slug":20,"properties":246,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":247},{"VI":235},{"title":249},{"VI":250},"Amanda J. Fairchild",{"id":252,"sortIndex":21,"researcher":20,"roles":253,"affiliations":254,"properties":260},"058b5404-e7f6-4e2d-86af-ccdf77a41dc8",[226],[255],{"id":20,"sortIndex":21,"affiliation":256,"properties":20},{"id":230,"createTime":231,"updateTime":231,"relativeEntities":257,"slug":20,"properties":258,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":259},{"VI":235},{"title":261},{"VI":262},"Chandni C. 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D., & Muller, U. (2012). Executive function in typical and atypical development. In U. Goswami (Ed.), The Wiley-Blackwell Handbook of Childhood Cognitive Development (2nd ed., pp. 574–603). Blackwell Publishing Ltd.\nZhang, M., Chen, X., Deng, H., & Lu, Z. (2014). Identifying the interaction of maternal sensitivity and two serotonin-related gene polymorphisms on infant self-regulation. Infant Behavior and Development, 37(4), 606–614. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.infbeh.2014.06.009",{"EN":311},"Child genotype is an important biologically based indicator of sensitivity to the effects of parental behavior on children’s executive function (EF) in early childhood, birth to age 5. While evidence for gene × parental behavior interactions on children’s early EF is growing, researchers have called the quality of evidence provided by gene × environment interaction studies into question. For this reason, this review comprehensively examined the literature and evaluated the evidence for gene × parental behavior interactions on children’s early EF abilities. Psychology and psychiatry databases were searched for published peer-reviewed studies. A total of 18 studies met inclusion criteria. Twenty-nine of 89 (33%) examined interactions were significant. However, a p-curve analysis did not find the significant interactions to be of evidential value. A high rate of false positives, due to the continued use of candidate gene and haplotype measures of child genotype and small sample sizes, likely contributed to the high rate of significant interactions and low evidential value. The use of contemporary molecular genetic measures and larger sample sizes are necessary to advance our understanding of child genotype as a moderator of parental effects on children’s EF during early childhood and the biopsychosocial mechanisms underlying children’s EF development during this critical period. Without these changes, future research is likely to be stymied by the same limitations as current research.",{"EN":313},"Differential Relations of Parental Behavior to Children’s Early Executive Function as a Function of Child Genotype: A Systematic Review",{"VOID":315},"10.1007\u002Fs10567-022-00387-3","VERIFIED","2025-01-06T23:56:15.680+00:00","Auto Verify","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-022-00387-3",[321,348,363],{"id":322,"sortIndex":224,"researcher":20,"roles":323,"affiliations":324,"properties":345},"e1291fa2-4b6f-428b-a065-ae95d607c37f",[226],[325,335],{"id":326,"sortIndex":219,"affiliation":327,"properties":334},"334acd4c-e2a6-4e6e-bfc8-a7fe0be36273",{"id":328,"createTime":329,"updateTime":329,"relativeEntities":330,"slug":20,"properties":331,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"19a94b58-b614-491a-a6d7-e00e5aa24abf","2024-01-16T07:28:25.328+00:00",[],{"title":332},{"VI":333},"Neuroscience and Mental Health Institute, University of Alberta, Edmonton, Canada",{},{"id":20,"sortIndex":21,"affiliation":336,"properties":20},{"id":337,"createTime":338,"updateTime":339,"relativeEntities":340,"slug":341,"properties":342,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"0af98bd0-d41a-45a4-91b3-81df02a70ca8","2024-01-13T05:04:08.673+00:00","2025-06-11T23:52:02.768+00:00",[],"Department-of-Psychology-University-of-Alberta-Edmonton-Canada",{"title":343},{"VI":344},"Department of Psychology, University of Alberta, Edmonton, Canada",{"title":346},{"VI":347},"Sandra A. Wiebe",{"id":349,"sortIndex":21,"researcher":20,"roles":350,"affiliations":351,"properties":360},"ef99a494-1e66-4c00-b7f6-e2be9430698a",[226],[352],{"id":20,"sortIndex":21,"affiliation":353,"properties":20},{"id":354,"createTime":355,"updateTime":355,"relativeEntities":356,"slug":20,"properties":357,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"5d3adec4-bfda-47e5-aecf-7952b4e5a5b3","2023-12-18T22:15:35.310+00:00",[],{"title":358},{"VI":359},"Center for Biobehavioral Health, Nationwide Children’s Hospital, Columbus, USA",{"title":361},{"VI":362},"Daphne M. Vrantsidis",{"id":364,"sortIndex":219,"researcher":20,"roles":365,"affiliations":366,"properties":372},"ddea6df0-5c6d-4f7d-9da0-f6a4a5120994",[226],[367],{"id":20,"sortIndex":21,"affiliation":368,"properties":20},{"id":337,"createTime":338,"updateTime":339,"relativeEntities":369,"slug":341,"properties":370,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":371},{"VI":344},{"title":373},{"VI":374},"Viktoria Wuest",{"url":319,"publisher":376,"properties":404},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":377,"slug":10,"properties":378,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":382,"manageAffiliations":383,"indexDatabases":384,"url":20,"thumbnailPath":20,"statistic":399,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":379,"eissn":380,"title":381},{"VOID":13},{"VOID":15},{"EN":17},[],[],[385,392],{"id":114,"indexDatabase":386,"url":129,"indexYears":20,"academicFieldIds":391,"indexDatabaseRanking":20},{"id":116,"createTime":117,"updateTime":118,"relativeEntities":387,"label":388,"description":389,"key":125,"publicationTags":390,"standard":20},[],{"EN":121,"VI":121},{"VI":123,"EN":124},[127,128],[131],{"id":91,"indexDatabase":393,"url":104,"indexYears":105,"academicFieldIds":398,"indexDatabaseRanking":112},{"id":93,"createTime":94,"updateTime":95,"relativeEntities":394,"label":395,"description":396,"key":101,"publicationTags":397,"standard":20},[],{"EN":98,"VI":98},{"EN":98,"VI":100},[103],[107,108,109,110,111],{"impactFactor":21,"impactFactorByYear":400,"i10Index":145,"i10IndexLast5Year":146,"totalPublication":147,"totalPublicationByYear":401,"totalCitation":162,"totalCitationByYear":402,"totalCitationPerPublication":181,"totalCitationPerPublicationByYear":403,"hindexLast5Year":200,"hindex":200},{"2012":134,"2013":135,"2014":136,"2015":137,"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144,"2023":141},{"1998":149,"1999":150,"2000":149,"2001":75,"2002":151,"2003":152,"2004":149,"2005":146,"2006":150,"2007":149,"2008":153,"2009":154,"2010":146,"2011":149,"2012":155,"2013":156,"2014":153,"2015":157,"2016":154,"2017":158,"2018":155,"2019":159,"2020":157,"2021":160,"2022":161,"2023":161,"2024":87},{"2004":164,"2005":165,"2006":166,"2007":167,"2008":168,"2009":169,"2010":170,"2011":171,"2012":172,"2013":173,"2015":174,"2016":175,"2017":176,"2018":177,"2019":178,"2020":179,"2021":151,"2022":180,"2023":156},{"2004":183,"2005":184,"2006":185,"2007":186,"2008":187,"2009":188,"2010":146,"2011":189,"2012":190,"2013":191,"2015":192,"2016":193,"2017":194,"2018":195,"2019":196,"2020":197,"2021":198,"2022":144,"2023":199},{"volume":405,"pages":407},{"VOID":406},"25",{"VOID":408},"435-470","2022-02-23",2022,{"id":412,"createTime":413,"updateTime":414,"relativeEntities":415,"slug":416,"properties":417,"entityType":218,"verifyStatus":316,"verifyTime":430,"verifyNote":318,"syncStatus":19,"languages":20,"translateLanguages":431,"viewCount":21,"primaryUrl":433,"fullTextUrl":20,"authors":434,"publicationType":263,"publisherRelationship":474,"citationCount":20,"citationInfo":20,"publishDate":508,"publishYear":509,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":300},"db296852-e8d8-478b-99f5-6a0c67fb7e0e","2023-12-10T09:31:38.748+00:00","2025-01-18T23:54:33.659+00:00",[],"Skills-for-Social-and-Academic-Success-A-School-Based-Intervention-for-Social-Anxiety-Disorder-in-Adolescents",{"references":418,"abstract":420,"title":423,"doi":426,"keywords":428},{"VOID":419},"Albano, A. 