青少年 社交技能 团体辅导

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Social skills group training (SSGT) is widely used for intellectually able children and adolescents with autism spectrum disorder (ASD). Previous studies indicate small to moderate effects on social communication capacities. The duration of most available programs is relatively short, and extended training might lead to further improvement. This randomized controlled trial compared an extended 24-week version of the SSGT program KONTAKT with standard care. The weekly sessions gradually shifted in content from acquisition of new skills to real-world application of the acquired skills. A total of 50 participants with ASD (15 females; 35 males) aged 8–17 years were included. The study was conducted at two child and adolescent psychiatry outpatient units in Sweden. The primary outcome was the Social Responsiveness Scale–Second Edition (SRS-2) rated by parents and blinded teachers. Secondary outcomes included parent- and teacher-rated adaptive behaviors, trainer-rated global functioning and clinical severity, and self-reported child and caregiver stress. Assessments were made at baseline, posttreatment, and at 3-months follow-up. Parent-rated SRS-2 scores indicated large effects posttreatment [− 19.2; 95% CI − 29.9 to − 8.5; p < .001, effect size (ES) = 0.76], which were maintained at follow-up (− 20.7; 95% CI − 31.7 to − 9.7; p < .0001, ES = 0.82). These estimates indicate substantially larger improvement than previously reported for shorter SSGT. However, the effects on teacher-rated SRS-2 and most secondary outcomes did not reach statistical significance. Our results suggest added benefits of extended SSGT training, implying that service providers might reach better results by optimizing the delivery of SSGT.

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BACKGROUND Children and adolescent survivors of brain tumors may experience impairments in social competence. OBJECTIVE This qualitative randomized controlled substudy aimed to investigate the outcomes of a social skills intervention group by interviewing these children and adolescents and their caregivers following group participation. INTERVENTIONS/METHODS Children and adolescents were randomized to the Social Skills Intervention Program or the attention control group. Using purposive sampling, 12 patients (average age, 11.42 years) and 12 caregivers were interviewed following group participation. The Social Skills Intervention Program consists of eight 2-hour manualized sessions delivered weekly; each session was structured around a social skill (eg, making friends, bullying) through arts and crafts and cognitive-behavioral strategies. The sessions in the control group were structured around daily themes (eg, summer activities) doing arts and crafts. Interviews were analyzed using content analysis. RESULTS Themes unique to the intervention program included improved self-control and self-acceptance, reduced feelings of sadness, and improved problem solving. Themes common to both groups included group bonding over similar experiences, increased social confidence with peers and family, and reduced acting out. CONCLUSIONS This study uncovered additional unique intervention effects not captured by quantitative measures: improved self-control and problem solving and benefits of the group experience in general. IMPLICATIONS FOR PRACTICE Findings support the need for group socialization opportunities for children with brain tumors. Nurses can promote socializing opportunities for children and adolescent survivors of brain tumors during and after medical treatment ends to prevent social competence deterioration.

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Significant progress has been made in developing intervention programmes for adolescents at high risk of delinquency, school failure and emotional problems. The most effective programmes incorporate behavioural and skills training aimed at changing attitudes and promoting psychosocial and emotional skills in adolescents. This study examined the effectiveness of a school-based intervention programme based on the Reasoning and Rehabilitation V2 (R&R2). R&R2 is a cognitive behavioural programme developed using psychological theories about the aetiology of delinquency, as well as the cognitive, behavioural and socioemotional deficits in high-risk youth populations. A sample of 142 students (aged 13–17 years old) who were attending alternative education provision in Spain were randomly assigned to two experimental conditions (68 experimental group, 74 control group). The results showed that the R&R2 improved participants’ self-esteem, social skills, empathy and rational problem-solving with a medium–large effect size (η2 = 0.08 to 0.26). The effects of the programme were significant after controlling for age and the pre-test scores in baseline. These findings confirm the effectiveness of the Reasoning and Rehabilitation V2 programme in Spanish adolescent students and offer additional evidence regarding the implementation of the R&R2 programme in both alternative educational and mainstream school settings.

There is increasing research interest as to whether Dialectical Behaviour Therapy (DBT), specifically the group skills training component, is an effective early intervention approach when delivered universally in schools. The current study aimed to provide the first large-scale examination of a universal DBT-based intervention and to also determine the extent to which home practice of DBT skills predicted changes in social and emotional outcomes over time. A non-randomised controlled trial design was employed whereby 1071 participants (51.30% Male; M age = 13.48 years) completed either an adapted eight-session DBT skills-training intervention ('WISE Teens) (n = 563) or class-as-per-usual (n = 508). On average, the 'WISE Teens' intervention did not improve outcomes with significant deteriorations or null effects observed across outcomes relative to class-as-per-usual immediately post-intervention. The largest deteriorations were observed for depressive (d = -0.22; 95% CI = -0.35, -0.08) and anxiety symptoms (d = -0.28; 95%CI - = -0.41, -0.14). Applying Bonferroni corrections, most group differences in outcomes had dissipated at follow-up, however, 'WISE Teens' participants continued to report significantly poorer quality of parent-child relationships relative to control (d = .16 for mother (95% CI = 0.01, 0.31); d = 0.17 for father (95% CI = 0.02, 0.33). While home practice was modest on average, further exploratory analyses nevertheless revealed that greater home practice was generally associated with more positive outcomes both immediately post-intervention and at follow-up. Based on these findings, the DBT-based 'WISE Teens' intervention is not recommended in its current format for universal dissemination amongst early adolescents in schools. Further research is needed to determine how to improve engagement and feasibility of delivery of DBT-based interventions universally in this context.

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BACKGROUND The goal of the current study was to evaluate the effects of the Social Emotional Learning program Skills 4 Life on mental health and its risk factors self-esteem, self-efficacy, and social interaction skills in students of secondary schools. METHODS A cluster randomized controlled study was conducted, including 38 schools (66 classes; grades 7 to 9) for secondary education, with a 1 year and 20 months follow-up (teachers and students reports). RESULTS The intervention was effective in improving self-efficacy, depressive symptoms, and teacher-reported psychological problem behavior, all after 20 months. Stratified analyses showed effects in mainly lower educational level students. CONCLUSION The Skills 4 Life curriculum is effective in improving the mental health and self-efficacy among adolescents, especially for adolescents from lower educational level, a group that is most prone to ill mental health.

Adolescents frequently use social media to connect with peers, develop friendships, and explore their identity. However, some adolescents, particularly those with co-occurring mental health concerns or other vulnerabilities, may experience problems or dysfunction related to their social media use. Navigating online social interactions, regulating one’s own use of social media, and being aware of how content of social media may impact users are important skills that youth need to build in today’s digital age. The purpose of this paper is to describe the rationale for, and components of, a group therapy intervention (Developing Healthy Social Media Practices) for caregivers and their adolescents that seeks to (a) provide psychoeducation about the risks and benefits of social media use; (b) teach youth and their caregivers online social problem solving skills; (c) facilitate caregiver-adolescent communication about online social interactions and other online risks; and (d) promote motivation to change social media practices that youth and their caregivers identify as impacting functioning.

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Social anxiety is one of the most prevalent anxiety-related disorders among adolescents with many adverse effects on the social and academic lives of this population. In addition, poor social problem-solving skills can aggravate anxiety in individuals suffering from anxiety. Emotion regulation can help adolescents control and moderate their feelings, thereby enabling them to understand their emotions better, cope with their negative emotions in a positive way, and adopt a more realistic approach to solving their problems. The objective of the present study is to investigate the effects of educating female students in emotion regulation techniques on their social problem-solving skills and social anxiety. This study was a randomized controlled trial conducted in Iran, utilizing a pretest-posttest design with control and intervention groups. The subjects were 47 female high-school second graders who were randomly divided into a control (25 students) and an intervention group (22 students). The intervention group was collectively educated in emotion regulation techniques in weekly one-hour sessions for eight weeks. The control group did not receive any intervention. The social anxiety and social problem-solving scales were completed by both groups before, immediately after, and one month after the intervention. The collected data were analyzed in SPSS v. 22 and level of significance was set at p < 0.05. Data analysis of the intervention group compared to the control group demonstrated that group training in emotional regulation techniques effectively increased social problem-solving skills scores (p = 0.003) and decreased social anxiety scores (p < 0.0001) among students in the intervention group compared to their pretest scores. These effects remained stable during the follow-up phase. In view of the prevalence of social anxiety among adolescents, it is suggested that the policymakers and administrators in the education system promote emotion regulation skills in adolescent students to facilitate their psychological adaptation and improve their emotional capabilities. The present study was registered under the code IRCT20220413054521N1 (Registration date: 27/02/2024) in the Iranian Registry of Clinical Trials.

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ABSTRACT This study used a randomized controlled trial to compare two distinct models of group social skills interventions with adolescents with autism spectrum disorder (ASD). Participants had a confirmed diagnosis of ASD, had an IQ greater than or equal to 70, and were educated in the general education setting. Data from 62 adolescent participants who were randomized to one of two treatment conditions (skills versus engage) were analyzed. Skills participants had a diagnosis of ASD or social difficulties. Engage groups included adolescents with ASD and typically developing (TD) peer mentors. Skills and engage participants both improved joint engagement and reduced solitary engagement; however, skills participants reported higher social stress and lower quality interpersonal relationships at exit and increased emotional symptoms and problem behaviors at follow-up compared to the engage group. The findings suggest that within inclusive secondary school settings, it may be beneficial to include TD peers in social intervention groups.

OBJECTIVE Social skills group training (SSGT) for children and adolescents with autism spectrum disorder (ASD) is widely applied, but effectiveness in real-world practice has not yet been properly evaluated. This study sought to bridge this gap. METHOD This 12-week pragmatic randomized controlled trial of SSGT compared to standard care alone was conducted at 13 child and adolescent psychiatry outpatient units in Sweden. Twelve sessions of manualized SSGT ("KONTAKT") were delivered by regular clinical staff. Participants (N = 296; 88 females and 208 males) were children (n = 172) and adolescents (n = 124) aged 8 to 17 years with ASD without intellectual disability. The primary outcome was the Social Responsiveness Scale rating by parents and blinded teachers. Secondary outcomes included parent- and teacher-rated adaptive behaviors, trainer-rated global functioning and clinical severity, and self-reported child and caregiver stress. Assessments were made at baseline, posttreatment, and 3-month follow-up. Moderator analyses were conducted for age and gender. RESULTS Significant treatment effects on the primary outcome were limited to parent ratings for the adolescent subgroup (posttreatment: -8.3; 95% CI = -14.2 to -1.9; p = .012, effect size [ES] = 0.32; follow-up: -8.6; 95% CI = -15.4 to -1.8; p = .015, ES = 0.33) and females (posttreatment: -8.9; 95% CI = -16.2 to -1.6; p = .019, ES = 0.40). Secondary outcomes indicated moderate effects on adaptive functioning and clinical severity. CONCLUSION SSGT for children and adolescents with ASD in regular mental health services is feasible and safe. However, the modest and inconsistent effects underscore the importance of continued efforts to improve SSGT beyond current standards. CLINICAL TRIAL REGISTRATION INFORMATION Social Skills Group Training ("KONTAKT") for Children and Adolescent With High-functioning Autism Spectrum Disorders; https://clinicaltrials.gov/; NCT01854346.

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Abstract Background/Objective: Studies show the need for improved communication and social skills of adolescents with autism spectrum disorders (ASDs). Therefore, the present study aimed to analyze the effect of using rational-emotive language education (RELE) to pursue this need for adolescents in Nigeria. Methods: The design of the study was a group randomized trial, with pretest, post-test, and follow-up. Sixty-eight adolescents with ASDs participated in the study. Autism Communication and Social Skills Scale for Adolescent (ACSSSA) was used for data collection. The method of data analysis in the study was repeated measures ANOVA procedure, with Partial eta squared (), adjusted R2, mean, standard deviation, and upper/lower limit. Results: The RELE program significantly improved communication and social skills of adolescents with ASDs exposed to the treatment intervention when compared with waitlist control group. Conclusion: Exposure to RELE significantly improved communication and social skills of adolescents with ASDs in this study. Therefore, we recommend that language educators, speech pathologists, language therapists, special educators and counsellors, and other professionals involved in the treatment and caring for ASDs patients be trained on the application of the RELE technique so as to enable them to employ the program in their professional practices.

PURPOSE This study aimed to understand 10- to 19-year-old adolescents' conceptions of mental health and well-being, and suggestions for appropriate interventions, in three low- and middle-income countries to inform the design of adolescent-responsive preventive and promotive mental health programming. METHODS Ninety-one adolescents participated in focus group discussions in Belize, Kazakhstan, and South Africa. The discussions were recorded, transcribed, translated, and analyzed using thematic analysis. RESULTS Adolescents were active contributors to the discussions and provided important information and solutions for improving adolescents' mental health from interpersonal skills training to interventions in schools and communities. Adolescents identified a need for social emotional skills development, particularly regarding interpersonal relationships and navigating peer pressure and bullying. Furthermore, the discussions highlighted the need for programming to be tailored to the local context regarding language, contextual challenges faced by adolescents, and choice of program facilitators. Adolescents valued supportive interactions with adults in their lives and recommended that programs should include teacher/parent training on interacting with adolescents. CONCLUSIONS These findings highlight that adolescents are valuable partners in developing adolescent health interventions and show that social emotional skills are key components in such interventions. These programs should be culturally and locally appropriate and include components for teachers and parents.

Several adolescent depression prevention programs have demonstrated effects on depressive symptoms and overall functioning. Yet, despite an increasing emphasis on elucidating mechanisms of change in interventions, few studies have identified mediators of these preventive interventions. In this study, we examined interpersonal mediators of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST), an evidence-based depression prevention program. The Depression Prevention Initiative is a school-based randomized controlled trial in which 186 adolescents (M age = 14.01, SD = 1.22; 66.7% female; 32.2% racial minority) were assigned to receive either IPT-AST (n = 95) or Group Counseling (GC) (n = 91). We examined whether change in interpersonal conflict, social support, or social functioning from baseline to midintervention mediated the effects of IPT-AST on depressive symptoms and overall functioning at postintervention. At postintervention, youth in IPT-AST had lower depressive symptoms (d = −.31) and higher overall functioning scores (d = .32) than youth in GC. Improvements in adolescent romantic functioning, reductions in peer conflict, and improvements in a factor score reflecting mother–adolescent conflict and difficulties in family functioning emerged as significant mediators. However, the effects of the intervention on change in the mediators were not statistically significant. These findings add to the sparse literature on mediators of psychosocial interventions, provide partial support for the theoretical mechanisms underlying change in IPT-AST, and highlight important directions for future prevention and intervention research.

ABSTRACT The current study aims to evaluate the effectiveness of a high-intensity (HI) versus a low-intensity (LI) skills-based summer intervention delivered to adolescents with ADHD by school staff in improving depressive symptoms, anxiety symptoms, social problems, and self-esteem. Participants were 325 ethnically diverse rising sixth and ninth graders with ADHD randomized to an HI versus an LI intervention (n = 218) or recruited into an untreated comparison group (n = 107). Group x time and group x grade x time one-year outcome trajectories were compared using linear mixed models. Across the transitional year (sixth or ninth grade), adolescents in the HI group were found to experience significantly greater decreases in depressive symptoms (p = .022, d = .25) compared to the LI group. There was no significant impact of the HI intervention (vs. LI) on anxiety symptoms (p = .070, d = .29), social problems (p = .054, d = .34), or self-esteem (p = .837, d = 0.21); however, secondary analyses of the non-randomized untreated comparison group indicated a significant effect of HI versus the untreated comparison group on social problems (p = .009, d = 43). These significant treatment effects suggest that comprehensive academic and organizational skills interventions for adolescents with ADHD may have a secondary impact of relieving adolescent depression for teens with this comorbidity. Given mixed evidence for the efficacy of the HI intervention on social skills, future work should further evaluate this effect.

Youth mental health interventions in low-resource communities may benefit from including empirically supported elements, using stigma-free content, and using trained lay-providers. We developed and evaluated such an intervention, targeting adolescent depression and anxiety in Kenya, where mental health care is limited by social stigma and a paucity of providers. Kenyan adolescents (N = 51, ages 14-17, 60.78% female) from a school in an urban slum in Nairobi with self-reported moderate-to-severe symptoms of depression or anxiety were randomized to the 4-week "Shamiri" ("thrive") group intervention or a study skills control intervention of equal duration. The Shamiri intervention included growth mindset, gratitude, and value affirmation exercises. The content was delivered by recent high school graduates (ages 17-21, 60% male) trained as lay-providers. Participants met in school once-a-week in groups of 9-12 youths (average group size 10). Compared to the study-skills control, Shamiri produced greater reductions in adolescent depression symptoms (p = .038; d = .32) and anxiety symptoms (p = .039; d = .54) from baseline to 4-week follow-up, and greater improvements in academic performance (p = .034; d = .32) from the school-term before versus after the intervention. There were no effects on overall social support or perceived control, but the Shamiri group showed larger increases in perceived social support from friends (p = .028, d = .71). This appears to be the first report that a brief, lay-provider delivered, community-based intervention may reduce internalizing symptoms and improve academic outcomes in high-symptom adolescents in Sub-Saharan Africa. Larger replications with extended follow-ups will help gauge the strength and durability of these effects.

Objective: This study aimed to compare the effectiveness of parenting-based identity formation training and positive youth development training on social interaction quality and gender schemas in adolescent girls. Methods and Materials: The present research employed a quasi-experimental design with three stages: pretest, posttest, and follow-up, including a control group. The statistical population consisted of adolescent girls in Isfahan during the spring of 2024. From this population, 45 adolescent girls were selected through convenience sampling and assigned to three groups (15 participants per group). The Glass Social Interaction Quality Scale (1994) and the Bem Sex Role Inventory (1981) were administered to measure the dependent variables across the three stages. Both experimental groups participated in ten 60-minute training sessions, while the control group received no intervention. Data were analyzed using repeated measures analysis of variance and the Bonferroni post hoc test via SPSS version 26. Findings: The results showed a significant difference in social interaction quality between the parenting-based identity formation and positive youth development training groups compared to the control group, and in gender schema variables, a significant difference was observed only between the two intervention groups and the control group (p < .01). Furthermore, parenting-based identity formation training proved to be more effective than positive youth development training in improving social interaction quality and modifying gender schemas. Conclusion: Given the results, it is recommended that these two training approaches be incorporated into adolescent psychological counseling centers.

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. The article scientifically substantiates and presents the results of the development and implementation of a program of socio-psychological training aimed at developing the main components of adaptation of young people with disabilities. The relevance of the study is due to the need to find effective tools for the social integration of people with special needs, who often face communication barriers, psycho-emotional tension, and a reduced level of self-realization. The author reveals the essence of the concept of "intensification of adaptation processes" through the lens of group interaction, which enables the modeling of a safe social environment for practicing new behavioral strategies. The training program is structured according to cognitive, emotional-volitional, and behavioral components. The cognitive block aims to form adequate self-esteem and a positive image of the future; the emotional block focuses on reducing anxiety levels and developing self-regulation skills; the behavioral block focuses on mastering the skills of constructive communication and resolving conflict situations. The work describes in detail the

Abstract Aim Difficulties in social functioning have been observed in youth at clinical high-risk (CHR) of psychosis even in those who do not go on to develop a psychotic illness. Few treatment studies have attempted to improve social functioning in this population. The aim of this study was to conduct a randomized trial comparing the effects of Cognitive-Behavioral Social Skills Training (CBSST) with a supportive therapy (ST). Methods Both CBSST and ST were weekly group therapies, delivered over 18 weeks. This was a 2-arm trial with single-blinded ratings and intention-to-treat analyses. Assessments occurred at baseline, end-of-treatment, and 12 months after the baseline assessment. The primary outcome was social and role functioning and defeatist performance attitudes were the secondary outcome. Attenuated positive and negative symptoms, anxiety, depression, self-efficacy, and beliefs about self and others were examined as exploratory outcomes. Results There were no significant differences between the 2 groups at baseline or either of the 2 follow-ups. However, at follow-ups, in each group there were significant improvements in clinical symptoms. These could not be attributed to group treatment since there was no control or wait-list group. Conclusions Since poor social functioning is one of the most observed difficulties in CHR individuals, and a decline in social functioning may be a significant predictor of later transition to psychosis, future work will be needed to find effective treatments for this decline in functioning for CHR youth.

This study aimed to examine the impact of implementing an innovative Social-Emotional Skills Training Program in physical education classes at youth schools. This study used two surveys: the Schutte Self-Report Inventory (otherwise known as the Emotional Intelligence Scale) and the Social Skills Rating System (student form). The analysis included 104 youth school students (Mage = 16.91; SD = 1.12), who were randomly selected from two youth schools in the Kaunas region. Four classes were randomly assigned into an experimental (n = 49) and a control (n = 55) group. The experimental group participated in the Social-Emotional Skills Training Program. The intervention was targeted at the following social-emotional skills: empathy, cooperation, assertion, self-control, optimism, ability to understand and analyze emotions, appraisal, and utilization of emotions. The modified physical education classes were conducted by the physical education teacher, who was instructed by the researcher. Repeated measures multivariate ANOVA was used to analyze the effects of the Social-Emotional Skills Training Program. During the experiment, the applied training procedures had a statistically significant effect on the social-emotional skills of the experimental group of youth school students. Thus, the findings demonstrate that this program (for enhancing social-emotional skills of youth school students) positively impacted the social-emotional skills of the students. These results highlight the need to consider social-emotional skills training factors when interpreting the level of social-emotional skills among youth school students.

Purpose Differences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks. Methods A pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges (N = 33; MAGE = 17.5) were randomized to SKOLKONTAKT™ (n = 17) or active control (n = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment. Results Despite COVID-19 challenges, 70.6% (n = 12) completed SKOLKONTAKT™, and 87.5% (n = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™. Conclusion SKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.

OBJECTIVE Youth who receive services in residential programs have high rates of traumatic exposure and associated symptoms of Posttraumatic Stress Disorder (PTSD). Little information is available on specific social skills training that could be beneficial for youth in residential programs with PTSD. This study examined changes in behavioral incidents and psychopathology in youth receiving group home services based on training they received across three categories of social skills (i.e., self-advocacy, emotional regulation, problem-solving). METHOD The sample included archival data on youth (N = 677) ages 10-18 years (M = 15.7 years, SD = 1.53). Hierarchical Linear Modeling was used to examine the frequency of disruptive and self-injurious behaviors over 12 months as it relates to reported traumatic symptoms at admission and the presence of the three types of social skills objectives. Analysis of Covariance was conducted to test whether the social skill objectives differentially predicted changes in youth psychopathology from intake to discharge for youth with low and high trauma symptoms. RESULTS Youth with high trauma symptoms who received training on problem-solving skills had significantly greater decrease in emotional problems from intake to discharge compared to youth with high trauma symptoms who did not receive problem-solving training (d = -.54). CONCLUSION Problem-solving training could be further developed and tested to maximize the support youth with trauma symptoms receive in trauma-informed residential programs. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Emotion dysregulation is a common concern in autistic youth. Growing evidence suggests emotion dysregulation underlies multiple co-occurring issues in autism, including externalizing (e.g., aggression, irritability) and internalizing (e.g., anxiety, depression) disorders, and thus may serve as a key transdiagnostic treatment target. Emotion dysregulation during middle childhood (8–12 years) is concurrently and longitudinally associated with social difficulties and poorer quality of life for autistic individuals, highlighting a key window for intervention. There is an urgent need for treatments for emotion dysregulation in school-age autistic youth that involve caregivers to maximize skill generalization. To address this need, our group developed Regulating Together, an intensive outpatient group program targeting emotion dysregulation in 8- to 12-year-old autistic youth that integrates strategies from cognitive behavioral therapy, mindfulness and acceptance-based therapies, and parent training programs. Building on our previous non-randomized trials of Regulating Together, we document the study protocol for our first, and ongoing, randomized controlled trial comparing Regulating Together to an active control condition. This is a five-year randomized controlled trial comparing Regulating Together to Achieving Independence and Mastery in School (AIMS), an active control condition targeting executive functioning difficulties, in an outpatient hospital setting. Enrollment is ongoing and the study is expected to be completed in late Fall of 2026. Participants will be 144 autistic youth (8–12 years; IQ ≥ 65) randomized to either 5-week treatment condition. A comprehensive assessment battery integrating self-, caregiver-, and clinician-report information, functional outcomes (i.e., number of psychiatric hospitalizations), objective outcomes (probabilistic reversal learning task), and biobehavioral measures (heart rate variability) will be collected and compared between baseline (Week 0), post-treatment (Week 7), post-generalization (Week 16), and at long-term follow-up (Week 29). This is the first comparison of the Regulating Together program to an active treatment condition. Findings from this study will build on previous piloted iterations of Regulating Together by characterizing its efficacy in relation to active treatment, testing moderators of treatment response, and identifying barriers and facilitators to treatment access, impact, and sustainability. Following completion of this study, we will pursue implementation studies (e.g., testing program implementation and effectiveness in community settings). Dissemination and external provider training efforts are ongoing. Trial registration took place through ClinicalTrials.gov (NCT05803369) on March 14th, 2023.

Objective Few evidence-based social cognitive interventions are available to autistic youth as they navigate their complex, socially demanding teenage years. Building from pilot research using neuroplasticity-based targeted cognitive training, CICADAS (Care Improving Cognition for ADolescents on the Autism Spectrum), a digital application (app) designed to prime the brain for socio-affective learning, was developed. In a randomized active-controlled trial with 3 comparison arms, CICADAS was evaluated as a stand-alone program and as an augmentation to evidence-based PEERS (Program for the Education and Enrichment of Relationship Skills). Method Recruiting from clinics providing PEERS, 62 adolescents (11-18 years old) with confirmed autism were enrolled. Adolescents scheduled to start PEERS were assigned using block randomization to PEERS + CICADAS (n = 22) and PEERS + Active Control (n = 21) groups. A third comparison group (n = 19) comprised adolescents who used the app as a stand-alone intervention (CICADAS only). In addition to in-app performance metrics, data were collected from social, behavioral, and cognitive assessments (self-report/parent-report measures) at preintervention (baseline), postintervention (16 weeks), and follow-up (32 weeks) sessions. Results Significant effects of group, time, and group × time interaction were found on multiple measures collected longitudinally. For example, on the Pediatric Quality of Life Inventory, PEERS + CICADAS participants showed significant psychosocial health improvements (F = 6.862, p = .002) over the study timeline compared with trend level gains in the CICADAS only (F = 2.150, p = .122) and PEERS + Active Control (F = 1.917, p = .153) groups. Whereas all participants improved from baseline on the Social Responsiveness Scale, 2nd Edition (F = 11.038, p < .001), only the PEERS + CICADAS group gained significantly (F = 3.786, p = .026) on the social cognition subscale across all 3 time points. Conclusion Our data demonstrate the potential of CICADAS as a stand-alone intervention and suggest that engaging with the adaptive app (vs static active control) conferred an additional advantage to autistic teens participating in PEERS. Clinical trial registration information Care Improving Cognition for ADolescents on the Autism Spectrum (CICADAS); https://www.clinicaltrials.gov/study/NCT04562688

The present academic paper is devoted to developing and implementing educational systems for the formation of social health of children and youth. Social health is defined in this context as a multifaceted concept that includes social skills, emotional intelligence, stress management, civic responsibility and tolerance. The primary purpose of the present research is to develop a pedagogical system that would contribute to forming and maintaining the social health of children and youth. Pedagogical approaches in the education system are distinguished, namely: psychological and pedagogical, socio-cultural, health-preserving, interactive, ecological and gender approaches. It has been determined that the formation of children’s social health is ensured through such aspects as the development of social skills by means of interactive activities and group work, training of emotional intelligence through professional exercises and learning stress management methods. The conducted research provides a valuable scientific and practical elaboration in the field of developing and implementing educational approaches to the formation of social health of children and youth. It has been emphasized that the established educational system for forming the social health of children and youth is comprehensive and systematic.