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Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1081–1090.",{"EN":421,"VI":422},"This paper describes Skills for Academic and Social Success (SASS), a cognitive–behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child’s anxiety. Initial findings regarding the program’s effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.","Bài báo này mô tả Kỹ năng cho Thành công Xã hội và Học thuật (SASS), một can thiệp dựa trên nhận thức - hành vi, áp dụng trong trường học cho thanh thiếu niên mắc rối loạn lo âu xã hội. Các nghiên cứu điều trị tại phòng khám cho thanh thiếu niên lo âu xã hội được xem xét, và một luận điểm mạnh mẽ về việc vận dụng các can thiệp dựa trên bằng chứng vào môi trường học đường, chẳng hạn như SASS, được đưa ra. Chương trình SASS bao gồm 12 buổi họp nhóm kéo dài 40 phút, tập trung vào kỹ năng xã hội và tiếp xúc trong thực tế. Ngoài các buổi họp nhóm, học sinh sẽ được gặp riêng ít nhất hai lần và tham gia 4 sự kiện xã hội vào cuối tuần cùng với những bạn đồng trang lứa có tính tích cực xã hội từ trường trung học của mình. Các cuộc họp với giáo viên cung cấp thông tin về lo âu xã hội và tạo điều kiện cho việc tiếp xúc trong lớp học đối với những học sinh mắc chứng lo âu xã hội. Cha mẹ tham gia 2 cuộc họp giáo dục tâm lý về lo âu xã hội, cách điều trị và cách quản lý lo âu của con cái họ. Những phát hiện ban đầu về hiệu quả của chương trình cũng được trình bày. Chúng tôi kết thúc bằng việc thảo luận về những thách thức trong việc triển khai các quy trình điều trị trong trường học và cung cấp các gợi ý để giải quyết những vấn đề này.",{"EN":424,"VI":425},"Skills for Social and Academic Success: A School-Based Intervention for Social Anxiety Disorder in Adolescents","Kỹ năng cho Thành công Xã hội và Học thuật: Can thiệp Tại trường cho Rối loạn Lo âu Xã hội ở Thanh thiếu niên",{"VOID":427},"10.1007\u002Fs10567-004-6088-7",{"VI":429},"Kỹ năng xã hội, rối loạn lo âu xã hội, can thiệp tại trường học, thanh thiếu niên, liệu pháp hành vi nhận thức","2025-01-12T10:54:32.565+00:00",[432],"VI","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10567-004-6088-7",[435,450,462],{"id":436,"sortIndex":21,"researcher":20,"roles":437,"affiliations":438,"properties":447},"298c17a0-ed69-46e6-91b1-ac58f86c2153",[226],[439],{"id":20,"sortIndex":21,"affiliation":440,"properties":20},{"id":441,"createTime":442,"updateTime":442,"relativeEntities":443,"slug":20,"properties":444,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"fe69caf7-ab12-43ba-bfb9-4b140f7d1f59","2023-12-10T09:31:38.779+00:00",[],{"title":445},{"VI":446},"New York University School of Medicine, NYU Child Study Center, New York",{"title":448},{"VI":449},"Paige H. 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citation_volume=3; citation_publication_date=2007; citation_pages=1-26; citation_id=CR113\ncitation_journal_title=Psychological Medicine; citation_title=Internet-based cognitive behaviour therapy for symptoms of depression and anxiety: A meta-analysis; citation_author=V Spek, P Cuikpers, I Nykli, H Riper, J Keyzer, V Pop; citation_volume=37; citation_publication_date=2007; citation_pages=319-328; citation_doi=10.1017\u002FS0033291706008944; citation_id=CR114\ncitation_journal_title=Behavioural and Cognitive Psychotherapy; citation_title=Online CBT in the treatment of child and adolescent anxiety disorders: Issues in the development of BRAVE-ONLINE and two case illustrations; citation_author=SH Spence, CL Donovan, S March, A Gamble, R Anderson, S Prosser, A Kercher, J Kenardy; citation_volume=36; citation_issue=4; citation_publication_date=2008; citation_pages=411-430; citation_doi=10.1017\u002FS135246580800444X; citation_id=CR115\ncitation_journal_title=Journal of Consulting and Clinical Psychology; citation_title=The feasibility and outcome of clinic plus internet delivery of cognitive-behaviour therapy; citation_author=SH Spence, JM Holmes, S March, TV Lipp; citation_volume=74; citation_issue=3; citation_publication_date=2006; citation_pages=614-621; citation_doi=10.1037\u002F0022-006X.74.3.614; citation_id=CR116\ncitation_journal_title=Journal of Child Psychology and Psychiatry; citation_title=Research review: Can we justify the widespread dissemination of universal, school based interventions for the prevention of depression among children and adolescents?; citation_author=SH Spence, AL Shortt; citation_volume=48; citation_issue=6; citation_publication_date=2007; citation_pages=526-542; citation_doi=10.1111\u002Fj.1469-7610.2007.01738.x; citation_id=CR117\ncitation_title=Cognitive behaviour therapy with prepubertal children; citation_inbook_title=Cognitive behaviour therapy for children and families; citation_publication_date=2004; citation_pages=121-135; citation_id=CR118; citation_author=P Stallard; citation_publisher=Cambridge University Press\nStallard, P., Richardson, T., & Velleman, S. 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(2010). A review and meta-analysis of computerised cognitive behaviour therapy (cCBT) for the treatment of pain in children. Child: Care, Health and Development, Early View, April 2010.\ncitation_journal_title=Death Studies; citation_title=Internet-based cognitive-behavioural therapy for complicated grief: A randomised controlled trial; citation_author=B Wagner, C Knaevelsrud, A Maercker; citation_volume=30; citation_publication_date=2006; citation_pages=429-453; citation_doi=10.1080\u002F07481180600614385; citation_id=CR132\ncitation_journal_title=Cognitive Behaviour Therapy; citation_title=Post-traumatic growth and optimism as outcomes of an internet-based intervention for complicated grief; citation_author=B Wagner, C Knaevelsrud, A Maercker; citation_volume=36; citation_issue=3; citation_publication_date=2007; citation_pages=156-161; citation_doi=10.1080\u002F16506070701339713; citation_id=CR133\ncitation_journal_title=Psychological Medicine; citation_title=Barriers to the uptake of computerized cognitive behavioural therapy: A systematic review of the quantitative and qualitative evidence; citation_author=R Waller, S Gilbody; citation_volume=39; citation_publication_date=2009; citation_pages=705-712; citation_doi=10.1017\u002FS0033291708004224; citation_id=CR134\ncitation_journal_title=Journal of Behaviour Therapy and Experimental Psychiatry; citation_title=Online cognitive behavioral therapy and problem-solving therapy for depressive symptoms: Exploring mechanisms of change; citation_author=L Warmerdam, A Straten, J Jongsma, J Twisk, P Cuijpers; citation_volume=41; citation_publication_date=2010; citation_pages=64-70; citation_doi=10.1016\u002Fj.jbtep.2009.10.003; citation_id=CR135\ncitation_journal_title=Psychological Bulletin; citation_title=Effects of psychotherapy for depression in children and adolescents: A meta-analysis; citation_author=JR Weisz, J Baker, CA McCarty, SM Valeri; citation_volume=132; citation_issue=1; citation_publication_date=2006; citation_pages=132-149; citation_doi=10.1037\u002F0033-2909.132.1.132; citation_id=CR136\ncitation_journal_title=Behavioural and Cognitive Psychotherapy; citation_title=The impact of a novel computerized CBT CD Rom (Overcoming Depression) offered to patients referred to clinical psychology; citation_author=G Whitfield, R Hinshelwood, A Pashely, L Campsie, W Williams; citation_volume=34; citation_publication_date=2006; citation_pages=1-11; citation_doi=10.1017\u002FS135246580500250X; citation_id=CR137\ncitation_title=Overcoming depression: A five-areas approach self-help package; citation_publication_date=2002; citation_id=CR139; citation_author=CJ Williams; citation_author=L Taylor; citation_author=SD Aubin; citation_author=PJR Harkin; citation_author=D Cottrell; citation_publisher=Calipso\u002FUniversity of Leeds\ncitation_journal_title=Journal of Child Psychology and Psychiatry; citation_title=Controlled trial of a brief cognitive-behavioural intervention in adolescent patients with depressive disorders; citation_author=A Wood, RC Harrington, A Moore; citation_volume=327; citation_publication_date=1996; citation_pages=737-746; citation_doi=10.1111\u002Fj.1469-7610.1996.tb01466.x; citation_id=CR140\ncitation_journal_title=American Journal of Psychiatry; citation_title=Computer-assisted cognitive therapy for depression: Maintaining efficacy while reducing therapist time; citation_author=JH Wright, AS Wright, AM Albano, MR Basco, LJ Goldsmith, T Raffield, MW Otto; citation_volume=162; citation_publication_date=2005; citation_pages=1158-1164; citation_doi=10.1176\u002Fappi.ajp.162.6.1158; citation_id=CR141",{"EN":520,"VI":521},"Research has shown that computerised cognitive behaviour therapy (cCBT) can be effective in the treatment of depression and anxiety in adults, although the outcomes with children and adolescents are unclear. The aim of the study is to systematically review the literature on the effectiveness of cCBT for the prevention and treatment of depression and anxiety in children and adolescents. EMBASE, PsychInfo and Pubmed were searched using specific terms and inclusion criteria for cCBT studies involving young people under the age of 18. A hand search was also conducted, and the authors were contacted to identify additional papers. Ten studies met the inclusion criteria. These included case series and randomised controlled trials concerned with both treatment and prevention. Six different software packages were described that varied in length and the nature and extent of professional contact and supervision. All studies reported reductions in clinical symptoms and also improvements in variables such as behaviour, self-esteem and cognitions. Satisfaction with treatment was moderate to high from both children and parents, though levels of drop out and non-completion were often high. Additional randomised controlled trials are required, as the literature is currently limited. However, preliminary evidence suggests that cCBT is an acceptable and effective intervention for this age group.","Nghiên cứu đã chỉ ra rằng liệu pháp hành vi nhận thức trên máy tính (cCBT) có thể hiệu quả trong việc điều trị trầm cảm và lo âu ở người trưởng thành, mặc dù kết quả đối với trẻ em và thanh thiếu niên vẫn chưa rõ ràng. Mục tiêu của nghiên cứu này là đánh giá một cách hệ thống các tài liệu về hiệu quả của cCBT trong việc phòng ngừa và điều trị trầm cảm và lo âu ở trẻ em và thanh thiếu niên. Các cơ sở dữ liệu EMBASE, PsychInfo và Pubmed đã được tìm kiếm bằng các thuật ngữ cụ thể và tiêu chí bao gồm cho các nghiên cứu cCBT liên quan đến người trẻ dưới 18 tuổi. Một cuộc tìm kiếm thủ công cũng đã được thực hiện, và các tác giả đã được liên hệ để xác định thêm các bài báo khác. Mười nghiên cứu đã đáp ứng tiêu chí bao gồm. Các nghiên cứu này bao gồm các loạt trường hợp và các thử nghiệm ngẫu nhiên có đối chứng liên quan đến cả điều trị và phòng ngừa. Sáu gói phần mềm khác nhau đã được mô tả với độ dài khác nhau và tính chất cũng như mức độ liên lạc và giám sát chuyên nghiệp khác nhau. Tất cả các nghiên cứu đều báo cáo giảm triệu chứng lâm sàng và cũng cải thiện các biến như hành vi, lòng tự trọng và nhận thức. Sự hài lòng với việc điều trị từ cả trẻ em và phụ huynh ở mức vừa phải đến cao, mặc dù tỷ lệ bỏ cuộc và không hoàn thành thường cao. Các thử nghiệm ngẫu nhiên có đối chứng bổ sung là cần thiết, vì tài liệu hiện tại bị hạn chế. Tuy nhiên, bằng chứng sơ bộ cho thấy cCBT là một can thiệp được chấp nhận và hiệu quả cho nhóm tuổi này.",{"EN":523,"VI":524},"Computerised Cognitive Behavioural Therapy for the Prevention and Treatment of Depression and Anxiety in Children and Adolescents: A Systematic Review","Liệu pháp Hành vi Nhận thức Trên Máy Tính trong Việc Phòng ngừa và Điều trị Trầm cảm và Lo âu ở Trẻ em và Thanh thiếu niên: Một Đánh giá Hệ thống",{"VOID":526},"10.1007\u002Fs10567-010-0069-9",{"VI":528},"cCBT, trầm cảm, lo âu, trẻ em, thanh thiếu niên, đánh giá hệ 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Parental intrusiveness and children’s separation anxiety in a clinical sample. Child Psychiatry and Human Development, 37, 73–87.\nWood, J. J., Drahota, A., Sze, K., Van Dyke, M., Decker, K., Fujii, C., et al. (2009). Brief report: Effects of cognitive behavioral therapy on parent-reported autism symptoms in school-age children with high-functioning autism. Journal of Autism and Developmental Disorders, 39, 1608–1612.\nWood, J. J., McLeod, B. D., Sigman, M., Hwang, W., & Chu, B. C. (2003). Parenting and childhood anxiety: Theory, empirical findings, and future directions. Journal of Child Psychology and Psychiatry, 44, 134–151.",{"EN":633,"VI":634},"It is now widely accepted that anxiety disorders run in families, and current etiological models have proposed both genetic and environmental pathways to anxiety development. In this paper, the familial role in the development, treatment, and prevention of anxiety disorders in children is reviewed. We focus on three anxiety disorders in youth, namely, generalized, separation, and social anxiety as they often co-occur both at the symptom and disorder level and respond to similar treatments. We begin by presenting an overview of a broad range of family factors associated with anxiety disorders. Findings from these studies have informed intervention and prevention strategies that are discussed next. Throughout the paper we shed light on the challenges that plague this research and look toward the future by proposing directions for much needed study and discussing factors that may improve clinical practice and outcomes for affected youth and their families.","Hiện nay, điều này đã được chấp nhận rộng rãi rằng các rối loạn lo âu có xu hướng di truyền trong gia đình, và các mô hình etiological hiện tại đã đề xuất cả con đường di truyền và môi trường dẫn đến sự phát triển của lo âu. Trong bài báo này, vai trò gia đình trong sự phát triển, điều trị và phòng ngừa các rối loạn lo âu ở trẻ em được xem xét. Chúng tôi tập trung vào ba rối loạn lo âu ở thanh thiếu niên, đó là lo âu tổng quát, lo âu tâm lý khi chia ly và lo âu xã hội, vì chúng thường xảy ra đồng thời cả về mặt triệu chứng và mức độ rối loạn và phản ứng với các phương pháp điều trị tương tự. Chúng tôi bắt đầu bằng cách trình bày tổng quan về một loạt các yếu tố gia đình liên quan đến các rối loạn lo âu. Những phát hiện từ các nghiên cứu này đã cung cấp thông tin cho các chiến lược can thiệp và phòng ngừa sẽ được thảo luận tiếp theo. Trong suốt bài báo, chúng tôi làm sáng tỏ những thách thức mà nghiên cứu này gặp phải và nhìn về tương lai bằng cách đề xuất hướng đi cho nghiên cứu cần thiết và thảo luận về các yếu tố có thể cải thiện thực hành lâm sàng và kết quả cho thanh thiếu niên bị ảnh hưởng và gia đình của họ.",{"EN":636,"VI":637},"Family Factors in the Development, Treatment, and Prevention of Childhood Anxiety Disorders","Các Yếu Tố Gia Đình Trong Sự Phát Triển, Điều Trị và Phòng Ngừa Rối Loạn Lo Âu Ở Trẻ Em",{"VOID":639},"10.1007\u002Fs10567-011-0109-0",{"VI":641},"rối loạn lo âu, yếu tố gia đình, phát triển, điều trị, phòng ngừa, trẻ em","2025-01-13T13:08:30.329+00:00",[432],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-011-0109-0",[646,661],{"id":647,"sortIndex":21,"researcher":20,"roles":648,"affiliations":649,"properties":658},"f16cb922-8510-49f2-90ab-979e9645fc8c",[226],[650],{"id":20,"sortIndex":21,"affiliation":651,"properties":20},{"id":652,"createTime":653,"updateTime":653,"relativeEntities":654,"slug":20,"properties":655,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"2b47f8cb-89e0-4dba-8241-0274218f4e17","2023-12-25T20:46:06.359+00:00",[],{"title":656},{"VI":657},"Division of Child and Adolescent Psychiatry, Department of Psychiatry and Behavioral Sciences, The Johns Hopkins University School of Medicine, Baltimore, USA",{"title":659},{"VI":660},"Kelly L. Drake",{"id":662,"sortIndex":219,"researcher":20,"roles":663,"affiliations":664,"properties":670},"1b016658-7765-46c1-99fd-11275f7325c8",[226],[665],{"id":20,"sortIndex":21,"affiliation":666,"properties":20},{"id":652,"createTime":653,"updateTime":653,"relativeEntities":667,"slug":20,"properties":668,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":669},{"VI":657},{"title":671},{"VI":672},"Golda S. 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Executive function in previously institutionalized children. Child Development Perspectives, 10, 105–110. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdep.12170.\nMerz, E. C., & McCall, R. B. (2010). Behavior problems in children adopted from socially-emotionally depriving institutions. Journal of Abnormal Child Psychology, 38(4), 459–470. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10802-009-9383-4.\nMerz, E. C., & McCall, R. B. (2011). Parent ratings of executive functioning behavior in children adopted from psychosocially depriving institutions. Journal of Child Psychology and Psychiatry, 52(5), 537–546. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1469-7610.2010.02335.x.\nMerz, E. C., McCall, R. B., & Groza, V. (2013). Parent-reported executive functioning in post-institutionalized children: A follow-up study. Journal of Clinical Child and Adolescent Psychology, 42(5), 726–733. https:\u002F\u002Fdoi.org\u002F10.1080\u002F15374416.2013.764826.\nMerz, E. C., McCall, R. 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The Lancet, 348, 353–358. https:\u002F\u002Fwww.thelancet.com\u002Fjournals\u002Flancet\u002Fissue\u002Fcurrent.\nSmyke, A. T., Koga, S. F., Johnson, D. E., Fox, N. A., Marshall, P. J., Nelson, C. A., et al. (2007). The caregiving context in institution-reared and family-reared infants and toddlers in Romania. Journal of Child Psychology and Psychiatry, 48, 210–218. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1469-7610.2006.01694.x.\nSolodunova, M., Palmov, O., & Muhamedrahimov, R. J. (2017). Family environment in institutions for young children in Russia: Mental health and development vs. medical care. In A. V. Rus, S. R. Parris & E. Stativa (Eds.), Child maltreatment in residential care: History, research, and current practice (pp. 199–218). Cham: Springer.