BACKGROUND The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment. AIMS This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program. METHODS AND PROCEDURES A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it. OUTCOMES AND RESULTS The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems). CONCLUSIONS AND IMPLICATIONS The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.

Youth depression is growing and school physical activity may alleviate symptoms by providing social support. However, the existing studies mostly focus on physiological benefits and lack a systematic discussion on social support mechanisms. Therefore, based on the theory of social support, the study aims to test the effect of comprehensive intervention of school physical education on juvenile depression. The study adopted a randomized controlled trial design, recruiting 150 adolescents who met the depression screening criteria (PHQ-9 ≥ 10 points) and were randomly divided into an experimental group and a control group. The experimental group received a 12-week comprehensive intervention in school sports, based on social support theory, which included structured sports activities, team interaction, and psychological skills training. The control group maintained regular courses and was evaluated using PHQ-9 and SSRS scales before and after intervention, as well as during a 3-month follow-up period. The data analysis was conducted using SPSS 25.0 for t-test, repeated measures ANOVA, and regression analysis. The comparison results of core indexes (mean ± standard deviation) between the experimental group and the control group at different time points are shown in Table 1. As shown in Table 1, intra group comparison showed that the PHQ-9 score of the experimental group significantly decreased compared to the baseline period after intervention and follow-up (p<.001), while the SSRS score significantly increased synchronously; There were no significant intra group changes in all indicators of the control group. Further comparison between groups showed that after intervention and follow-up period, the PHQ-9 scores of the experimental group were significantly lower than those of the control group (p<.001), and the SSRS scores were significantly higher than those of the control group (p<.001). Further multiple regression analysis showed that emotional support (β = -0.42, p<.01) and instrumental support (β = -0.31, p<.05) in social support were key factors in predicting the reduction of depressive symptoms. Research has confirmed that comprehensive intervention in school sports based on social support theory can effectively alleviate depression symptoms in adolescents, improve their perceived level of social support, and the intervention effect is sustainable. This model combines sports activities with team interaction, providing a feasible non-stigmatizing psychological intervention approach for campuses. In the future, it is still necessary to verify its universality in different groups and further explore its mechanism of action.

OBJECTIVE Individuals with autism spectrum disorder (ASD) have significant impairment in social competence and reduced social salience. SENSE Theatre, a peer-mediated, theater-based intervention has demonstrated posttreatment gains in face memory and social communication. The multisite randomized clinical trial compared the Experimental (EXP; SENSE Theatre) to an Active Control Condition (ACC; Tackling Teenage Training, TTT) at pretest, posttest, and follow-up. It was hypothesized that the EXP group would demonstrate greater incidental face memory (IFM) and better social behavior (interaction with novel peers) and social functioning (social engagement in daily life) than the ACC group, and posttest IFM would mediate the treatment effect on follow-up social behavior and functioning. METHOD Two hundred ninety participants were randomized to EXP (N = 144) or ACC (N = 146). Per protocol sample (≥ 7/10 sessions) resulted in 207 autistic children 10-16 years. Event-related potentials measured IFM. Naive examiners measured social behavior (Vocal Expressiveness, Quality of Rapport, Social Anxiety) and functioning (Social Communication). Structural equation modeling was used to assess treatment effects. RESULTS SENSE Theatre participants showed significantly better IFM (b = .874, p = .039) at posttest, and significant indirect effects on follow-up Vocal Expressiveness a × b = .064, with 90% CI [.014, .118] and Quality of Rapport a × b = .032, with 90% CI [.002, .087] through posttest IFM. CONCLUSIONS SENSE Theatre increases social salience as reflected by IFM, which in turn affected Vocal Expressiveness and Quality of Rapport. Results indicate that a neural mechanism supporting social cognition and driven by social salience is engaged by the treatment and has a generalized, indirect effect on clinically meaningful functional outcomes related to core symptoms of autism. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Objective: This study aimed to develop a nonviolent communication training program and evaluate its effectiveness on the social adaptation and academic self-efficacy of aggressive male students. Methods and Materials: The research method included a qualitative section using thematic analysis with a deductive approach and a quantitative section with a quasi-experimental design, including a pre-test, post-test, control group, and a two-month follow-up period. The statistical population in the qualitative section consisted of articles, books, and dissertations related to nonviolent communication theory, and in the quantitative section, it included aggressive male students in the second grade of elementary school (ages 9 to 12) in the city of Isfahan during the 2023-2024 academic year. A total of 36 aggressive male students were purposefully selected and randomly assigned to experimental and control groups (18 students per group). The experimental group received the nonviolent communication training program over ten 75-minute sessions spanning ten weeks. The Aggression Questionnaire (AQ) (Eysenck & Wilson, 1975), the Social Adaptation Questionnaire (SAQ) (Sinha & Singh, 1993), and the Academic Self-Efficacy Questionnaire (ASEQ) (Jinks & Morgan, 1999) were used in this study. Data were analyzed using mixed analysis of variance with SPSS software version 23. Findings: The results indicated that the nonviolent communication training program has sufficient content validity according to experts. Additionally, this program significantly impacts the social adaptation (P<0.0001; Eta=0.56; F=43.07) and academic self-efficacy (P<0.0001; Eta=0.51; F=35.78) of aggressive male students. Conclusion: The nonviolent communication training program can be used as an effective method to improve the social adaptation and academic self-efficacy of aggressive male students.

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Background Given that high levels of stress during adolescence are associated with negative consequences, it is important that adolescents with psychological needs are supported at an early stage, for instance with interventions at school. However, knowledge about the potential of school-based programs targeting adolescents with psychological needs, aimed at reducing school or social stress, is lacking. Objective The current study aimed to investigate the effectiveness of two targeted school-based skills-training programs, addressing either skills to deal with performance anxiety or social skills. Methods Two randomized controlled trials were performed with participants who self-selected to one of the programs. The sample comprised of N  = 361 adolescents ( M _age = 13.99 years, SD  = 0.83) from various educational levels and ethnic identity backgrounds. The performance anxiety program included N  = 196 participants ( N  = 95 in the experimental group), while the social skills program included N  = 165 participants ( N  = 86 in the experimental group). MANCOVA’s were performed. Results The performance anxiety program had a small effect on reducing adolescents’ test anxiety. Furthermore, for adolescents who attended more than half of the sessions, the program had small effects on reducing test anxiety and fear of failure. The program did not improve adolescents’ coping skills or mental health. The social skills program was not effective in improving social skills, social anxiety, and mental health. Conclusions A relatively short, targeted program addressing skills to deal with performance anxiety can have the potential to reduce adolescents’ performance anxiety. Trial registration International Clinical Trials Registry Platform (Netherlands Trial Register, number NTR7680). Registered 12 December 2018. Study protocol van Loon et al., ( 2019 ).

ABSTRACT This paper examines substance use disparities among sexual and gender minority youth (SMY) compared to their heterosexual and cisgender peers. Using minority stress theory, it explores how stigma, discrimination, and social isolation heighten substance use among SMY, particularly those with intersecting racial and ethnic identities. The paper highlights the need for culturally responsive, trauma-informed care and presents a group-based intervention model tailored to SMY. This model fosters a supportive, peer-driven environment for developing coping mechanisms, reducing isolation, and building resilience, aligning with adolescent development and minority stress theory. It underscores the importance of training social workers in cultural humility and trauma-informed approaches to meet SMY’s unique needs. The paper concludes by advocating for targeted research and interventions addressing the intersecting identities of SMY, aiming to reduce substance use disparities and support their long-term well-being.

The aim of this study was to implement the teaching personal and social responsibility (TPSR) model in a competitive context analyzing the differences between the intervention and the control group on personal and social responsibility, prosocial behaviors, and self-efficacy in youth soccer players. Participants were 34 youth soccer players between the ages of 14 and 16 years old (15.18 ± 0.72) divided into two different soccer teams of 17 members, corresponding to the control and intervention groups. The implementation of the TPSR model took place during 9 months, including initial and ongoing coach training (3 months), program implementation (three sessions per week lasting 90 min during 6 months), and a series of expert-led seminars for athletes (one session per week lasting 90 min during 4 months). The questionnaires used to collect data were the Personal and Social Responsibility Questionnaire, Prosocial Behavior Scale, and two Children’s Self-efficacy Scales. Results indicated that the TPSR intervention group obtained an increase in post-test levels of personal and social responsibility, prosocial behavior, and self-efficacy due to the application of the TPSR model compared with control group that used a conventional sport teaching methodology. The conclusion is that the TPSR model has the potential to be adapted and implemented with flexibility in youth sport competition contexts in order to improve personal and social responsibility, prosocial behavior, and self-efficacy.

ABSTRACT South Africa faces a severe youth unemployment crisis, particularly among those aged 16-25, with NEET (not in education, employment, or training) youth at high risk of mental health challenges and social exclusion. Despite their lack of formal qualifications, these young people possess personal assets that can foster resilience. This study explores how critical action learning (CAL) can help NEET youth develop their collective capability by engaging them in after-school programmes (ASP), which not only benefit adolescents, but also enhance the self-confidence, agency, and social networks of NEET youth themselves. Using participatory action learning and action research (PALAR) with arts-based methods, the study engaged 14 young women in two cycles: first, to reflect on barriers and personal assets, and second, to design and implement after school programmes (ASP). The findings show that participation in an action learning group (ALG) fostered trust, emotional openness, and self-belief, demonstrating the potential of CAL in empowering marginalised youth.

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The current study evaluated the use of MYmind, a concurrent mindfulness program in which youth with autism and their parents simultaneously receive group specific mindfulness training. Youth with autism can experience emotional and behavioral challenges, which are associated with parental stress. Mindfulness-based programs are emerging as a promising support for these challenges, for both children and parents. While two studies have documented the use of concurrent parent-child programs, neither involve control conditions. Using a within-subject repeated measures design with a baseline component, 23 parent-child dyads were assessed on mindfulness, mental health, and youth emotion regulation and autism symptoms. Participants also rated their perceived improvement on a social validity questionnaire. There was improvement in youth autism symptoms, emotion regulation, and adaptive skills, and in parent reports of their own mindfulness following the program. There was also some indication of a waitlist effect for parent mental health, but not for other outcome variables. Participant feedback was mainly positive. MYmind has the potential to contribute to emotion regulation and adaptability in youth with autism, and mindfulness in parents, though more rigorous controlled trials are needed.

This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD’s social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students’ social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper.

This study examines the influence of group guidance on reducing aggressive behavior among adolescent students, a psychosocial issue that frequently arises in school settings and adversely affects emotional stability, social adjustment, and academic performance. Using a quantitative approach with a one-group pretest–posttest design, the study involved 12 students identified as having high levels of aggression through purposive sampling. The aggression scale used consisted of 50 items, with 49 validated and a reliability coefficient of α = 0.975. The group guidance intervention was conducted in four structured sessions that focused on recognizing aggressive behavior, improving emotional regulation, developing empathy, and strengthening conflict-resolution skills. Results of the Wilcoxon Signed Rank Test indicated a significant decline in aggressive behavior, with the mean score decreasing from 106.83 in the pretest to 84 in the posttest (p = 0.003 < 0.05). These findings demonstrate that group guidance is effective in reducing aggressive tendencies by enhancing students’ emotional awareness and their ability to respond positively in social interactions. The study concludes that group guidance can serve as a practical preventive intervention in schools to promote students' social competence and minimize aggressive behavior. Keywords: group guidance, aggressive behavior, adolescents, emotional regulation

Adolescence represents a vulnerable developmental period for depression and an opportune time for prevention efforts. In this study, 186 adolescents with elevated depressive symptoms (M age = 14.01, SD = 1.22; 66.7% female; 32.2% racial minority) were randomized to receive either Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST; n = 95) delivered by research clinicians or group counseling (GC; n = 91) delivered by school counselors. We previously reported the short-term outcomes of this school-based randomized controlled trial: IPT-AST youth experienced significantly greater improvements in depressive symptoms and overall functioning through 6-month follow-up. Here, we present the long-term outcomes through 24 months postintervention. We examined differences in rates of change in depressive symptoms and overall functioning and differences in rates of depression diagnoses. Youth in both conditions showed significant improvements in depressive symptoms and overall functioning from baseline to 24-month follow-up, demonstrating the efficacy of school-based depression prevention programs. However, the two groups did not differ in overall rates of change or in rates of depression diagnoses from baseline to 24-month follow-up. Although IPT-AST demonstrated advantages over GC in the short term, these effects dissipated over long-term follow-up. Specifically, from 6- to 24-month follow-up, GC youth showed continued decreases in depressive symptoms, whereas IPT-AST youth showed a nonsignificant increase in symptoms. GC youth remained relatively stable in overall functioning, whereas IPT-AST youth experienced a small but statistically significant worsening in functioning. This study highlights the potential of school-based depression prevention efforts and the need for further research.