\nSonuga-Barke, E. J., Schlotz, W., & Kreppner, J. (2010). Differentiating developmental trajectories for conduct, emotion, and peer problems following early deprivation. 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A., McCall, R. B., Groark, C. J., Kim, K. H., Muhamedrahimov, R. J., Palmov, O. I., & Nikiforova, N. V. (2017). Caregiver-child interaction, caregiver transitions, and group size as mediators between intervention condition and attachment and physical growth outcomes in institutionalized children. Infant Mental Health Journal, 38, 645–657. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fimhj.21666.\nWechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio: The Psychological Corporation.\nWindsor, J., Benigno, J. P., Wing, C. A., Carroll, P. J., Koga, S. F., Nelson, C. A. III, et al. (2011). Effect of foster care on young children’s language learning. Child Development, 82, 1040–1046. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.2011.01604.x.",{"EN":719,"VI":720},"We review a series of interrelated studies on the development of children residing in institutions (i.e., orphanages) in the Russian Federation or placed with families in the USA and the Russian Federation. These studies rely on a single population, and many potential parameters that typically vary in the literature are similar across studies. The conceptual focus is on the role of early caregiver–child interactions and environmental factors that influence those interactions in children’s development. Generally, children residing in institutions that provided minimal caregiver–child interactions displayed delayed physical, cognitive, and social-emotional development. Children and adolescents adopted from such institutions at 18 months of age or older had higher rates of behavioral and executive function problems, even many years after adoption. An intervention that improved the institutional environment by increasing the quality of caregiver–child interactions—without changes in nutrition, medical care, sanitation, and safety—led to substantial increases in the physical, cognitive, and social-emotional development of resident children with and without disabilities. Follow-up studies of children in this intervention who were subsequently placed with USA and Russian families revealed some longer-term benefits of the intervention. Implications are discussed for theoretical understanding of the role of early caregiver–child interactions in development as well as for practice and policy.","Chúng tôi xem xét một loạt các nghiên cứu liên quan đến sự phát triển của trẻ em sống trong các cơ sở trợ giúp (chẳng hạn như cô nhi viện) tại Liên bang Nga hoặc được đặt vào gia đình tại Hoa Kỳ và Liên bang Nga. Các nghiên cứu này dựa trên một quần thể duy nhất, và nhiều tham số tiềm năng thường biến đổi trong tài liệu đều tương tự giữa các nghiên cứu. Trọng tâm khái niệm là vai trò của sự tương tác giữa người chăm sóc và trẻ em ở giai đoạn đầu đời và các yếu tố môi trường ảnh hưởng đến những tương tác đó trong sự phát triển của trẻ em. Nói chung, trẻ em sống trong các cơ sở trợ giúp với sự tương tác giữa người chăm sóc và trẻ em tối thiểu thể hiện sự phát triển thể chất, nhận thức và xã hội-tình cảm bị chậm lại. Trẻ em và thanh thiếu niên được nhận nuôi từ những cơ sở như vậy ở độ tuổi 18 tháng trở lên có tỷ lệ vấn đề về hành vi và chức năng điều hành cao hơn, ngay cả nhiều năm sau khi được nhận nuôi. Một can thiệp nhằm cải thiện môi trường cơ sở trợ giúp bằng cách nâng cao chất lượng tương tác giữa người chăm sóc và trẻ em—mà không thay đổi về dinh dưỡng, chăm sóc y tế, vệ sinh và an toàn—đã dẫn đến sự gia tăng đáng kể trong sự phát triển thể chất, nhận thức, và xã hội-tình cảm của trẻ em cư trú, cả có và không có khuyết tật. Các nghiên cứu theo dõi những trẻ em trong can thiệp này sau đó được đặt vào gia đình tại Hoa Kỳ và Nga đã tiết lộ một số lợi ích lâu dài của can thiệp. Các hệ quả được thảo luận cho sự hiểu biết lý thuyết về vai trò của sự tương tác giữa người chăm sóc và trẻ em ở giai đoạn đầu trong sự phát triển, cũng như cho thực tiễn và chính sách.",{"EN":722,"VI":723},"Early Caregiver–Child Interaction and Children’s Development: Lessons from the St. Petersburg-USA Orphanage Intervention Research Project","Tương tác giữa người chăm sóc và trẻ em trong giai đoạn đầu đời và sự phát triển của trẻ em: Bài học từ Dự án Nghiên cứu Can thiệp Cô nhi viện St. Petersburg - Hoa Kỳ",{"VOID":725},"10.1007\u002Fs10567-018-0270-9",{"VI":727},"tương tác giữa người chăm sóc và trẻ em, sự phát triển của trẻ em, can thiệp cô nhi viện, môi trường phát triển, vấn đề hành vi, sự phát triển xã hội-tình cảm","2025-01-13T15:20:54.710+00:00",[432],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-018-0270-9",[732,748,781,796,812,839,864,877,907],{"id":733,"sortIndex":734,"researcher":20,"roles":735,"affiliations":736,"properties":745},"53516197-1a8f-4dc4-bbb7-e7793632f2ef",6,[226],[737],{"id":20,"sortIndex":21,"affiliation":738,"properties":20},{"id":739,"createTime":740,"updateTime":740,"relativeEntities":741,"slug":20,"properties":742,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"939b8335-363c-4082-9ca8-b5bf5efc4449","2023-12-07T08:15:04.329+00:00",[],{"title":743},{"VI":744},"St. Petersburg State University, St. Petersburg, Russian Federation",{"title":746},{"VI":747},"Rifkat J. Muhamedrahimov",{"id":749,"sortIndex":87,"researcher":20,"roles":750,"affiliations":751,"properties":778},"6d332ddc-6bd5-40fa-b36e-eb9632190d0c",[226],[752,766],{"id":753,"sortIndex":21,"affiliation":754,"properties":763},"959d03d8-65e3-4a37-96b2-04ac3ea0c864",{"id":755,"createTime":756,"updateTime":757,"relativeEntities":758,"slug":759,"properties":760,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"11f150e1-39bb-4523-8e2a-abdd674e2a66","2024-08-30T20:47:22.835+00:00","2025-01-28T13:19:14.147+00:00",[],"University-of-Pittsburgh-Pittsburgh-United-States",{"title":761},{"EN":762},"University of Pittsburgh, Pittsburgh, United States",{"title":764},{"VI":765},"University of Pittsburgh, Pittsburgh, USA",{"id":767,"sortIndex":219,"affiliation":768,"properties":777},"d4db133a-74f2-4cf3-a27f-c32eaa585be5",{"id":769,"createTime":770,"updateTime":771,"relativeEntities":772,"slug":773,"properties":774,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"b3227f46-7ce9-49fe-b3ec-e3ab87969ce2","2024-04-21T18:37:45.501+00:00","2024-12-21T09:03:50.938+00:00",[],"Teachers-College-Columbia-University-New-York-USA",{"title":775},{"EN":776},"Teachers College, Columbia University, New York, USA",{},{"title":779},{"VI":780},"Emily C. Merz",{"id":782,"sortIndex":150,"researcher":20,"roles":783,"affiliations":784,"properties":793},"666fe18c-f3e7-44f8-824e-3f063f7e9522",[226],[785],{"id":20,"sortIndex":21,"affiliation":786,"properties":20},{"id":787,"createTime":788,"updateTime":788,"relativeEntities":789,"slug":20,"properties":790,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"c1c9818d-a4d6-4fdd-8193-bfd5d8280434","2023-12-31T08:02:29.736+00:00",[],{"title":791},{"VI":792},"Baby Home 13, St. Petersburg, Russian Federation",{"title":794},{"VI":795},"Natasha V. 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Infant-parent psychotherapy and infant mental health services: A strategy for early intervention and prevention. Retrieved April 1, 2019, from http:\u002F\u002Fwww.understandingchildhood.net\u002Fposts\u002Finfant-parent-psychotherapy-and-infant-mental-health-services-a-strategy-for-early-intervention-and-prevention\u002F\nBarkley, R. A. (1997). Defiant children: A clinician’s manual for assessment and parent training (Vol. 3). New York: The Guildford Press.\nBarlow, Jane, & Coren, E. (2018). The effectiveness of parenting programs: A review of campbell reviews. Research on Social Work Practice,28(1), 99–102. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1049731517725184.\nBarlow, Jane, Coren, E., & Stewart-Brown, S. (2003). Parent-training programmes for improving parental psychosocial health. Cochrane Database of Systematic Reviews. https:\u002F\u002Fdoi.org\u002F10.1002\u002F14651858.CD002020.pub2.\nBarlow, J., Parsons, J., & Stewart-Brown, S. (2005). Preventing emotional and behavioural problems: The effectiveness of parenting programmes with children less than 3 years of age. Child: Care, Health and Development,31(1), 33–42. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2214.2005.00447.x.\nBermudez, J. M., Zak-Hunter, L. M., & Silva, L. (2011). Experiences of parenting classes for Mexican American mothers parenting alone: Offering culturally responsive approaches. The American Journal of Family Therapy,39(4), 360–374.\nBarlow, J., Smailagic, N., Huband, N., Roloff, V., & Bennett, C. (2014). Group-based parent training programmes for improving parental psychosocial health. Cochrane Database of Systematic Reviews. https:\u002F\u002Fdoi.org\u002F10.1002\u002F14651858.CD002020.pub4.\nBarlow, Jane, & Stewart-Brown, S. (2001). Understanding parenting programmes: Parents’ views. Primary Health Care Research and Development,2(2), 117–130. https:\u002F\u002Fdoi.org\u002F10.1191\u002F146342301678787067.\nBarnett-Page, E., & Thomas, J. (2009). Methods for the synthesis of qualitative research: A critical review. BMC Medical Research Methodology,9(1), 59. https:\u002F\u002Fdoi.org\u002F10.1186\u002F1471-2288-9-59.\nBarrett, H. (2010). The delivery of parent skills training programmes Meta-analytic studies and systematic reviews of what works best. Retrieved April 1, 2019, from www.familyandparenting.org\nBauer, U. E., Briss, P. A., Goodman, R. A., & Bowman, B. A. (2014). Prevention of chronic disease in the 21st century: Elimination of the leading preventable causes of premature death and disability in the USA. Lancet,384(9937), 45–52. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0140-6736(14)60648-6.\nBorden, L. A., Schultz, T. R., Herman, K. C., & Brooks, C. M. (2010). The incredible years parent training program: Promoting resilience through evidence-based prevention groups. Group Dynamics: Theory, Research, and Practice,14(3), 230–241. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0020322.\nBourke-Taylor, H. M., & Jane, F. M. (2018). Mothers’ experiences of a women’s health and empowerment program for mothers of a child with a disability. Journal of Autism and Developmental Disorders,48(6), 2174–2186. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-018-3486-0.\nBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology,3(2), 77–101. https:\u002F\u002Fdoi.org\u002F10.1191\u002F1478088706qp063oa.\nBraver, S. L., Sandler, I. N., Cohen Hita, L., & Wheeler, L. A. (2016). A randomized comparative effectiveness trial of two court-connected programs for high-conflict families. Family Court Review,54(3), 349–363. https:\u002F\u002Fdoi.org\u002F10.1111\u002Ffcre.12225.\nBritto, P. R., Ponguta, A. L., Reyes, C., & Karnat, R. (2015). A systematic review of parenting programmes for young children. 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K., de Haan, A., Vang, M. L., Haag, K., et al. (2017). The transition to parenthood following a history of childhood maltreatment: A review of the literature on prospective and new parents’ experiences. European Journal of Psychotraumatology,8(7), 1492834. https:\u002F\u002Fdoi.org\u002F10.1080\u002F20008198.2018.1492834.\nCoates, D., Phelan, R., Heap, J., & Howe, D. (2017). “Being in a group with others who have mental illness makes all the difference”: The views and experiences of parents who attended a mental health parenting program. Children and Youth Services Review,78, 104–111. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.childyouth.2017.05.015.\nColaizzi, P. F. (1978). Psychological research as the phenomenologist views it. In R. S. Valle & M. King (Eds.), Existential-phenomenological alternatives for psychology (pp. 48–71). New York: Oxford University Press.\nCooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: The SPIDER tool for qualitative evidence synthesis. 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Early Child Development and Care,167, 77–87. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0300443011670107.",{"EN":968,"VI":969},"Supporting parents to meet the challenges of their caregiving role is identified as a public health concern and a priority in policies internationally. Quantitative research has established the efficacy of parenting programmes but less is understood about the key aspects that make interventions meaningful and helpful to families. We aimed to explore parents’ experiences and perceptions of parenting programmes in order to highlight the parent voice and identify key factors that parents perceive to be meaningful and improve our understanding of the acceptability and perceived benefits of parenting programmes. Six key electronic databases were searched systematically for qualitative research and eligibility for inclusion was established. A thematic synthesis was undertaken. Twenty-six studies were included, spanning 17 years of parenting research and involving 822 parents. Three main themes and nine subthemes were identified: (1) a family’s journey (prior to the parenting programme, outcomes (including changes in the parent, child and wider family) and post-intervention), (2) aspects perceived to be important or valuable (group leader or facilitator, programme content and delivery and value of the group) and (3) challenges or difficulties (barriers to engagement or attendance, programme content and suggestions for improvement). Reported outcomes of parenting programmes included changes in the parent alongside changes in the child and family more widely. Key recommendations to improve provision of accessible, clinically and cost-effective interventions for parents include ensuring high-quality training and supervision of facilitators, balancing flexibility and fidelity to ensure tailored content to meet individual needs, a sensitivity to parental adversity, the need for wider familial support and the availability of ongoing support following the end of a parenting programme.","Việc hỗ trợ phụ huynh đối mặt với những thách thức trong vai trò chăm sóc của họ đã được xác định là một mối quan tâm sức khỏe cộng đồng và là ưu tiên trong các chính sách quốc tế. Nghiên cứu định lượng đã thiết lập hiệu quả của các chương trình nuôi dạy trẻ, nhưng ít được hiểu về các khía cạnh chính làm cho các can thiệp này có ý nghĩa và hữu ích đối với các gia đình. Chúng tôi nhắm đến việc khám phá kinh nghiệm và nhận thức của phụ huynh về các chương trình nuôi dạy trẻ nhằm làm nổi bật tiếng nói của phụ huynh và xác định các yếu tố chính mà phụ huynh cho là có ý nghĩa và cải thiện hiểu biết của chúng tôi về tính khả thi và lợi ích được cảm nhận của các chương trình nuôi dạy trẻ. Sáu cơ sở dữ liệu điện tử chính đã được tìm kiếm có hệ thống cho nghiên cứu định tính và tiêu chí đủ điều kiện để đưa vào đã được thiết lập. Một tổng hợp chủ đề đã được thực hiện. Hai mươi sáu nghiên cứu đã được bao gồm, trải dài 17 năm nghiên cứu về nuôi dạy trẻ và liên quan đến 822 phụ huynh. Ba chủ đề chính và chín tiểu chủ đề đã được xác định: (1) hành trình của gia đình (trước chương trình nuôi dạy trẻ, kết quả (bao gồm thay đổi ở phụ huynh, trẻ em và gia đình lớn hơn) và sau can thiệp), (2) các khía cạnh được cho là quan trọng hoặc có giá trị (người điều hành hoặc người hướng dẫn nhóm, nội dung chương trình và cách thức thực hiện, và giá trị của nhóm) và (3) những thách thức hoặc khó khăn (rào cản sự tham gia hoặc hiện diện, nội dung chương trình và các đề xuất cải thiện). Các kết quả được báo cáo của các chương trình nuôi dạy trẻ bao gồm các thay đổi ở phụ huynh cùng với các thay đổi ở trẻ em và gia đình một cách rộng rãi hơn. Các khuyến nghị chính để cải thiện việc cung cấp các can thiệp có thể tiếp cận, lâm sàng và hiệu quả về chi phí cho phụ huynh bao gồm đảm bảo đào tạo và giám sát có chất lượng cao cho người hướng dẫn, cân bằng tính linh hoạt và sự trung thành để đảm bảo nội dung được điều chỉnh phù hợp với nhu cầu cá nhân, nhạy cảm với các khó khăn của phụ huynh, nhu cầu hỗ trợ gia đình rộng hơn và sự sẵn có của hỗ trợ liên tục sau khi kết thúc một chương trình nuôi dạy trẻ.",{"EN":971,"VI":972},"Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature","Nhận Thức và Trải Nghiệm của Phụ Huynh Về Các Chương Trình Nuôi Dạy Trẻ: Một Đánh Giá Hệ Thống và Tổng Hợp Từ Các Tài Liệu Định Tính",{"VOID":974},"10.1007\u002Fs10567-019-00307-y",{"VI":976},"","2025-01-13T16:54:27.370+00:00",[432],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-019-00307-y",[981,1006,1018,1037],{"id":982,"sortIndex":21,"researcher":20,"roles":983,"affiliations":984,"properties":1003},"34d42dbd-9011-4ab5-aa80-f0e880ad24d3",[226],[985,993],{"id":20,"sortIndex":21,"affiliation":986,"properties":20},{"id":987,"createTime":988,"updateTime":988,"relativeEntities":989,"slug":20,"properties":990,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"7e67c3ee-e157-43b1-ae52-c68e8af5afad","2024-01-24T14:34:08.845+00:00",[],{"title":991},{"VI":992},"Division of Psychology and Mental Health, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester Academic Health Science Centre, Manchester, England, UK",{"id":994,"sortIndex":219,"affiliation":995,"properties":1002},"9d47a7f4-f372-4ec3-889c-dc623833f037",{"id":996,"createTime":997,"updateTime":997,"relativeEntities":998,"slug":20,"properties":999,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"af2e73d9-afc4-45e8-8754-efa859ff0bf1","2024-01-17T05:26:21.511+00:00",[],{"title":1000},{"VI":1001},"Greater Manchester Mental Health NHS Foundation Trust, Manchester, UK",{},{"title":1004},{"VI":1005},"J. Butler",{"id":1007,"sortIndex":224,"researcher":20,"roles":1008,"affiliations":1009,"properties":1015},"5e2daa22-89db-4d23-a1d6-b439d0bab19e",[226],[1010],{"id":20,"sortIndex":21,"affiliation":1011,"properties":20},{"id":987,"createTime":988,"updateTime":988,"relativeEntities":1012,"slug":20,"properties":1013,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1014},{"VI":992},{"title":1016},{"VI":1017},"R. Calam",{"id":1019,"sortIndex":879,"researcher":20,"roles":1020,"affiliations":1021,"properties":1034},"4a469513-080d-471a-8b91-cbaa0ba60d35",[226],[1022,1027],{"id":20,"sortIndex":21,"affiliation":1023,"properties":20},{"id":987,"createTime":988,"updateTime":988,"relativeEntities":1024,"slug":20,"properties":1025,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1026},{"VI":992},{"id":1028,"sortIndex":219,"affiliation":1029,"properties":1033},"1e351b69-3ddf-4de2-9dcb-c9c0c6193d76",{"id":996,"createTime":997,"updateTime":997,"relativeEntities":1030,"slug":20,"properties":1031,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1032},{"VI":1001},{},{"title":1035},{"VI":1036},"A. 