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The current research aims to identify the effectiveness of a counseling program (cognitive - behavioral) in reducing self-stigma and developing social communication skills for adolescent students with speech and language disorders. This is done by verifying the validity of the following hypotheses: There are no statistically significant differences at the level of significance (0.05) between the mean scores of the experimental group members in reducing self-stigma and developing social communication skills before and after the application of the counseling program. The counseling program does not achieve its effectiveness in reducing self-stigma and developing social communication skills among the experimental group members. The current research was limited to adolescent students with speech and speech disorders in Chamchamal District Center during the year (2021-2022). The researchers used the quasi-experimental approach, and the research sample consisted of (12) students, 6 males and 6 females, where the researchers placed all of them within one experimental group in order to apply the program to them. The researchers adopted a counseling program (cognitive - behavioral) in order to reduce self-stigma and develop social communication skills, as well as to extract the honesty of the program, and the number of sessions was (16), and the duration of each session (45 minutes), with two sessions per week. The researchers used the (Abu Sbeitan, 2014) scale to measure self-stigma, and the (Al-Halabi, 2016) scale to measure social communication skills, after extracting their validity and reliability. The researchers used the Statistical Package for Social Sciences (SPSS) to analyze the research data. The results of the research concluded: There are statistically significant differences at the level of significance (0.05) between the mean scores of the experimental group members in reducing self-stigma and developing social communication skills, and that the use of the counseling program is effective in reducing self-stigma and developing social communication skills.

This study utilized the Nominal Group Technique (NGT) to identify critical factors influencing adolescent anger management, guided by Albert Bandura's Social Learning Theory (SCT). The primary objective was to pinpoint core components for designing effective anger management strategies for adolescents. Nine experts-comprising trained counseling teachers and mental health professionals-evaluated key factors across three main categories: behavioral, environmental, and personal factors. The key findings revealed that imitation (77.78%) was the most significant behavioral factor, highlighting the crucial role of observational learning in managing anger. The school environment (74.07%) was identified as a vital environmental factor, indicating the significant influence of educational settings on adolescent anger regulation. Additionally, cognitive skills (74.07%) emerged as a key personal factor, underscoring the importance of strengthening problem-solving and critical thinking skills as part of comprehensive anger management strategies. This study provides valuable insights by identifying key intervention factors through a structured expert-driven approach facilitated by NGT. Future research should explore how traditional factors can be incorporated into these strategies and assess the long-term effectiveness of the interventions developed.

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Background: Adolescents are vulnerable to engaging in risky behaviors that compromise their health. Motivational interviewing (MI) is a brief intervention that can promote positive behavior changes. Objectives: This study aimed to examine the effect of MI on adolescent life skills related to risky behavior prevention in Indonesia. Methods: A quasi-experimental design with a pre-test/post-test control group was conducted between April and May 2021. The intervention group received five weekly MI counseling sessions (30–45 minutes each). Life skills were assessed using the Life Skill Training Questionnaire for High School Students (LSTQ-HS). An ANCOVA test was used to compare post-intervention scores between groups, controlling for baseline differences. Results: The intervention group’s total life skills score significantly increased from 94.57 (SD=14.06) to 117.80 (SD=4.71) (p<0.001). Significant improvements were also observed across refusal skills, assertiveness, relaxation, and self-control (p<0.05). ANCOVA analysis confirmed a significant difference between the intervention and control groups post-intervention (F=94.82, p<0.001). Conclusions: Motivational interviewing effectively enhanced adolescents' life skills related to risky behavior prevention. Integrating MI into school-based life skills programs may support adolescent health. Future studies with rigorous designs and larger sample sizes are recommended to strengthen these findings.

Strengthening peer counseling is an effective approach in supporting mental health and psychosocial well-being of adolescents. Peer counseling allows individuals with similar backgrounds to share experiences, provide emotional support, and improve problem-solving skills. This study aims to see the effectiveness of peer counseling empowerment programs in improving psychological well-being and social skills of participants. The method used in this study was a literature study and an experiment with a control group of 32 participants. The results of this study were P <0.05, namely P = 0.028 with an average effectiveness result of 5.51%. which confirms that strengthening peer counseling is a strategy that can be applied in educational and community environments to improve adolescent mental well-being.  

The problem of bullying is a severe issue among adolescents with far-reaching impacts on mental and social well-being. The increasing number of cases is often caused by poor handling and neglect, so victims do not get the psychological assistance they need. Peers have an essential role in adolescent development and can take a role in efforts to deal with bullying at school by becoming counselors for peers who need it. This study aims to improve the understanding and skills of peer counseling on student council cadres as agents of change in schools. This training combines psychoeducational methods to increase understanding of bullying and its implications, as well as providing peer counseling training to provide counseling skills to help peer victims of bullying. The subjects in this study were adolescents aged 13–15 years who were members of the intra-school organization (OSIS) and were taken using a purposive sampling technique totaling 31 subjects. This research is experimental research with a one-group pretest and posttest design. The results showed an increased understanding of bullying and skills in peer counseling. Based on the Wilcoxon test, it was found that the Asymp. Sig (2-tailed) value was 0.000 (sig. <0.05), so it was concluded that peer counseling training interventions were effective in increasing the understanding and skills of bullying and peer counseling. Keywords: adolescent, bullying, peer counseling training, psychoeducation, school

ABSTRACT The rise of student mental health and behavioral issues increases the need for school counselors to identify effective interventions to maximize their direct services. This study investigated the effect of the Student Success Skills classroom and small group program on student affective (g = .55), behavioral (g = .20), and cognitive (g = .21) outcomes. Using the mean posttest scores for the treatment and comparison groups, the results revealed g = .37 for 13 studies conducted between 2005 and 2022. These findings indicate that students who received the SSS interventions experienced better outcomes than those who did not. Implications for practitioners and recommendations for future research are discussed.

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Adolescent are prone to experiencing anxiety (Anxiety disorder), namely a condition of anxiety for a short time and feeling restless in every activity for no apparent reason. Anxiety is the most common mental disorder problem among teenagers in Indonesia, namely 26.7%. Based on the results of the situation and needs analysis with partners, namely the Youth Counseling Information Center (PIK-R) SMAN 1 Gambut, there are still several work programs from PIK-R that are still not optimal. Based on the results of the analysis, a significant value of 0.000<0.05 was obtained, which means there is a positive or meaningful relationship between the pre-test and post-test scores. This shows an increase in knowledge of 28 respondents (96%) between before and after providing education related to anxiety disorders at SMAN 1 Gambut. It is hoped that this activity can contribute to increasing students' knowledge and skills in dealing with anxiety disorders.

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BACKGROUND Given the prevalence and consequences of adolescent depression, depression prevention has become an important area of research. While prevention programs like Interpersonal Psychotherapy - Adolescent Skills Training (IPT-AST) have demonstrated effectiveness, little research to date has studied the relationship between maternal depression and adolescent outcomes in these programs. METHOD The current study investigated the relationship between maternal and adolescent depressive symptoms in 167 mother-adolescent dyads who were enrolled in the Depression Prevention Initiative (DPI), a randomized controlled trial that compared IPT-AST to group counseling (GC). First, the study examined the relationship between initial levels of adolescent and maternal depressive symptoms. The study then investigated whether maternal depressive symptoms improved over the two-year study period. Finally, the study assessed whether maternal and adolescent symptoms changed concurrently across time. RESULTS Results indicated that initial levels of maternal and adolescent symptoms were positively associated. Additionally, maternal symptoms improved across the two-year period. Maternal and adolescent outcomes were related across time: as adolescents improved in our study, their mothers also improved. LIMITATIONS The study utilized self-report data only and did not allow for the testing of causality in the relationship between mother-youth depression. CONCLUSIONS These findings add to the literature demonstrating that as one part of the mother-child dyad improves, the other improves as well. These findings extend the current understanding of the relationship between maternal and adolescent depressive symptom outcomes, and have important implications for the prevention and treatment of depression.

ABSTRACT In this qualitative study, researchers examined the experience of participating in a mindfulness-based curriculum within an elementary school counseling group. Three small groups were facilitated with fifth grade students. Researchers collected qualitative data through written data addressing participants’ experiences. Data analysis provided evidence that integrating a mindfulness curriculum within an elementary school counseling group setting has the potential to address children’s stress and support the development of their self-regulation, relaxation, and attention skills. The findings, implications, and recommendations of this study support school counselors integrating mindfulness-based interventions with students.

Adolescent sexual and dating violence (SDV) is a worldwide problem. Although male adolescents in vocational education or youth care may be at increased risk of perpetrating SDV, little is known about effective gender-specific prevention. Therefore, we conducted a quasi-experimental evaluation of a Dutch group counseling program promoting psychosexual health and preventing SDV among male adolescents aged 12–18 years: Make a Move. The 66 participating male adolescents completed three questionnaires (baseline, post-test, 3-month follow-up; 48.5% retention). We also conducted interviews with a subsample of four adolescents and two program trainers and performed observations in one group. With these multi-method, multi-informant data, we evaluated program effectiveness on the six intended outcomes (attitudes, social norms, self-efficacy, skills, intentions, and SDV perpetration) by (1) statistically comparing self-reports between the intervention and control groups; (2) thematically analyzing interview data; and (3) describing three individual male adolescent cases, triangulating questionnaire, interview, and observation data. We found limitations in program integrity, evidence for program effectiveness on skills, and mixed evidence for effects on attitudes, but no evidence for effects on socials norms, self-efficacy, or SDV perpetration. Yet our interviews indicated perceived effectiveness on self-efficacy and intentions. We also found indications of adverse effects on attitudes and intentions. We offer suggestions for program refinement and future program evaluations.

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Adolescents with Conduct Disorder (CD) frequently face persistent psychological, social, and academic difficulties that often respond inadequately to conventional approaches. This study examined whether a structured emotional intelligence (EI) training program could improve resilience, quality of life (QoL), and mental health in this population. This quasi-experimental study used a pretest - posttest design with a two-month follow-up. Sixty adolescents referred to counseling centers in Karaj, Iran, between 2023 and 2024 were recruited via convenience sampling and allocated to an EI intervention group (n = 30) or a control group (n = 30). The intervention comprised ten weekly 60-minute sessions focusing on emotional awareness, emotion regulation strategies, interpersonal skills, and self-efficacy. Outcomes were assessed with the Connor–Davidson Resilience scale, the WHOQOL-BREF, and the Keyes Mental Health Continuum. Data were analyzed using repeated-measures ANOVA with Bonferroni-adjusted post hoc comparisons in SPSS, version 26. Participants in the EI group showed statistically significant improvements in resilience, quality of life, and mental health at posttest (p < .05), and these gains were maintained at the two-month follow-up. The control group exhibited minimal change across assessments. The findings indicate that structured EI training can help adolescents with CD better manage their emotions and interpersonal relationships. The maintenance of these improvements at follow-up underscores the practical value of EI skills in promoting adaptive adjustment in both clinical and community settings. This study suggests that the use of evidence-based EI programs in the treatment of adolescents with CD can lead to long-term improvements in their mental health and social functioning.

Objective: The objective of this study was to develop a structured, developmentally informed intervention and to examine its effectiveness in reducing high-risk behaviors among substance-using adolescents. Methods and Materials: This study employed a mixed-methods sequential exploratory design. In the qualitative phase, semi-structured interviews were conducted with substance-using adolescents, clinicians, and experts to identify core psychological, familial, and social mechanisms underlying high-risk behaviors, and the findings were used to develop a structured intervention protocol. In the quantitative phase, a quasi-experimental pretest–posttest design with an intervention and a control group was implemented. Participants were adolescents with a history of substance use recruited from counseling and support centers in Shahroud. The intervention group received a structured, multi-session program focusing on emotion regulation, cognitive restructuring, problem-solving, interpersonal skills, and future orientation, while the control group received routine services. Standardized self-report measures of high-risk behaviors were administered before and after the intervention. Findings: Inferential analyses revealed a statistically significant reduction in high-risk behaviors in the intervention group compared to the control group. Repeated-measures analysis showed a significant time × group interaction, indicating that changes over time differed significantly between groups. The intervention produced large effect sizes for overall high-risk behaviors as well as for emotional, behavioral, and social risk components, demonstrating the strong impact of the structured program beyond natural change or routine care. Conclusion: The findings indicate that a structured intervention developed through qualitative exploration and evaluated using quantitative methods can effectively reduce high-risk behaviors among substance-using adolescents. Integrating emotional, cognitive, and interpersonal components within a coherent framework appears to be a promising approach for intervention programs targeting adolescent substance use.

This study aims to evaluate the effectiveness of applying a group approach in counseling adolescents to address changes in their behavior. The research method used was quasi-experimental with a pre-test and post-test design to measure behavior changes before and after the group counseling intervention. The research sample consisted of 30 adolescents randomly selected from several high schools in city X using probability sampling methods. The group counseling intervention was conducted over 8 sessions, with each session lasting 90 minutes. Counseling topics included emotional control, communication skills, stress management, and confidence building. Data collection instruments included validated and reliable questionnaires, as well as direct observation by facilitators. Data obtained from the pre-tests and post-tests were analyzed using paired t-tests to determine if there were significant changes in adolescent behavior before and after the intervention. The data analysis results indicated significant positive changes in adolescent behavior after participating in group counseling. These changes included improvements in emotional control, better communication skills, more effective stress management, and increased self-confidence. Additionally, adolescents showed a more positive attitude toward themselves and their social environment.