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Child DevelopMent, 91(3), 964–982. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.13267",{"EN":1095},"The importance of infant social-emotional development for outcomes across the lifecourse has been amply demonstrated. Despite this, most screening measures of social-emotional development are designed for children 18 months of age and over, with a clear gap in earlier infancy. No systematic review has yet harvested the evidence for candidate indicators in the perinatal window. This paper examines modifiable risk and protective factors for two seminal early markers of social-emotional development: attachment security and behavioral regulation mid-infancy. We searched meta-analytic and longitudinal studies of developmental relationships between modifiable exposures in the perinatal window (pregnancy to 10 months postpartum) and attachment and behavioral regulation status measured between 12 and 18 months. Six electronic databases were used: ERIC, PsycINFO, Medline Complete, Informit, Embase, and Scopus. Twelve meta-analytic reviews and 38 original studies found replicated evidence for 12 indicators across infant, caregiving, and contextual domains predictive of infant behavioral regulation and attachment status between 12 and 18 months. Key among these were caregiving responsiveness, maternal mental health, couple relationship, and SES as a contextual factor. Perinatal factors most proximal to the infant had the strongest associations with social-emotional status. Beyond very low birthweight and medical risk, evidence for infant-specific factors was weaker. Risk and protective relationships were related but not always inverse. Findings from this review have the potential to inform the development of reliable tools for early screening of infant social-emotional development for application in primary care and population health contexts.",{"EN":1097},"Exploring Perinatal Indicators of Infant Social-Emotional Development: A Review of the Replicated Evidence",{"VOID":1099},"10.1007\u002Fs10567-021-00356-2","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-021-00356-2",[1102,1141,1156,1168,1180,1195,1207,1219,1250,1276,1288],{"id":1103,"sortIndex":75,"researcher":20,"roles":1104,"affiliations":1105,"properties":1138},"20300588-8233-441a-a86b-1c08ccc14b40",[226],[1106,1114,1126],{"id":20,"sortIndex":21,"affiliation":1107,"properties":20},{"id":1108,"createTime":1109,"updateTime":1109,"relativeEntities":1110,"slug":20,"properties":1111,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"9acac5a3-4039-471d-90ca-f5c291b54715","2024-01-11T09:07:18.366+00:00",[],{"title":1112},{"VI":1113},"Deakin University, Centre for Social and Early Emotional Development, Geelong, Australia",{"id":1115,"sortIndex":219,"affiliation":1116,"properties":1125},"9d2e5d9d-d01b-40e9-bb1a-60a6738731e8",{"id":1117,"createTime":1118,"updateTime":1119,"relativeEntities":1120,"slug":1121,"properties":1122,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"99f54bbd-92f8-48d5-8bdb-2ece6393335e","2023-11-17T01:17:52.351+00:00","2023-12-21T23:19:22.521+00:00",[],"Murdoch-Children-s-Research-Institute-Royal-Children-s-Hospital-Melbourne-Australia",{"title":1123},{"VI":1124},"Murdoch Children’s Research Institute, Royal Children’s Hospital, Melbourne, Australia",{},{"id":1127,"sortIndex":224,"affiliation":1128,"properties":1137},"d54bc9d4-159a-42c7-92ee-4e682a310778",{"id":1129,"createTime":1130,"updateTime":1131,"relativeEntities":1132,"slug":1133,"properties":1134,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"07039802-9f30-46e4-98c5-7f574f83e419","2024-01-11T09:07:18.598+00:00","2025-06-11T20:04:00.322+00:00",[],"University-New-South-Wales-National-Drug-and-Alcohol-Research-Centre-Sydney-Australia",{"title":1135},{"VI":1136},"University New South Wales, National Drug and Alcohol Research Centre, Sydney, Australia",{},{"title":1139},{"VI":1140},"Delyse Hutchinson",{"id":1142,"sortIndex":87,"researcher":20,"roles":1143,"affiliations":1144,"properties":1153},"05bb2dd1-d545-4e16-b840-d122637d9d47",[226],[1145],{"id":20,"sortIndex":21,"affiliation":1146,"properties":20},{"id":1147,"createTime":1148,"updateTime":1148,"relativeEntities":1149,"slug":20,"properties":1150,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"be918652-40ec-44e0-838d-a7474290ef92","2024-01-11T09:07:18.523+00:00",[],{"title":1151},{"VI":1152},"La Trobe University, The Bouverie Centre, Bundoora, Australia",{"title":1154},{"VI":1155},"Felicity Painter",{"id":1157,"sortIndex":224,"researcher":20,"roles":1158,"affiliations":1159,"properties":1165},"664d3044-d886-4bea-8b70-da50fc548ac3",[226],[1160],{"id":20,"sortIndex":21,"affiliation":1161,"properties":20},{"id":1108,"createTime":1109,"updateTime":1109,"relativeEntities":1162,"slug":20,"properties":1163,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1164},{"VI":1113},{"title":1166},{"VI":1167},"Melanie Schuijers",{"id":1169,"sortIndex":153,"researcher":20,"roles":1170,"affiliations":1171,"properties":1177},"f7cc1ac4-1dde-4eb7-85b6-ea37f204cfbf",[226],[1172],{"id":20,"sortIndex":21,"affiliation":1173,"properties":20},{"id":1147,"createTime":1148,"updateTime":1148,"relativeEntities":1174,"slug":20,"properties":1175,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1176},{"VI":1152},{"title":1178},{"VI":1179},"Anna T. 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Olsson",{"id":1251,"sortIndex":21,"researcher":20,"roles":1252,"affiliations":1253,"properties":1273},"93371148-9d8f-4af3-b6b6-b5e879f9b260",[226],[1254,1259,1266],{"id":20,"sortIndex":21,"affiliation":1255,"properties":20},{"id":1147,"createTime":1148,"updateTime":1148,"relativeEntities":1256,"slug":20,"properties":1257,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1258},{"VI":1152},{"id":1260,"sortIndex":219,"affiliation":1261,"properties":1265},"1e3c6c13-4acd-4d98-90e6-324edd07e939",{"id":1108,"createTime":1109,"updateTime":1109,"relativeEntities":1262,"slug":20,"properties":1263,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1264},{"VI":1113},{},{"id":1267,"sortIndex":224,"affiliation":1268,"properties":1272},"ec745592-4a61-453e-9da0-59721a508a5a",{"id":1117,"createTime":1118,"updateTime":1119,"relativeEntities":1269,"slug":1121,"properties":1270,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1271},{"VI":1124},{},{"title":1274},{"VI":1275},"Jennifer E. McIntosh",{"id":1277,"sortIndex":879,"researcher":20,"roles":1278,"affiliations":1279,"properties":1285},"54fb84eb-d53d-4ea6-ab24-c76b46e4c864",[226],[1280],{"id":20,"sortIndex":21,"affiliation":1281,"properties":20},{"id":1108,"createTime":1109,"updateTime":1109,"relativeEntities":1282,"slug":20,"properties":1283,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1284},{"VI":1113},{"title":1286},{"VI":1287},"Evelyn S. Tan",{"id":1289,"sortIndex":150,"researcher":20,"roles":1290,"affiliations":1291,"properties":1297},"97dc817a-468c-4074-9d6d-a4534e41ed51",[226],[1292],{"id":20,"sortIndex":21,"affiliation":1293,"properties":20},{"id":1108,"createTime":1109,"updateTime":1109,"relativeEntities":1294,"slug":20,"properties":1295,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},[],{"title":1296},{"VI":1113},{"title":1298},{"VI":1299},"Michelle Benstead",{"url":1100,"publisher":1301,"properties":1329},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1302,"slug":10,"properties":1303,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1307,"manageAffiliations":1308,"indexDatabases":1309,"url":20,"thumbnailPath":20,"statistic":1324,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":1304,"eissn":1305,"title":1306},{"VOID":13},{"VOID":15},{"EN":17},[],[],[1310,1317],{"id":114,"indexDatabase":1311,"url":129,"indexYears":20,"academicFieldIds":1316,"indexDatabaseRanking":20},{"id":116,"createTime":117,"updateTime":118,"relativeEntities":1312,"label":1313,"description":1314,"key":125,"publicationTags":1315,"standard":20},[],{"EN":121,"VI":121},{"VI":123,"EN":124},[127,128],[131],{"id":91,"indexDatabase":1318,"url":104,"indexYears":105,"academicFieldIds":1323,"indexDatabaseRanking":112},{"id":93,"createTime":94,"updateTime":95,"relativeEntities":1319,"label":1320,"description":1321,"key":101,"publicationTags":1322,"standard":20},[],{"EN":98,"VI":98},{"EN":98,"VI":100},[103],[107,108,109,110,111],{"impactFactor":21,"impactFactorByYear":1325,"i10Index":145,"i10IndexLast5Year":146,"totalPublication":147,"totalPublicationByYear":1326,"totalCitation":162,"totalCitationByYear":1327,"totalCitationPerPublication":181,"totalCitationPerPublicationByYear":1328,"hindexLast5Year":200,"hindex":200},{"2012":134,"2013":135,"2014":136,"2015":137,"2016":138,"2017":139,"2018":140,"2019":141,"2020":142,"2021":143,"2022":144,"2023":141},{"1998":149,"1999":150,"2000":149,"2001":75,"2002":151,"2003":152,"2004":149,"2005":146,"2006":150,"2007":149,"2008":153,"2009":154,"2010":146,"2011":149,"2012":155,"2013":156,"2014":153,"2015":157,"2016":154,"2017":158,"2018":155,"2019":159,"2020":157,"2021":160,"2022":161,"2023":161,"2024":87},{"2004":164,"2005":165,"2006":166,"2007":167,"2008":168,"2009":169,"2010":170,"2011":171,"2012":172,"2013":173,"2015":174,"2016":175,"2017":176,"2018":177,"2019":178,"2020":179,"2021":151,"2022":180,"2023":156},{"2004":183,"2005":184,"2006":185,"2007":186,"2008":187,"2009":188,"2010":146,"2011":189,"2012":190,"2013":191,"2015":192,"2016":193,"2017":194,"2018":195,"2019":196,"2020":197,"2021":198,"2022":144,"2023":199},{"volume":1330,"pages":1332},{"VOID":1331},"24",{"VOID":1333},"450-483","2021-06-14",2021,{"id":1337,"createTime":1338,"updateTime":1339,"relativeEntities":1340,"slug":1341,"properties":1342,"entityType":218,"verifyStatus":19,"verifyTime":1354,"verifyNote":1355,"syncStatus":19,"languages":1356,"translateLanguages":1358,"viewCount":21,"primaryUrl":1359,"fullTextUrl":20,"authors":1360,"publicationType":263,"publisherRelationship":1447,"citationCount":21,"citationInfo":1476,"publishDate":20,"publishYear":20,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":1478,"isForceReanalyzing":300},"80fb3b28-277c-4e4c-9abb-2c2706210bea","2024-04-11T13:19:09.678+00:00","2025-01-18T23:49:47.898+00:00",[],"Outcomes-of-Best-Practice-Guided-Digital-Mental-Health-Interventions-for-Youth-and-Young-Adults-with-Emerging-Symptoms-Part-I-A-Systematic-Review-of-Socioemotional-Outcomes-and-Recommendations",{"keywords":1343,"openalex":1344,"abstract":1346,"title":1349,"doi":1352},{"VI":976},{"VOID":1345},"W4392846575",{"EN":1347,"VI":1348},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Youth-specific digital mental health interventions (DMHI) represent an emerging field of study, and aim to increase access, improve socioemotional outcomes, and, where required, support triage to targeted interventions. However, prior reviews have reported inconsistent findings on the clinical effectiveness of such interventions in young adults (12–25 years). Further, shortfalls remain for the impact of guided interventions based on the mode of delivery and the type of human support personnel (e.g., professional or peer) guiding the intervention. In response, this systematic review, co-designed with Australia’s leading mental health organization, aims to assess the effectiveness of guided digital programs in improving youth socioemotional outcomes. Included studies involve young people experiencing mental ill-health, receiving brief (i.e., 1–12 sessions), digitally delivered (at least partially) psychological interventions that were guided or partially guided, tested in a type of experimental study, with a socioemotional outcome. Specific socioemotional outcomes examined were depression, anxiety, stress, wellbeing, mindfulness, and quality of life. A systematic search of the contemporary published and grey literature identified 22,482 records with 32 relevant records published between 2018 and 2023. A narrative synthesis guided integration of findings. Results demonstrated strong evidence for the effectiveness of guided interventions on socioemotional outcomes (i.e., depression, anxiety, stress) yet these effects were short-lived. When factoring in the use of different control groups (i.e., active vs. inactive), inconsistent effects were observed for the socioemotional outcomes of depression, anxiety, and stress. The mode of delivery (i.e., asynchronous, synchronous, combined) and the type of human support personnel did not appear to impact socioemotional outcomes. Results indicate efficacious brief digital interventions for depression and anxiety include refresher\u002Ffollow-up content, goal setting content, and relapse prevention content. In contrast, poor efficacy is associated with interventions that include homework tasks, self-monitoring, and log-keeping content.\u003C\u002Fjats:p>\u003Cjats:p>\u003Cjats:italic>PROSPERO, ID\u003C\u002Fjats:italic> CRD42023405812.\u003C\u002Fjats:p>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Các can thiệp sức khỏe tâm thần kỹ thuật số (DMHI) riêng cho thanh niên đại diện cho một lĩnh vực nghiên cứu mới nổi, nhằm tăng cường khả năng tiếp cận, cải thiện kết quả xã hội - cảm xúc, và, khi cần thiết, hỗ trợ phân loại cho các can thiệp có mục tiêu. Tuy nhiên, các đánh giá trước đó đã báo cáo những phát hiện không nhất quán về hiệu quả lâm sàng của các can thiệp này ở thanh thiếu niên (12–25 tuổi). Hơn nữa, vẫn còn thiếu sót về tác động của các can thiệp có hướng dẫn dựa trên phương thức cung cấp và loại nhân viên hỗ trợ (ví dụ: chuyên nghiệp hoặc bạn đồng trang lứa) hướng dẫn can thiệp. Để đáp ứng, tổng quan hệ thống này, được thiết kế đồng với tổ chức sức khỏe tâm thần hàng đầu của Úc, nhằm đánh giá hiệu quả của các chương trình kỹ thuật số có hướng dẫn trong việc cải thiện kết quả xã hội - cảm xúc của thanh thiếu niên. Các nghiên cứu được đưa vào có bao gồm những người trẻ gặp phải vấn đề sức khỏe tâm thần, nhận các can thiệp tâm lý ngắn hạn (tức là 1–12 buổi), được cung cấp kỹ thuật số (ít nhất một phần), có hướng dẫn hoặc được hướng dẫn một phần, được thử nghiệm trong một loại nghiên cứu thực nghiệm, với một kết quả xã hội - cảm xúc. Các kết quả xã hội - cảm xúc cụ thể được xem xét bao gồm trầm cảm, lo âu, căng thẳng, sự thịnh vượng, thiền định và chất lượng cuộc sống. Một cuộc tìm kiếm hệ thống về tài liệu đã được công bố và tài liệu xám hiện tại đã xác định 22,482 hồ sơ với 32 hồ sơ liên quan được công bố từ năm 2018 đến năm 2023. Một tổng hợp kể chuyện đã hướng dẫn việc tích hợp các phát hiện. Kết quả cho thấy bằng chứng mạnh mẽ cho hiệu quả của các can thiệp có hướng dẫn về các kết quả xã hội - cảm xúc (tức là trầm cảm, lo âu, căng thẳng) nhưng những hiệu ứng này chỉ ngắn hạn. Khi xem xét việc sử dụng các nhóm đối chứng khác nhau (tức là chủ động so với không chủ động), những hiệu ứng không nhất quán đã được quan sát cho các kết quả xã hội - cảm xúc của trầm cảm, lo âu và căng thẳng. Phương thức cung cấp (tức là đồng bộ, không đồng bộ, kết hợp) và loại nhân viên hỗ trợ không có vẻ tác động đến các kết quả xã hội - cảm xúc. Kết quả chỉ ra rằng các can thiệp kỹ thuật số ngắn hạn hiệu quả cho trầm cảm và lo âu bao gồm nội dung làm mới\u002Ftheo dõi, nội dung thiết lập mục tiêu, và nội dung phòng ngừa tái phát. Ngược lại, hiệu quả kém liên quan đến các can thiệp bao gồm các nhiệm vụ bài tập về nhà, tự giám sát và nội dung ghi chép.",{"EN":1350,"VI":1351},"Outcomes of Best-Practice Guided Digital Mental Health Interventions for Youth and Young Adults with Emerging Symptoms: Part I. A Systematic Review of Socioemotional Outcomes and Recommendations","Kết quả của các can thiệp sức khỏe tâm thần kỹ thuật số theo hướng dẫn tốt nhất cho thanh thiếu niên và người trẻ tuổi có triệu chứng khởi phát: Phần I. Một tổng quan hệ thống về các kết quả xã hội - cảm xúc và khuyến nghị",{"VOID":1353},"10.1007\u002Fs10567-024-00469-4","2025-01-13T18:28:49.413+00:00","Author affiliation is blank",[1357],"EN",[432],"https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10567-024-00469-4",[1361,1372,1381,1392,1403,1414,1425,1436],{"id":1362,"sortIndex":734,"researcher":20,"roles":1363,"affiliations":1364,"properties":1365},"686e1864-3de1-4b75-a8e7-d93bd6a6f5d6",[],[],{"openalex":1366,"orcid":1368,"title":1370},{"VOID":1367},"A5087238076",{"VOID":1369},"https:\u002F\u002Forcid.org\u002F0000-0001-6654-8237",{"EN":1371},"Raewyn