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Positive education aims to improve students’ academic performance as well as their well-being and character strengths. In contrast to traditional school counseling methods that are typically post hoc and pathological, positive education advocates a preventive and positive approach, which teaches students well-being skills that can reduce the chances of depression before it occurs. The current study tested this hypothesis by using a pseudo-experiment design. Six 8th grade classes (N = 173) in a Chinese school were randomly assigned into two groups. In the experiment group, students took positive education courses once a week that taught them primarily knowledge and skills related to positive emotions. Students in the control group took regular moral education courses. After one semester, the level of depression of students in the experiment group had no significant change while that of students in the control group increased significantly. The results showed that adolescent depression can be prevented by positive emotion interventions. Implications and limitations are discussed.

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ABSTRACT Objective: A series of studies report elevated rates of autism and autistic characteristics among gender-diverse youth seeking gender services. Although youth with the co-occurrence present with complex care needs, existing studies have focused on co-occurrence rates. Further, clinical commentaries have emphasized provider-centered interpretations of clinical needs rather than key stakeholder-driven clinical approaches. This study aimed to employ community-based participatory research methodologies to develop a key stakeholder-driven clinical group program. Method: Autistic/neurodiverse gender-diverse (A/ND-GD) youth (N = 31), parents of A/ND-GD youth (N = 46), A/ND-GD self-advocates (N = 10), and expert clinical providers (N = 10) participated in a multi-stage community-based participatory procedure. Needs assessment data were collected repeatedly over time from A/ND-GD youth and their parents as the youth interacted with one another through ongoing clinical groups, the curriculum of which was developed progressively through the iterative needs assessments. Results: Separate adolescent and parent needs assessments revealed key priorities for youth (e.g., the importance of connecting with other A/ND-GD youth and the benefit of experiencing a range of gender-diverse role models to make gender exploration and/or gender affirmation more concrete) and parents (e.g., the need for A/ND-related supports for their children as well as provision of an A/ND-friendly environment that fosters exploration of a range of gender expressions/options). Integration and translation of youth and parent priorities resulted in 11 novel clinical techniques for this population. Conclusions: With generally high acceptability ratings for each component of the group program, this study presents a community-driven clinical model to support broad care needs and preferences of A/ND-GD adolescents.

Background Adolescence is a developmental period marked by engagement in risk-taking behaviors, especially among impulsive or emotionally dysregulated youth. Thus, interventions that teach skills to reduce the risk of negative outcomes associated with emotional dysregulation are required. Social and emotional learning (SEL) programs have been developed to address both adolescent emotional dysregulation and risk-taking behaviors; however, current programs have mostly been implemented among younger youth and are used as a tier 1 universal intervention rather than a targeted tier 2 intervention for youth identified with emotional regulation difficulties. Objective This study aimed to address the need for SEL programming that can be delivered in schools, particularly for older youth who have difficulties with emotional or behavioral dysregulation, to reduce the risk of health-risk behaviors among this population. Methods Here, we outline the implementation of an SEL intervention titled Going 4 Goals, a 9-session adaptation of the Dialectical Behavioral Therapy for Adolescents (DBT-A) program delivered to at-risk high school students in a school setting. The primary objectives of the study are to test whether participating in the skills group intervention produces significant increases in the core DBT-A skills of mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness, while also producing significant decreases in substance use and risky behaviors. These primary outcomes are based on changes in participant scores between baseline and after the intervention and follow-ups at 1, 3, and 6 months compared with a control group of youth participating in the school’s health curriculum at the same time points. Qualitative interviews will also be conducted with intervention participants and school staff to examine acceptability and facilitators of and barriers to the intervention. Results A total of 171 participants across 13 groups had been enrolled in the intervention, with data collection ending December 2021. Data analysis will begin in the spring of 2022, with expected results to be published in the spring of 2023. Conclusions This paper describes the protocol of the 9-session school-based adaptation of the DBT-A intervention and discusses the strengths and limitations of the study and future directions. International Registered Report Identifier (IRRID) DERR1-10.2196/32490

No abstract available

This study employed quantitative methodologies to investigate the impact of a 12-week mindfulness-based Social and Emotional Learning (SEL) program on lowering stress and improving mental well-being in a sample of 300 adolescents from Jordan. The study employed a stratified random sampling strategy to choose participants from diverse urban and rural populations. Data was collected utilizing the Perceived Stress Scale (PSS) and the Strengths and Difficulties Questionnaire (SDQ). The data evaluation involved the use of descriptive statistics, paired-sample t-tests, regression analysis, and an Analysis of Covariance (ANCOVA). The results indicate a significant decrease in stress levels and positive changes in mental health outcomes following the intervention. The regression analysis revealed that age was a likely predictor of changes in stress levels, indicating that older persons saw more significant declines. The analysis of covariance (ANCOVA) indicated significant gender-specific discrepancies in the impacts of the intervention. Independent samples t-tests revealed statistically significant variations in the average rankings across specific age groups and school environments. Proposed measures include implementing mindfulness-based social and emotional learning (SEL) programs in school systems, tailoring treatments to suit different demographic groups, examining gender-specific factors, and advocating for policy integration. Performing a longitudinal study is typically advised to assess the long-term sustainability of intervention results.

Objectives The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotional learning on changes in their resilience and behavioral problems over the course of seven months of the pandemic. Methods The Time 1 (T1) and Time 2 (T2) measuring points were in October 2020 and May 2021, characterized by high mortality rates and strict restrictions in Europe. For all three countries combined, 512 questionnaires were answered by both adolescents (aged 11-13 and 14-16 years) and their parents. The SSIS-SEL and SDQ student self-report and parent forms were used to evaluate adolescents’ social emotional skills and behavioral problems. The CD-RISC-10 scale was administered to adolescents to measure their self-reported resilience. Several multilevel models were fitted to investigate the changes in adolescents’ social emotional skills, resilience, and behavioral problems, controlling for age and gender. Correlation analysis was carried out to investigate how changes in the adolescents’ social emotional skills were associated with changes in their resilience and mental health adjustment. Results Comparing T1 and T2 evaluations, adolescents claim they have more behavioral problems, have less social emotional skills, and are less prosocial than perceived by their parents, and this result applies across all countries and age groups. Both informants agree that COVID-19 had a negative impact, reporting an increment in the mean internalizing and externalizing difficulties scores and reductions in social emotional skills, prosocial behavior, and resilience scores. However, these changes are not very conspicuous, and most of them are not significant. Correlation analysis shows that changes in adolescents’ social emotional skills are negatively and significantly related to changes in internalized and externalized problems and positively and significantly related to changes in prosocial behavior and resilience. This implies that adolescents who experienced larger development in social emotional learning also experienced more increase in resilience and prosocial behavior and a decrease in difficulties. Conclusion Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic’s consequences on adolescents’ mental health.

No abstract available

Introduction Despite increasing interest in measuring social and emotional learning (SEL), there is a lack of European-validated tools for assessing the efficacy of SEL programs. The aim of this study was to validate an Italian version of the social skills improvement system (SSIS) SEL brief scales–student form. Methods Participants were 1,175 students (mean age: 11.02 years; SD: 2.42; range: 8–16 years; males: 46.8%) recruited at schools in Northern Italy. Statistical analyses and results Initial confirmatory factor analysis encountered a series of challenges, implying non-convergence of the original five-factor measurement model (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) based on the Collaborative on Academic Social Emotional Learning (CASEL) competency framework established with students in the United States. Further exploratory and confirmatory analyses supported a four-factor model that remained partially invariant across gender groups. The Italian version of the SSIS SEL brief scales was thus shown to be an efficient measurement tool for estimating social and emotional learning in students. Discussion We discuss the implications of findings in relation to selecting valid and reliable instruments for assessing children’s and adolescents’ SEL competencies, while considering the culturally-situated nature of the constructs under study.

Many mental health disorders emerge in late childhood and early adolescence and contribute to the burden of these disorders among young people and later in life. We systematically reviewed literature published up to December 2015 to identify systematic reviews on mental health interventions in adolescent population. A total of 38 systematic reviews were included. We classified the included reviews into the following categories for reporting the findings: school-based interventions (n = 12); community-based interventions (n = 6); digital platforms (n = 8); and individual-/family-based interventions (n = 12). Evidence from school-based interventions suggests that targeted group-based interventions and cognitive behavioral therapy are effective in reducing depressive symptoms (standard mean difference [SMD]: −.16; 95% confidence interval [CI]: −.26 to −.05) and anxiety (SMD: −.33; 95% CI: −.59 to −.06). School-based suicide prevention programs suggest that classroom-based didactic and experiential programs increase short-term knowledge of suicide (SMD: 1.51; 95% CI: .57–2.45) and knowledge of suicide prevention (SMD: .72; 95% CI: .36–1.07) with no evidence of an effect on suicide-related attitudes or behaviors. Community-based creative activities have some positive effect on behavioral changes, self-confidence, self-esteem, levels of knowledge, and physical activity. Evidence from digital platforms supports Internet-based prevention and treatment programs for anxiety and depression; however, more extensive and rigorous research is warranted to further establish the conditions. Among individual- and family-based interventions, interventions focusing on eating attitudes and behaviors show no impact on body mass index (SMD: −.10; 95% CI: −.45 to .25); Eating Attitude Test (SMD: .01; 95% CI: −.13 to .15); and bulimia (SMD: −.03; 95% CI: −.16 to .10). Exercise is found to be effective in improving self-esteem (SMD: .49; 95% CI: .16–.81) and reducing depression score (SMD: −.66; 95% CI: −1.25 to −.08) with no impact on anxiety scores. Cognitive behavioral therapy compared to waitlist is effective in reducing remission (odds ratio: 7.85; 95% CI: 5.31–11.6). Psychological therapy when compared to antidepressants have comparable effect on remission, dropouts, and depression symptoms. The studies evaluating mental health interventions among adolescents were reported to be very heterogeneous, statistically, in their populations, interventions, and outcomes; hence, meta-analysis could not be conducted in most of the included reviews. Future trials should also focus on standardized interventions and outcomes for synthesizing the exiting body of knowledge. There is a need to report differential effects for gender, age groups, socioeconomic status, and geographic settings since the impact of mental health interventions might vary according to various contextual factors.

This article updates the evidence base on outpatient behavioral treatments for adolescent substance use (ASU) since publication of the previous review completed for this journal by Hogue, Henderson, Ozechowski, and Robbins (2014). It first summarizes the Hogue et al. findings along with those from recent literature reviews and meta-analytic studies of ASU treatments. It then presents study design and methods criteria used to select 11 comparative studies subjected to Journal of Clinical Child and Adolescent Psychology level of support evaluation. These 11 studies are detailed in terms of their sample characteristics, methodological quality, and substance use outcomes. Cumulative level of support designations are then made for each identified treatment approach. These cumulative designations are virtually identical to those of the previous review: ecological family-based treatment, individual cognitive-behavioral therapy, and group cognitive-behavioral therapy remain well-established; behavioral family-based treatment and motivational interviewing remain probably efficacious; drug counseling remains possibly efficacious; and an updated total of 5 multicomponent treatments combining more than 1 approach (3 of which include contingency management) are deemed well-established or probably efficacious. Treatment delivery issues associated with evidence-based approaches are then reviewed, focusing on client engagement, fidelity and mediator, and predictor and moderator effects. Finally, to help accelerate innovation in ASU treatment science and practice, the article outlines promising horizons in improving youth identification and access, specifying and implementing pragmatic treatment in community settings, and leveraging emerging lessons from implementation science.

OBJECTIVE Living in poverty increases exposure to adversities that undermine healthy development, impeding growth in the social-emotional and language skills that support adaptive coping and promote mental health. Evidence-based programs have the potential to improve current preschool practice and strengthen these early skills, potentially reducing risk for later psychopathology. The authors tested the hypothesis that an enrichment program in preschool would be associated with reduced levels of psychopathology symptoms at the transition from middle to secondary school. METHODS The Head Start REDI (Research-Based, Developmentally Informed) intervention was used to enrich preschool classrooms serving children from low-income families with an evidence-based social-emotional learning (SEL) program and a coordinated interactive reading program. Centers were randomly assigned to the intervention or usual practice, and 356 4-year-olds (58% White, 25% Black, 17% Latino; 54% female) were followed into early adolescence. Hierarchical linear models were used to evaluate intervention effects on teacher-rated psychopathology symptoms using the Strengths and Difficulties Questionnaire in grade 7 (ages 12-13) and grade 9 (ages 14-15), 8-10 years after the end of the intervention. RESULTS Statistically significant intervention-related reductions were observed in conduct problems and emotional symptoms in the intervention group. In addition, the proportion of youths with clinically significant levels of conduct problems, emotional symptoms, and peer problems was reduced in the intervention group, with rates one-third of those in the control group. CONCLUSIONS The study findings indicate that enriching preschool programs serving at-risk children with a relatively inexpensive evidence-based SEL program with interactive reading substantially improved the later benefits for adolescent emotional and behavioral health. This kind of SEL enrichment represents an approach that can leverage public investments in preschool programs to enhance public health.