Mutch",{"id":1373,"sortIndex":798,"researcher":20,"roles":1374,"affiliations":1375,"properties":1376},"bdbc19fb-402b-461e-972d-2a5d8c4870ac",[],[],{"openalex":1377,"title":1379},{"VOID":1378},"A5094162940",{"EN":1380},"Sonia Marchionda",{"id":1382,"sortIndex":879,"researcher":20,"roles":1383,"affiliations":1384,"properties":1385},"1febb068-5405-4cd5-a767-c0216473987b",[],[],{"openalex":1386,"orcid":1388,"title":1390},{"VOID":1387},"A5077385319",{"VOID":1389},"https:\u002F\u002Forcid.org\u002F0000-0001-9694-4206",{"EN":1391},"Richard Gray",{"id":1393,"sortIndex":219,"researcher":20,"roles":1394,"affiliations":1395,"properties":1396},"78922108-e6e5-4530-8e61-e3de23e802f1",[],[],{"openalex":1397,"orcid":1399,"title":1401},{"VOID":1398},"A5038711380",{"VOID":1400},"https:\u002F\u002Forcid.org\u002F0000-0002-9411-3510",{"EN":1402},"An Vuong",{"id":1404,"sortIndex":87,"researcher":20,"roles":1405,"affiliations":1406,"properties":1407},"886239af-67e6-4089-9592-e181206c80fe",[],[],{"openalex":1408,"orcid":1410,"title":1412},{"VOID":1409},"A5062827204",{"VOID":1411},"https:\u002F\u002Forcid.org\u002F0000-0003-2470-1955",{"EN":1413},"Natalie Pearce",{"id":1415,"sortIndex":21,"researcher":20,"roles":1416,"affiliations":1417,"properties":1418},"701a30fc-5a18-4077-83a9-846a549f4b7f",[],[],{"openalex":1419,"orcid":1421,"title":1423},{"VOID":1420},"A5091660199",{"VOID":1422},"https:\u002F\u002Forcid.org\u002F0000-0002-0559-0842",{"EN":1424},"Jessica E. 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Routledge.",{"doi":1506},"10.4324\u002F9781351112437-7",{"id":20,"text":1508,"url":20,"identifiers":1509},"Baumeister, H., Reichler, L., Munzinger, M., & Lin, J. (2014). The impact of guidance on Internet-based mental health interventions—A systematic review. Internet Interventions, 1(4), 205–215. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.invent.2014.08.003",{"doi":1510},"10.1016\u002Fj.invent.2014.08.003",{"id":20,"text":1512,"url":20,"identifiers":1513},"Bennett, S. D., Cuijpers, P., Ebert, D. D., McKenzie Smith, M., Coughtrey, A. E., Heyman, I., Manzotti, G., & Shafran, R. (2019). Practitioner review: Unguided and guided self-help interventions for common mental health disorders in children and adolescents: A systematic review and meta-analysis. 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A1.",{"EN":1951,"VI":1952},"Recent studies have confirmed that repeated wartime deployment of a parent exacts a toll on military children and families and that the quality and functionality of familial relations is linked to force preservation and readiness. As a result, family-centered care has increasingly become a priority across the military health system. FOCUS (Families OverComing Under Stress), a family-centered, resilience-enhancing program developed by a team at UCLA and Harvard Schools of Medicine, is a primary initiative in this movement. In a large-scale implementation project initiated by the Bureau of Navy Medicine, FOCUS has been delivered to thousands of Navy, Marine, Navy Special Warfare, Army, and Air Force families since 2008. This article describes the theoretical and empirical foundation and rationale for FOCUS, which is rooted in a broad conception of family resilience. We review the literature on family resilience, noting that an important next step in building a clinically useful theory of family resilience is to move beyond developing broad “shopping lists” of risk indicators by proposing specific mechanisms of risk and resilience. Based on the literature, we propose five primary risk mechanisms for military families and common negative “chain reaction” pathways through which they undermine the resilience of families contending with wartime deployments and parental injury. In addition, we propose specific mechanisms that mobilize and enhance resilience in military families and that comprise central features of the FOCUS Program. We describe these resilience-enhancing mechanisms in detail, followed by a discussion of the ways in which evaluation data from the program’s first 2 years of operation supports the proposed model and the specified mechanisms of action.","Các nghiên cứu gần đây đã xác nhận rằng việc triển khai chiến tranh lặp đi lặp lại của một bậc phụ huynh gây tổn hại đến trẻ em và gia đình quân đội, và rằng chất lượng cũng như chức năng của mối quan hệ gia đình có liên quan đến việc bảo tồn lực lượng và sự sẵn sàng. Do đó, chăm sóc tập trung vào gia đình ngày càng trở thành ưu tiên trong toàn bộ hệ thống y tế quân đội. FOCUS (Các gia đình vượt khó) là một chương trình tập trung vào gia đình, nâng cao khả năng phục hồi, được phát triển bởi một nhóm tại Trường Y UCLA và Harvard, là một sáng kiến chính trong phong trào này. Trong một dự án triển khai quy mô lớn do Cục Y tế Hải quân khởi xướng, FOCUS đã được cung cấp cho hàng nghìn gia đình Hải quân, Thủy quân Lục chiến, Hải quân Đặc nhiệm, Quân đội và Không quân từ năm 2008. Bài báo này mô tả nền tảng lý thuyết và thực chứng, cũng như lý do cho FOCUS, dựa trên một khái niệm rộng về khả năng phục hồi gia đình. Chúng tôi xem xét tài liệu về khả năng phục hồi gia đình, lưu ý rằng một bước quan trọng tiếp theo trong việc xây dựng một lý thuyết về khả năng phục hồi gia đình có thể vận dụng trong lâm sàng là vượt qua việc phát triển “danh sách mua sắm” rộng rãi về các chỉ báo rủi ro bằng cách đề xuất các cơ chế cụ thể về rủi ro và khả năng phục hồi. Dựa trên tài liệu, chúng tôi đề xuất năm cơ chế rủi ro chính cho các gia đình quân đội và các con đường “phản ứng dây chuyền” tiêu cực phổ biến, qua đó chúng làm suy yếu khả năng phục hồi của các gia đình phải đối mặt với việc triển khai chiến tranh và chấn thương của bậc phụ huynh. Ngoài ra, chúng tôi đề xuất các cơ chế cụ thể nhằm huy động và nâng cao khả năng phục hồi trong các gia đình quân đội, và các cơ chế này là các tính năng trung tâm của Chương trình FOCUS. Chúng tôi mô tả chi tiết các cơ chế nâng cao khả năng phục hồi này, tiếp theo là phần thảo luận về cách dữ liệu đánh giá từ 2 năm hoạt động đầu tiên của chương trình hỗ trợ mô hình đã đề xuất và các cơ chế hoạt động đã được chỉ định.",{"EN":1954,"VI":1955},"Mechanisms of Risk and Resilience in Military Families: Theoretical and Empirical Basis of a Family-Focused Resilience Enhancement Program","Cơ chế rủi ro và khả năng phục hồi trong các gia đình quân đội: Cơ sở lý thuyết và thực nghiệm của một chương trình nâng cao khả năng phục hồi tập trung vào gia đình",{"VOID":1957},"10.1007\u002Fs10567-011-0096-1",{"VI":1959},"Khả năng phục hồi gia đình, gia đình quân đội, chương trình hỗ trợ sức khỏe, FOCUS, rủi ro, sức bền trong chiến tranh","2025-01-14T01:24:31.292+00:00",[432],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10567-011-0096-1",[1964,1979,1994,2011,2026,2042],{"id":1965,"sortIndex":87,"researcher":20,"roles":1966,"affiliations":1967,"properties":1976},"f5b2adee-e565-4d31-9178-f8f1b69cf122",[226],[1968],{"id":20,"sortIndex":21,"affiliation":1969,"properties":20},{"id":1970,"createTime":1971,"updateTime":1971,"relativeEntities":1972,"slug":20,"properties":1973,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"c24f2207-ff3c-4e18-b6fd-5c9509a05280","2024-01-01T16:52:36.909+00:00",[],{"title":1974},{"VI":1975},"United States Bureau of Navy Medicine and Surgery, Washington, USA",{"title":1977},{"VI":1978},"Kirsten Woodward",{"id":1980,"sortIndex":798,"researcher":20,"roles":1981,"affiliations":1982,"properties":1991},"3489e2d3-660f-4e81-95b7-d26bae409ad5",[226],[1983],{"id":20,"sortIndex":21,"affiliation":1984,"properties":20},{"id":1985,"createTime":1986,"updateTime":1986,"relativeEntities":1987,"slug":20,"properties":1988,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"3d6e17fb-6d38-4656-b259-b78aad936c21","2024-01-01T16:52:36.919+00:00",[],{"title":1989},{"VI":1990},"Defense Centers of Excellence for Psychological Health and TBI, Silver Spring, USA",{"title":1992},{"VI":1993},"William P. Nash",{"id":1995,"sortIndex":224,"researcher":20,"roles":1996,"affiliations":1997,"properties":2008},"ef1e5a67-1a4c-4503-8218-54cadabcb7fd",[226],[1998],{"id":20,"sortIndex":21,"affiliation":1999,"properties":20},{"id":2000,"createTime":2001,"updateTime":2002,"relativeEntities":2003,"slug":2004,"properties":2005,"entityType":74,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21},"07c9e568-7df9-475b-a7ac-b8ecc6be9a68","2023-12-12T10:49:02.352+00:00","2025-06-11T20:48:53.537+00:00",[],"Children-s-Hospital-Boston-Harvard-Medical-School-Boston-USA",{"title":2006},{"VI":2007},"Children’s Hospital Boston, Harvard Medical School, Boston, USA",{"title":2009},{"VI":2010},"William R. 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