The negative impacts of aggressive bullying behavior by adolescents on both the bullies and victims are being increasingly recognized as social and economic problems. At the same time, there are alarming trends in face-to-face and online aggression and bullying behavior in Hong Kong. Since the 1970s, prevention and intervention programs to reduce bullying behavior have been implemented in schools in Western countries; however, antibullying and antiaggression programs in Hong Kong schools only began in the 2000s. There are two ways of defining the target groups for these intervention programs. Programs using a one-factor model categorize the adolescents who exhibit bullying behavior into a single group, bullies, whereas two-factor models distinguish two subtypes of aggression: reactive and proactive aggression. The former approach is emphasized in the Restorative Whole-school Approach with Shared Concern method, which uses mediation to reduce bullying in schools. The two-factor approach differentiates adolescents' behaviors into reactive, proactive, or occurring reactive-proactive aggression based on the functions and underlying goals of their actions. Specific interventions are then designed to address the particular features and psychosocial correlates of reactive and proactive aggression. The aim is to develop the positive development attributes related to specific types of aggression and thus reduce aggressive behavior in schools.

Adolescence is characterized by heightened emotion dysregulation, impulsivity, and engagement in high-risk behaviors, such as substance use, violence, and unprotected sexual activity. Dialectical Behavioral Therapy for Adolescents (DBT-A) is an evidence-based intervention that targets emotion regulation and impulsivity among adolescents, proven effective at decreasing high-risk behaviors. However, limited research exists on adolescents' perceptions of DBT-A, particularly in schools. The current study aimed to understand adolescents’ perspectives on a DBT-A skills group delivered within urban high schools in a midwestern state. The study sample of 18 youth (mean age 14.7; 66.7% male; 38.9% Black) completed individual semi-structured qualitative interviews assessing their perspectives on the DBT-A skills group. Interview topics included the program’s impact on youths’ daily lives, risk-taking behaviors, skill acquisition, and general feedback about the group. Fifteen of the eighteen participants (86%) reported acceptability of the program, expressing that they enjoyed the content and would recommend the group to peers. Participants observed positive impacts on their daily lives, including self-reported enhanced ability to regulate their emotions, communicate with teachers, effectively adapt their mindsets and motivations, and make healthy relationship decisions. Additionally, some noted an increased feeling of connection to their peers following the group. Delivering the DBT-A skills group in schools was shown to have high rates of acceptability among youth and resulted in improved emotion regulation and reduced impulsivity. Further research is needed to assess long-term effects of this program and to identify best training practices for school staff to implement and sustain the program long-term.

No abstract available

Intervention strategies for those diagnosed with psychotic disorders such as schizophrenia can be effective in reducing symptoms and improving quality of life. While strides have been made in developing prevention and intervention strategies earlier on in the disease progression, among those at clinical high-risk (CHR) for psychosis, challenges with heterogeneity can limit symptom and diagnosis specific treatment. Here, we discuss a newly developed therapy skills group called the Skills Program for Awareness, Connectedness, and Empowerment (SPACE) that integrates different types of behavioral skills – standard and radically open dialectical behavioral therapy as well as cognitive behavioral therapy – for CHR youth between the ages of 13–18 years. With the diathesis-stress framework serving as a foundation, the intervention is divided into three stages. These stages target specific signs and symptoms contributing to the progression of CHR symptoms. Stage 1 targets stress (with the goal of developing awareness and reducing distress), stage 2 targets self-disturbances (with a goal of increasing self-connectedness), and stage 3 targets social connectedness (with a goal of improving social domains of functioning). The focus of this article is to introduce the theoretical framework underlying the pilot skills group and discuss ongoing progress. Clinical Trial Registration NCT05398120; https://clinicaltrials.gov/ct2/show/NCT05398120.

Online social work services (e.g., telemental health; telebehavioral health; virtual care; telehealth) present significant opportunities for clinical social workers to provide effective care to marginalized populations, such as LGBTQ+ youth. The COVID-19 pandemic has led to an increased focus on telehealth, and while there are excellent resources to guide ethics, standards, and legal decisions (NASW, n.d.), there is less guidance in the literature to specifically inform the adaptation of offline clinical skills to telehealth, particularly for LGBTQ+ youth. To address this gap, we present examples from our experience offering AFFIRM, an affirmative cognitive behavioral therapy (CBT) group intervention now being delivered through telehealth. Specifically, this paper will: (a) describe the key considerations for the delivery of CBT via telehealth to youth; (b) detail specific clinical skills and strategies to enable successful online implementation; (c) describe the adaptation approach through a case study of cognitive restructuring with a transgender youth; (d) and offer specific guidance to support clinicians to adapt their clinical skills to the virtual environment.

BACKGROUND Conduct disorder (CD) and oppositional defiant disorder (ODD) both convey a high risk for maladjustment later in life and are understudied in girls. Here, we aimed at confirming the efficacy of START NOW, a cognitive-behavioral, dialectical behavior therapy-oriented skills training program aiming to enhance emotion regulation skills, interpersonal and psychosocial adjustment, adapted for female adolescents with CD or ODD. METHODS A total of 127 girls were included in this prospective, cluster randomized, multi-center, parallel group, quasi-randomized, controlled phase III trial, which tested the efficacy of START NOW (n = 72) compared with standard care (treatment as usual, TAU, n = 55). All female adolescents had a clinical diagnosis of CD or ODD, were 15.6 (±1.5) years on average (range: 12-20 years), and were institutionalized in youth welfare institutions. The two primary endpoints were the change in number of CD/ODD symptoms between (1) baseline (T1) and post-treatment (T3), and (2) between T1 and 12-week follow-up (T4). RESULTS Both treatment groups showed reduced CD/ODD symptoms at T3 compared with T1 (95% CI: START NOW = -4.87, -2.49; TAU = -4.94, -2.30). There was no significant mean difference in CD/ODD symptom reduction from T1 to T3 between START NOW and TAU (-0.056; 95% CI = -1.860, 1.749; Hedge's g = -0.011). However, the START NOW group showed greater mean symptom reduction from T1 to T4 (-2.326; 95% CI = -4.274, -0.378; Hedge's g = -0.563). Additionally, secondary endpoint results revealed a reduction in staff reported aggression and parent-reported irritability at post assessment. CONCLUSIONS Although START NOW did not result in greater symptom reduction from baseline to post-treatment compared with TAU, the START NOW group showed greater symptom reduction from baseline to follow-up with a medium effect size, which indicates a clinically meaningful delayed treatment effect.

Abstract Background Attention Deficit Hyperactivity Disorder (ADHD) is a commonly occurring neurodevelopmental disorder associated with impairments in numerous aspects of functioning and quality of life. There is a growing recognition that brief and effective psychosocial interventions are needed for youth with ADHD. Objective The aim of this study was to assess the feasibility and preliminary effectiveness of a dialectical behavioral therapy-based skills training group for adolescents with ADHD in a routine clinical care setting. Methods Ten adolescents with ADHD/ADD (Attention Deficite Disorder) commenced a 10-week training group including psychoeduction, mindfulness and other self-regulatory skills training. Primary outcomes were pre- to post-treatment changes in guardian-rated ADHD-symptoms and participant-rated quality of life. Secondary outcomes were pre- to post-treatment changes in participant-rated executive functioning, depression, anxiety, and treatment satisfaction, as well as parent/guardian-rated executive functioning. All symptom/functioning scales were administered at pre-treatment, post-treatment, and a 12-week follow-up. Results Eight of the ten participants completed treatment, with > 80% attendance for treatment completers and high ratings for treatment satisfaction. Based on the intention-to-treat analyses, there were improvements from pre-treatment to follow-up in primary and secondary outcomes except quality of life. Based on the completer’s analyses, there were improvements from pre-treatment to follow-up for guardian rated ADHD symptoms and executive functioning, depression, anxiety, and quality of life. Uncontrolled effect sizes for pre-treatment to 12-week follow-up for treatment completers were medium for inattention, executive functioning, and quality of life, and large for depression and anxiety. Conclusions The present study suggests that the DBT-based skills group training was feasible and, for treatment completers, yielded significant improvements across a range of symptom domains and quality of life assessed at the 12-week follow-up. However, this is only an exploratory finding and could be attributed to natural improvement or regression toward the mean. Therefore, further studies are warranted.

Chronic irritability is a core feature of oppositional defiant disorder (ODD) and disruptive mood dysregulation disorder (DMDD), but few irritability-specific interventions have been tested. Existing evidence-based treatments for disruptive behavior problems offer a strong template. This pilot study was conducted to develop and evaluate a brief irritability-specific module of a validated cognitive-behavioral group intervention for children (Stop Now And Plan (SNAP) Program). Stop now and plan for irritability (I-SNAP) retained core elements of SNAP in a shortened 6-week format. Community families with irritable children (M = 8.44 years, SD = 1.42) were recruited for parent and child emotion regulation skills groups. Of 18 children enrolled (72% male), 14 completed (78%). Half of children attended all six sessions, though homework compliance was lower. All parents reported favorable impressions and would recommend I-SNAP to others. Significant improvements were seen from pre- to post-treatment across parent-reported irritability, ODD symptoms, emotion regulation, and disciplinary effectiveness. This pilot study provides initial support suggesting I-SNAP may be feasible to implement and acceptable to parents. In addition, pilot analyses demonstrated that this brief group intervention was associated with positive outcomes consistent with treatment targets. This preliminary evidence supports the need for further research to assess I-SNAP’s effects on irritability relative to control groups.

Dominance in the peer group is important for adolescents. Resource Control Theory posits that both coercive and prosocial (positively assertive) strategies are associated with dominance. Combining Resource Control Theory with Socioanalytic Theory on personality, we hypothesized that inspiring group members would be an additional effective strategy. This study examined whether the three behavioral strategies and two types of social skills (social competence and manipulation) predicted dominance (resource control and popularity). Participants were 619 Dutch adolescents (Mage = 13.1; 47% female) in the first grade of secondary school. They completed peer reports (behavioral strategies and dominance) and self-reports (social skills). Only inspirational and coercive strategies substantially predicted dominance. Main effects of social skills emerged. Moderation between strategies and social skills was only observed for girls (e.g., coercive strategy use was associated with more popularity for girls with higher levels of social manipulation skills). This study furthered our understanding of the predictors of dominance in adolescence by including inspirational behavior and examining prosocial and antisocial skills.

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Objectives: Evidence-based psychosocial treatments for the early stages of mood or psychotic spectrum disorders are difficult to find in public health settings, and the efficacy of these treatments is limited by inconsistent behavioral skill practice among youth between sessions. Treatments can be made more accessible and efficacious when delivered through a group format that makes use of mobile applications to remind users to practice skills. Method: We conducted a 9-week, randomized controlled trial of the unified protocol (UP) for cognitive behavioral therapy (CBT) delivered via telehealth in a group format, comparing an app-enhanced version of the treatment (AppUP) to standard UP for adolescents with mood and psychotic spectrum conditions. The app was designed to help participants review session content, practice treatment skills, and log their psychiatric symptoms. Study assessors evaluated adolescents for psychiatric symptom severity and psychosocial functioning prior to treatment, at posttreatment, and 3 months posttreatment. Results: Sixty adolescents (Mage = 15.0, SD = 1.3) initiated the trial (30 were randomly assigned to each condition) with 49 retained at posttreatment (9 weeks) and 48 retained at 3 months posttreatment. Adolescents in AppUP showed greater improvements in psychosocial functioning over the 5-month study compared with those in standard UP. AppUP was also associated with greater reductions in depression severity among youth with more self-reported skill practice compared to those in standard UP. Conclusions: This study supports the benefits of transdiagnostic CBT for youth with mood and psychotic symptoms. An adjunctive app appears to improve psychosocial functioning and mood among these youth, especially among those who practice behavioral skills regularly. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Background: Students with emotional and behavioral disorders (EBD) have lower academic efficiency than students with other disabilities and exhibit high levels of problematic behaviors and low levels of social functioning. This research aims to investigate the impact of self-determination activities on communication skills and scholastic achievement of students at risk of emotional-behavioral disorders. Methods: The study was conducted through a randomized controlled trial during the academic year 2018-2019. The samples included 54 female students (14 to 16 years) at risk of emotional-behavioral disorders from secondary schools in Tehran, Iran. The sampling was conducted through a random cluster method. The applied tools encompass Youth Self-report and Assessment of Communication and Interaction Skills. Academic success was measured by students' grade point average (GPA) in two terms. The intervention was held in 8 sessions of 90 minutes, once a week, after the first term of academic of students for the intervention group and the control group did not receive any intervention during this period. The data were analyzed by SPSS-22, MANCOVA, T-test, and Chi-Square tests. Results: The results of the multivariate analysis of covariance analysis showed self-determination has an impact on communication skills (physicality, information exchange and relations) of students at risk of emotional-behavioral disorders (p<0.05). Comparing the difference between the averages of the two students' means, it was found that there was a significant difference in the two groups after the intervention (p<0.001). Also, after the intervention, there was no significant difference between the two groups but the GPA of students in the intervention group increased from 13.19 to 15.61. Conclusion: The findings suggested self-determination is effective for academic success and communication skills of students at risk of emotional-behavioral disorders and can be used in educational programs for these students.

In contrast to emotional and behavioral problems (EBPs), which can disrupt normal adolescent development, resilience can buffer the effects of stress and adverse childhood experiences and can help youth overcome adversity. While research has looked at the relationship between adolescent resilience and EBPs, current literature relatively lack a discussion of a strengths-based approach of resilience framework, nor discuss non-western sociocultural contexts. In this study, we utilized the resilience theory to examine the effects of individual mindfulness and life skills on resilience and consequently on EBPs in a group of low-income and gifted adolescents in China. A secondary data of 152 adolescents from a specialized school for low-income and gifted students in Guangzhou, China was used for the analysis. The findings from structural equation modeling indicated that mindfulness and life skills were associated with heightened resilience and reduced EBPs. In addition, resilience reduced EBPs for this group of adolescents. These findings underscore the promise of mindfulness and life skills training on increasing resilience and reducing EBPs in gifted adolescents.

Background: Emotion regulation skills form part of many interventions for youth with internalizing and externalizing difficulties. This pilot study examines a prevention program delivered at school to improve adolescents’ emotion regulation skills, focusing on those at risk for mental health problems. Methods: Adolescents 12–18 years old were referred to a six-session group program by their school counselors, based on inclusion criteria related to family sociodemographic and mental health characteristics. Group sessions took place during school hours to facilitate participation and reduce dropout. The intervention targeted emotion regulation skills, drawing from central components of different cognitive behavioral approaches. To assess clinical outcomes, participants answered questionnaires before and after the program, which covered emotion regulation strategies, addictive behaviors, and internalizing and externalizing symptoms. The acceptability of the program was also assessed. Results: Emotion regulation skills improved after the program, and there was a significant reduction in internalizing and externalizing problems. The program was evaluated as useful by participants. Counsellors reported satisfaction with the program. Conclusions: Targeted emotion regulation skills training is a potentially useful transdiagnostic intervention to prevent mental health problems in youth. Bringing the intervention to the school setting and involving counsellors in referring at-risk students can facilitate uptake and reduce dropout.

Background Sexual and gender minority youth (SGMY, aged 14-29 years) face increased risks to their well-being, including rejection by family, exclusion from society, depression, substance use, elevated suicidality, and harassment, when compared with their cisgender, heterosexual peers. These perils and a lack of targeted programs for SGMY exacerbate their risk for HIV and other sexually transmitted infections. Cognitive behavioral therapy (CBT) interventions support clients by generating alternative ways of interpreting their problems and beliefs about themselves. CBT, tailored to the experiences of SGMY, may help SGMY improve their mood and coping skills by teaching them how to identify, challenge, and change maladaptive thoughts, beliefs, and behaviors. Based on the promising results of a pilot study, a CBT-informed group intervention, AFFIRM, is being tested in a pragmatic trial to assess its implementation potential. Objective The aim of this study is to scale-up implementation and delivery of AFFIRM, an 8-session manualized group coping skills intervention focused on reducing sexual risk behaviors and psychosocial distress among SGMY. Our secondary aim is to decrease sexual risk taking, poor mental health, and internalized homophobia and to increase levels of sexual self-efficacy and proactive coping among SGMY. Methods SGMY are recruited via flyers at community agencies and organizations, as well as through Web-based advertising. Potential participants are assessed for suitability for the group intervention via Web-based screening and are allocated in a 2:1 fashion to the AFFIRM intervention or a wait-listed control in a stepped wedge wait-list crossover design. The intervention groups are hosted by collaborating community agency sites (CCASs; eg, community health centers and family health teams) across Ontario, Canada. Participants are assessed at prewait (if applicable), preintervention, postintervention, 6-month follow-up, and 12-month follow-up for sexual health self-efficacy and capacity, mental health indicators, internalized homophobia, stress appraisal, proactive and active coping, and hope. Web-based data collection occurs either independently or at CCASs using tablets. Participants in crisis are assessed using an established distress protocol. Results Data collection is ongoing; the target sample is 300 participants. It is anticipated that data analyses will use effect size estimates, paired sample t tests, and repeated measures linear mixed modeling in SPSS to test for differences pre- and postintervention. Descriptive analyses will summarize data and profile all variables, including internal consistency estimates. Distributional assumptions and univariate and multivariate normality of variables will be assessed. Conclusions AFFIRM is a potentially scalable intervention. Many existing community programs provide safe spaces for SGMY but do not provide skills-based training to deal with the increasingly complex lives of youth. This pragmatic trial could make a significant contribution to the field of intervention research by simultaneously moving AFFIRM into practice and evaluating its impact. International Registered Report Identifier (IRRID) DERR1-10.2196/13462

This research article delves into the efficacy of Cognitive Behavioral Therapy (CBT) in addressing adolescent anxiety disorders. It explores various facets of CBT, including its theoretical underpinnings and mechanisms of change, highlighting its role in altering dysfunctional beliefs and thought patterns that contribute to anxiety. The article underscores the advantages of CBT, such as its structured approach, cost-effectiveness, and the provision of practical coping skills, making it a preferred choice for dealing with adolescent anxiety. The study then investigates the efficacy of different CBT approaches, including individual, group, and computerized CBT (cCBT) in details, specifically in the context of the COVID-19. It encompasses a range of research, from meta-analyses to controlled trials, evaluating the impact of these treatments on anxiety symptoms and their long-term efficacy. Research demonstrates CBT's high efficacy in treating youth anxiety, offering sustained symptom reduction and complementing psychopharmacological treatments backed by extensive studies and neuroimaging advancements. Group CBT for adolescents shows effectiveness in anxiety treatment, offering peer support and shared experiences in a communal setting, enhancing coping strategies and social skill development. The findings indicate cCBT's effectiveness in providing accessible mental health support to adolescents, aligning well with their tech-savvy tendencies. In conclusion, this research underlines CBT’s flexibility in addressing adolescent anxiety in both traditional and digital formats, with an emphasis on the promising potential of cCBT. It calls for future research to focus on standardizing CBT practices and validating the long-term effectiveness of cCBT.

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Latine students represent the second largest racial/ethnic group of enrolled students in the United States. Despite assets that can position them to experience success in school, Latine youth often experience persistent disparities in educational outcomes. Conjoint behavioral consultation (CBC) is a family-school partnership intervention efficacious for supporting students' social-behavioral skill development, yet its efficacy with Latine students has not been documented. This study investigated the efficacy of CBC on social, behavioral, and school-related challenges of Latine students, and conditions that may moderate its effects. The study used an ethnic-homogenous cluster-randomized control trial design to examine efficacy and uncover within-ethnic group variation in treatment effects. Latine students in the CBC but not the control group experienced significant benefits on several outcomes (i.e., teacher-reported social skills and behavioral symptoms; and parent-reported social skills, adaptive skills, behavioral symptoms, and daily reports of prosocial behaviors and problem behaviors). For other outcomes at school only (i.e., teacher reported adaptive skills and school problems), improvements were noted for both groups, with trends suggesting greater improvements for students receiving CBC. Select school, family, and student variables moderated CBC effects. Implications and limitations are presented.

Dialectical behavioral therapy (DBT) is an evidence-based treatment for adolescent mental health concerns with potential as a preventative approach for at-risk youth. Automated text messaging, a low-cost and widely accessible technology, may enhance treatment engagement and further support youth mental health outcomes. However, the effectiveness of automated text messaging as a delivery format for DBT-informed content has not been extensively studied. This quasi-experimental study evaluated a six-week DBT-based skills training program with one group receiving twice-daily psychoeducational and supportive text messages (n = 37) and a historical control group receiving the intervention only (n = 39). Psychoeducational messages included DBT skill explanations aligned with session content. Supportive messages provided reminders, connection to local resources, and encouragement. Measures of attendance, perceived learning, DBT skill usage, and clinical outcomes (e.g., anxiety, depression, emotion regulation) were collected. Text messaging was associated with improved session attendance (p < .01) and perceived learning mid-intervention (ps < .05), although no significant differences were observed in DBT skill use or clinical outcomes. Effect sizes for attendance and perceived learning were moderate (Cohen’s d = .57–.61). Qualitative feedback indicated that participants found the text messages helpful, particularly for enhancing attendance, reinforcing DBT skills, and boosting motivation and mood. While text messaging shows promise for increasing engagement in adolescent mental health interventions, its impact on clinical outcomes and skill use remains unclear. Further research is needed to optimize the use of text messaging as a supportive tool in youth DBT interventions, utilizing more rigorous experimental designs.

School-aged youth have been significantly impacted by the COVID-19 pandemic. The effects of the pandemic will likely have long-standing effects on the well-being of youth, and access to mental health care is even more critical during this time. For the past 5 years, TRAILS (Transforming Research into Action to Improve the Lives of Students) has been working throughout the state to increase utilization of evidence-based mental health practices among K-12 school mental health professionals (SMHPs). By leveraging SMHPs who are widely accessible to students, TRAILS seeks to improve youth access to effective mental health care and reduce current mental health inequities. In March 2020, TRAILS responded to the COVID-19 pandemic by developing a group manual designed to be delivered virtually by SMHPs to help students develop effective coping skills to mitigate the impact of COVID-19. TRAILS focuses on promoting use of CBT and mindfulness, as these skills are ideally suited for school-based delivery, and thus the new manual, Coping with COVID-19 (CC-19), was grounded in these modalities. This article will describe the design, development, and deployment of the CC-19 program to address the mental health needs of students in the context of the pandemic. Early acceptability and penetration data will also be discussed.

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ABSTRACT Objective Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) youth experience known inequities in mental health outcomes, including depression and suicidality. The Promoting Wellbeing & Resilience (PWR) class is an interactive, developmentally tailored group that provides strength-based, practical skills to LGBTQ+ teenagers with depression. It is designed to be implemented by paraprofessionals to increase community-based access to care. Method Investigators developed and piloted an eight-session cognitive-behavioral class for LGBTQ+ youth (N = 21) ages 12 to 17 (M = 14.8 years, 81% Caucasian, 57% gender diverse, 100% non-heterosexual) with depression symptoms. The youth received training in mood regulation, communication skills, stress management, and goal setting in a small group format (5–8 youth per group). Outcomes were youth-reported depression (primary), anxiety, and trauma symptoms at pre-treatment and post-treatment. Paired sample (dependent) one-tailed t-tests were used to examine treatment effects. Focus groups were also conducted with participants to assess satisfaction and collect qualitative feedback regarding class content and format. Result The resilience class was associated with reductions in depression symptoms post-treatment (t(17) = 3.3, p = .002, d = 0.5) but not anxiety (t(17) = 1.8, p = .049, d = 0.3) or trauma symptoms (t(17) = 1.2, p = .118, d = 0.1). Completion rates for all group sessions were high (95%), and the majority (57%) of participants returned for an optional review session. Conclusion Preliminary results suggest a manualized 8-week skills-based cognitive-behavioral group intervention designed to be delivered by paraprofessionals may be effective at reducing depression symptoms in actively depressed LGBTQ+ youth.

Introduction Promoting youth mental health and well-being is a global concern. Administering social-emotional learning programs in contexts that are familiar to youth have the potential to increase mental well-being by helping youth develop fundamental coping skills that may contribute to their resilience. Implementing social-emotional learning programs in after-school settings is a unique opportunity to improve mental well-being skills in communities that face inequities. Methods The study is a partnership between investigators at an academic mental health hospital and an after-school program embedded within economically and socially vulnerable neighborhoods in a large metropolitan city in Ontario, Canada. This 20-week covariate-constrained randomized controlled trial will test the feasibility and preliminary efficacy of the EMPOWER social-emotional learning curriculum for youth aged 11-14 years in an after-school program. Twenty sites will be randomized to an intervention group or no-intervention control. Program staff in the intervention arm will receive training on the manualized curriculum and weekly coaching sessions to build capacity and support implementation over the 16-week program. Program staff and youth across both intervention and no-intervention control groups will be asked to participate in baseline and post-intervention data collection where they may complete questionnaires about youth’s social-emotional learning skills, global quality of functioning, and resilience skills. The no-intervention control group will carry on with their regular programming while the intervention group implements the 16-week social-emotional learning curriculum, after the collection of baseline data. Program staff in the intervention group will be asked to complete weekly fidelity measures and monthly feasibility, acceptability, and appropriateness of implementation scales. Parents/caregivers of youth in the intervention group will be asked to participate in a brief interview to report their observations of their children’s social-emotional learning skills. Dissemination Results from this pilot study will be disseminated in a peer-reviewed journal and at community and academic conferences.

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Introduction Adverse childhood experiences (ACEs) have a profound impact on children’s and adolescents’ academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social–emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. Methods To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Results Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student–teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Discussion Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student–teacher relationships and teacher–teacher relationships.

OBJECTIVE The purpose of the current study was to assess preliminary efficacy from a randomized controlled trial of the Promoting Resilient Youth with Strong Hearts and Mind (PRYSHM) Program. PRYSHM is an online, live-facilitated, nine-session group program for sexual and gender minority youth (SGMY) ages 15 to 18. The program focuses on reducing proximal forms of minority stress, promoting positive identity development, building LGBTQ+ community, developing social-emotional skills, and providing alcohol use (AU) and teen dating violence (TDV) prevention skills. METHOD Participants (recruited predominantly via social media) included 304 recently dating SGMY (ages 15 to 18) from across the U.S. who were randomized to treatment or waitlist after completing a baseline survey. Participants completed post-test and 3-month follow-up surveys. RESULTS Relative to waitlist, participants in the PRYSHM condition had reduced AU and TDV perpetration. Dosage analyses supported that youth who attended six or more PRYSHM sessions had better outcomes compared to the control group, and more so than youth who attended 0-2 sessions or 3-5 sessions. CONCLUSION These data provide preliminary support for PRYSHM as an efficacious intervention to reduce TDV, AU, and alcohol consequences among SGMY. Dosage analyses provided additional nuance in understanding program effects, with promising findings for those receiving a higher dosage of intervention content. Research is needed using larger samples of SGMY, including SGMY with identities underrepresented in the current trial (e.g., SGMY assigned male at birth), as well as work seeking to evaluate mechanisms of change and identify the optimum program dosage. There is also a need for studies with a longer-term follow-up to evaluate the intervention's durability and if additional booster sessions are needed.

This paper investigates the transformative effect of scientific coaching and mental health professionals on the overall growth of adolescent students. Adolescence is a crucial time marked by major cognitive, emotional, and social changes that might impact long-term personal and academic results. Teenagers' growing frequency of stress, anxiety, and scholastic pressures calls for evidence-based treatments that advance resilience, self-confidence, and general well-being.This study used a planned experimental strategy with pre-experimental and post-experimental groups to evaluate the efficacy of including scientific coaching and mental health support. Data from 120 post-experimental group participants and 172 pre-experimental group participants were examined in this study. The pre-experimental group got an average score of 44% on a test of how well they understood scientific ideas and the environment. They did the worst in areas related to protecting the environment (24%) and reducing plastic waste (40%). The findings underlined the need for organised directions and assistance for cognitive and personal growth. After intervention using access to mental health professionals and focused coaching sessions, the post-experimental group showed wonderful gains in several psychological and academic spheres. With a mean score of 4.76 on a 5-point scale, the participants reported improved academic confidence (4.96), improved focus and concentration (4.46), and increased capacity to manage stress. Moreover, the presence of mental health experts reinforced the need for mental health care in educational environments since they helped to maintain general well-being and emotional stability. The results of this study highlight the need to include organised coaching initiatives in school curricula along with mental health tools. Such treatments can greatly improve the whole development of teenagers by encouraging resilience, academic ability, and emotional stability. Legislators and educational institutions should consider adopting these evidence-based approaches to foster long-term success and well-rounded development among students.

This study analyzes the contribution of Social and Emotional Learning (SEL) to the learning motivation of grade V students at SD Integral Hidayatullah Putri Hijau. Using a qualitative approach with a descriptive design, the research involved 26 students and 4 teachers through observation, interviews, and document review. The analysis focused on the five core competencies of SEL according to the CASEL framework: self-awareness, self-management, social awareness, relational skills, and responsible decision-making, examining their relationship with learning motivation levels (high, medium, low). The results indicated a strong linear relationship between SEL competencies and learning motivation. Students categorized as "Good" in SEL (8 students) demonstrated high motivation, while those categorized as "Sufficient" (12 students) exhibited moderate motivation, and the "Need Guidance" group (6 students) showed low motivation. These findings align with post-2020 studies confirming that emotion regulation, positive relationships, and psychological safety significantly contribute to student engagement. The study also highlights the significant role of teachers as emotional coaches in fostering a supportive and motivating classroom environment. The research concludes that the structured and sustainable implementation of SEL is essential for enhancing student learning motivation, particularly for those requiring more intensive support. Consistent integration of SEL in the learning process is recommended to optimize students' academic and social-emotional development.

This study aims to determine the effectiveness of emotional experience writing (EXPRIT) model in enhancing the problem-solving skills among adolescents with social-emotional problems in orphanages. The EXPRIT model is an intervention based on cognitive psychotherapy that can train adolescents’ socio-emotional problem-solving skills. The prevalence study found that 26.9% had behavioral disorders and 10.2% of emotional disorders of orphans were found in the 10-14 years old age group. Initial interviews conducted for this study indicated that children in the orphanage experienced problems such as difficulties in adapting at their environment in the orphanage and some emotional behavior problems. A total 15 participants from various orphanages were included in a one-group pre-test and post-test experimental design research. Problem-solving skills were assessed using an adapted “Teen Wellness Self-Assessment” scale. The sampling technique used was purposive sampling, and the data were analyzed using the paired sample t-test. The findings demonstrate a significant positive impact of the EXPRIT intervention on enhancing problem-solving skills in orphaned adolescent, t(14) = 4.503, p = .000; Cohen’s d = 1.163, suggesting substantial practical significance with potential implications for addressing socioemotional challenges in this population. Despite its promising results, this current study was limited byits small sample size. These findings highlightthe importance of targeted interventions in addressing the needs of orphaned youth dealing with socio-emotional problems

Social robots may be a promising social-emotional tool to support adolescent mental health. However, how might interactions with a social robot in a school setting be perceived by teens? From previous studies, we gathered qualitative data suggesting a design tension between teens wanting both public and private interactions with our social robot, EMAR. In our current study, we explored interactions between a social robot and a small group of adolescents in a semi-private, school library setting. We found: (1) Some teens preferred to have a friend present while they engaged with the social robot, (2) Teens found comfort in being physically visible, but audibly private during interactions, and finally (3) Strangers in the school environment were not disruptive of the teens' robot interactions, but unexpectedly friends were. After presenting these findings, we briefly discuss how these qualitative data can be situated and our next steps for fnrther exploration.

Abstract Introduction Upon hospital discharge from traumatic burn injuries, children, teens and caregivers require continuous psychological interventions for full recovery. Participation in burn camps and school reentry contribute greatly to peer support and integration back into community. Ongoing support groups are offered for child burn survivors (ages 6-12), teens (ages 13-18), siblings and parents. This unique model allows for peer support, developing healthy coping strategies, sharing burn trauma related experiences, changing developmental milestones, and integration into community. The goal of this study was to assess effectiveness of support groups in promoting well-being for pediatric burn survivors and their families. Methods Parents were surveyed for this prospective study whose children were treated for burn injuries at one of five local hospitals. Respondents (22) out of 62 families participated with no drop-out. Respondents answered 49 questions (scaled 1-5) and 10 open ended questions developed by support group facilitators about their children’s health, quality of life, self-esteem, trauma, coping, communication, social support, relationships, behaviors, and support group effectiveness. Study utilized existing measures: NIH PROMIS: Parent Proxy – Global Health, Meaning and Purpose, Family Relationships; Modified scales Rosenberg Self-Esteem 1965; Strengths and Difficulties Questionnaire – Impact Supplement Goodman, 2001; Husky et al. 2020. Results All participants were Latina/o/x, average age was M = 42.64 (SD = 9.76), and child burn survivor age M = 14.20 (SD = 5.03). Average annual family income = $69,181. Most parents are married and work full-time. Majority of families participated in both the school-age and teen groups. Average years of participation was M = 6.32 years (SD = 3.86 years). Study found those who participated for 6 years or more reported significantly higher child burn survivor self-esteem (t(17) = 2.51, p =.022) and trauma coping (t(17) = 2.48, p =.024). Higher self-esteem and trauma coping may have important implications for global health, quality of life, communication, and social support. Participants who felt more supported in group looked forward to attending. Children whose behavior improved were more accepting of their injuries. Conclusions Consistent and long-term (six years or more) participation in support groups provides emotional healing, post traumatic growth and improves outcomes and quality of life for child and teen burn survivors. Applicability of Research to Practice Burn survivors face challenges beyond physical recovery. Long term interventions are necessary to thrive into adulthood. Children are especially at risk due to early trauma, physical changes and social pressures. Continuous participation in support groups provides psychological healing that is part of the full recovery process. Funding for the Study Foundation Funding

Background: Leaving the care system heightens the vulnerability of care experienced young people (CEYP), and all-too-often signals a cliff-edge in support. There is a lack of evidence-based psychological interventions for CEYP and they face numerous challenges in accessing what is available. Objectives: This study explored the feasibility, accessibility, acceptability, and outcomes of a novel intervention – DISCOVER “Getting the Life You Want” (GtLYW) – that has been developed for and with CEYP aged 16–19. GtLYW is rooted in psychological theory and coaches CEYP in skills to boost their emotional wellbeing. Method: GtLYW was evaluated using a mixed methods design. YP completed emotional wellbeing measures pre- and post-intervention, as well as giving feedback about taking part. Social care professionals completed a semi-structured interview and their responses were examined using interpretive phenomenological analysis. Results: Twenty-one CEYP were referred to GtLYW, ten signed up to take part and seven completed the programme. GtLYW was not associated with change in depression or wellbeing, but there were significant improvements in anxiety (t(6) = 3.34, p = .016) and mindfulness (t(6) = −4.84, p = .003) over time. Five social care professionals reflected on their experiences of GtLYW, including access barriers that CEYP face, valued intervention characteristics and ways to enable more meaningful engagement. Conclusions: Promising outcome data and feedback from CEYP and social care staff indicate that GtLYW warrants larger-scale investigation. Future ways to improve GtLYW uptake and delivery are discussed that also have value for any emotional wellbeing support offered to this at-risk group.

Background Interventions for social difficulties have not been investigated in the neurofibromatosis type 1 (NF1) population despite observations of elevated rates of social difficulties. In this pilot study, the effectiveness of a 14-week telehealth PEERS® intervention with nineteen adolescents with NF1 ( M _ age =13.79 years, SD  = 1.32) with social skills difficulties was examined. Measures of social outcomes were completed at three timepoints (before, immediately after, and at 14-week follow-up). Results Caregiver-reported social-emotional skills, social impairment, caregiver-reported number of adolescent get-togethers, and teen social knowledge showed significant improvement following the intervention. Conclusions The PEERS® intervention is promising to support the social and friendship skills of adolescents with NF1 who have social difficulties.

Background: Adolescent social anxiety disorder (SAD) is common, impairing, and often untreated. Guided internet-delivered cognitive behavioural therapy (iCBT) is efficacious and can match face-to-face CBT in outcomes while reducing therapist time. Fully unguided iCBT and group-based CBT (G-CBT) are also increasingly used, but no trial has directly compared these three low- and high-intensity formats for adolescent SAD. Objective: To compare the clinical effectiveness and cost-effectiveness of (1) therapist-guided iCBT, (2) fully unguided iCBT, and (3) therapist-facilitated group CBT with structured peer interaction for adolescents with SAD. Methods: In a three-arm, parallel-group randomized controlled trial, approximately N=240 adolescents (13–18 years) with a primary diagnosis of SAD will be randomized (1:1:1) to guided iCBT, unguided iCBT, or group CBT. All interventions are 10–12 weeks and SAD-specific. Primary outcome is clinician-rated social anxiety severity at post-treatment and 6-month follow-up (e.g., LSAS-CA or ADIS/CSR). Secondary outcomes include self-reported social anxiety, depression, global functioning, school attendance, and peer-related functioning (e.g., perceived social support, peer victimisation). Analyses will use mixed-effects models with intention-to-treat principles and cost-utility analyses from health-service and societal perspectives. Results: Guided iCBT and group CBT yielded large, comparable reductions in SAD severity and higher diagnostic remission than unguided iCBT, which showed moderate improvements. Group CBT with structured peer interaction outperformed both iCBT formats on peer-related outcomes (e.g., friendship quality, perceived social competence). Guided iCBT is more cost-effective than group CBT, whereas unguided iCBT is least costly but also least effective.  Conclusions: This study provides the first head-to-head comparison of three clinically relevant treatment formats for adolescent SAD, directly informing stepped-care models and integration of peer processes into digital interventions.

The phenomenon of toxic communication in adolescents' digital interactions, such as cyberbullying, hate speech, and covert verbal aggression is a serious challenge to strengthening character education in the digital era. This study aims to analyze the process of internalizing character values in the midst of the rampant toxic communication in adolescents in the peri-urban area of Deli Serdang Regency, North Sumatra, which borders the city of Medan. The research uses a qualitative approach with a case study design. Data were collected through in-depth interviews with 24 junior high and high school adolescents, 6 teachers, and 5 parents, complemented by digital interaction observation and targeted group discussions (FGD). The analysis was carried out using thematic analysis with stages of data reduction, categorization, and reflective interpretation. The results showed that toxic communication was normalized through a culture of sarcastic humor, peer pressure, and the reproduction of communication patterns from social media. However, the internalization of character values, including empathy, digital responsibility, respect, and self-control is formed through three main mechanisms: dialogical family mediation, school-based character education integration, and the practice of collective reflection between peers. Consistency of strengthening values in the family and school environment has been shown to increase critical awareness and the ability to regulate adolescents' emotions in responding to toxic communication. This research contributes to the development of the study of digital character education by placing the internalization of values as a social process influenced by the structure of relationships and local digital culture, as well as emphasizing the importance of a cross-environmental collaborative approach in building ethical and resilient digital citizenship.

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The article presents the results of an experimental study of personal traits and their representation in status groups in their team adolescents different age groups 11–12 years old (group No. 1) and 14-15 years old (group No. 2). Communication occupies an important place in the adolescents life, successful interaction determines thear psychological well-being, and the acquisition of a certain social status plays a key role in the formation and strengthening of adolescents self-esteem.The study was conducted with students of grades 5–6 (151 students) and grades 8–9 (112 students) of Secondary School No. 3 in Belaya Kalitva, Rostov Region. To determine the status in a peer group, the sociometric method by J. Moreno for studying the structure of relationships in the group was used. Personality traits were identified using questionnaires by R.B. Cattell: 12 PF/CPQ and 14 PF/HSPQ. It is shown that the personality profile of adolescent “stars” of different age groups differs significantly in the content and high expression of personal characteristics. In both age categories, “rejected” personality indicators were in the average values, “brightly” not expressed.Observation of the behavior and communication of adolescents confirms this.The group of adolescents aged 14–15 “stars" differs more than 2 times in the number of personality traits with very high and very low expression from the “stars” of 11–12 years.The obtained results allow us to provide recommendations to the class teacher, teachers on working with students of different age groups on team building, to develop an individual approach during class time and in extracurricular activities.

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