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This Perspectives paper advances understanding of coaching in pediatric rehabilitation. We compare three coaching approaches designed for pediatric rehabilitation: Coping with and Caring for Infants with Special Needs (COPCA), Occupational Performance Coaching (OPC), and Solution-Focused Coaching in Pediatric Rehabilitation (SFC-peds). Our objectives are to contrast the theory underpinning the approaches, discuss the evidence for outcomes and hypothesized mechanisms of change, consider the necessary mindsets of effective coaches, and propose directions for research and practice. The coaching approaches have different theoretical bases and are designed for specific contexts, yet are similar in their mechanisms of change and intended outcomes. There is growing evidence of important effects of coaching on coachees' goal achievement, empowerment, and capacity building. Studies indicate that stakeholders value coaching, and provide a preliminary understanding of the mechanisms, including engagement and self-efficacy, by which coaching approaches support clients' self-directed and sustained change. Open, curious, and client-centered practitioner mindsets are fundamental to effective coaching. Coaching is a distinctive group of relational, goal-oriented, and evidence-based approaches that support goal achievement and empowerment. These approaches reflect and advance an ongoing paradigm shift in pediatric rehabilitation—a movement from therapist-as-expert approaches to those that build empowerment and capacity. Coaching is a distinctive group of theory-based approaches that support clients' goal achievement and empowerment, and build capacity Coaching practitioners are collaborative facilitators who assist clients and families with their own discovery of solutions that fit their everyday contexts The evidence suggests that coaching triggers engagement and self-efficacy, which are the mechanisms by which changes in longer-term outcomes occur Open, curious, and client/family-centered practitioner mindsets are fundamental to effective coaching [ABSTRACT FROM AUTHOR]

Topic: Early‐life experiences, the transmission of health and disease within families, and the influence of cumulative risks as well as protective factors throughout life shape the trajectory of health, including mental health. Long‐term health trajectories established early in life are influenced by biologic, social, and environmental factors. Negative trajectories may be more salient if exposures to adversity occur during critical developmental periods. Purpose: The purpose of this brief is to (a) review pediatric health disparities related to depression and the intergenerational transmission of pediatric depression using a Life Course Health Development (LCHD) model and (b) provide recommendations for pediatric mental health research. Sources: Peer‐reviewed papers available for PubMed, CINAL, and Medline. Other sources include published books, papers, and gray materials. Conclusions: The LCHD model is a perspective to guide and foster new scientific inquiry about the development of mental health outcomes over the life course. The model enables synthesis of mental health, nursing, and public health, linking mental health prevention, risk reduction, and treatment in children. [ABSTRACT FROM AUTHOR]

The overarching goal of this paper is to examine the efficacy of early intervention when viewed through the lens of developmental neuroscience. We begin by briefly summarizing neural development from conception through the first few postnatal years. We emphasize the role of experience during the postnatal period, and consistent with decades of research on critical periods, we argue that experience can represent both a period of opportunity and a period of vulnerability. Because plasticity is at the heart of early intervention, we next turn our attention to the efficacy of early intervention drawing from two distinct literatures: early intervention services for children growing up in disadvantaged environments, and children at elevated likelihood of developing a neurodevelopmental delay or disorder. In the case of the former, we single out interventions that target caregiving and in the case of the latter, we highlight recent work on autism. A consistent theme throughout our review is a discussion of how early intervention is embedded in the developing brain. We conclude our article by discussing the implications our review has for policy, and we then offer recommendations for future research. [ABSTRACT FROM AUTHOR]

André Collin (1879–1926) a été le premier ou l'un des tout premiers à s'intéresser au développement neuropsychique du nourrisson avec une thèse portant sur le syndrome infantile psycho-neuromusculaire (1912). Interne de trois grands maîtres de l'aliénisme : Philippe Chaslin (1857–1923), Ernest Dupré (1862–1923) et Jules Séglas (1856–1939) et d'un pédiatre, Auguste Lesage (1862–1927), il a été chef de clinique de Gilbert Ballet (1853–1916) à l'asile Sainte-Anne de 1912 à 1914. A. Collin a assuré des consultations dans différents dispensaires et hôpitaux de Paris (Hérold, Marie-Lannelongue, Loubet), et il a en outre exercé de 1913 et jusqu'à son décès au Patronage de l'enfance situé au 379 rue de Vaugirard (Paris ; XIVe), une institution privée qui recueillait des mineurs livrés au vagabondage ou qui lui étaient confiés par le Tribunal pour Enfants. En 1925 sera annexée à ce patronage une clinique de neuropsychiatrie dirigée par Georges Heuyer (1884–1977). Membre de la Société Médico-Psychologique (1918), A. Collin est l'auteur de nombreuses communications, publications et de quatre ouvrages : Le développement de l'enfant (1914), Traité de médecine légale infantile (1920) publié avec Henri Rollet (1860–1934), Les enfants nerveux (1924) et Convulsions et épilepsie chez les enfants (1926). Des livres qui témoignent de son intérêt pour la psychiatrie et la neurologie de l'enfant. Dans les premières décennies du XXe, l'étude de l'aliénation mentale chez l'enfant marchait au côté de celle de l'adulte mais cherchait à acquérir son indépendance et à se définir. Dès 1915, les travaux de A. Collin reflètent sa préoccupation de spécifier la sémiologie psychopathologique ou neuropathologique chez l'enfant. En 1924, il fonde la psycho-pédiatrie qu'il considérait comme une branche de la puériculture. Il la définit comme l'étude des différentes modalités suivant lesquelles s'effectue chez le tout jeune enfant le passage de la vie végétative et réflexe à la vie consciente et réfléchie c'est-à-dire le passage de la première période du nourrisson où dominent ses réflexes simples à celle de son adaptation sociale où l'enfant est capable d'établir des rapports sociaux entre lui et le milieu nécessaire à son développement. Ayant connu l'introduction de la psychanalyse chez l'enfant, A. Collin montre peu d'enclin pour cette approche (1911). Dans les premières années du XXe siècle, les dénominations des consultations destinées aux troubles neuropsychiques chez l'enfant (centre psycho-pédiatrique, dispensaire médico-pédagogique, consultation de neuropsychiatrie infantile) et de ceux qui les assurent (psycho-pédiatre, spécialiste de psychiatrie infantile, médecin spécialisé en neuropsychiatrie infantile) sont nombreuses, et la psycho-pédiatrie, discipline éphémère, a été assimilée à la neuropsychiatrie infantile qui a pris son autonomie en 1937. A. Collin ayant accordé une place importante à l'étude du développement neurologique précoce de l'enfant, la psycho-pédiatrie figure comme l'une des assises de la neuropédiatrie contemporaine. André Collin (1879–1926) was the first, or one of the very first, to take an interest in the neuropsychological development of infants. During his studies at the School of Medicine in Paris, he wrote a thesis entitled The Infantile Psycho-neuromuscular Syndrome (1912). Previously, had served as an intern to three eminent alienists: Philippe Chaslin (1857–1923), Ernest Dupré (1862–1923) and Jules Séglas (1856–1939) and to a pediatrician, Auguste Lesage (1862–1927). From 1912 to 1914, he was the head of Gilbert Ballet's (1853–1916) clinic at the Sainte-Anne asylum. A. Collin practiced in various clinics and hospitals in Paris (Hérold, Marie-Lannelongue, Loubet), and from 1913 until his death in 1926, he worked at the Patronage de l'enfance, located at 379 rue de Vaugirard (Paris; 14th). It was a private institution founded by Henri Rollet (1860–1934). It took in vagrant minors or those who had been entrusted to it by the Children's Court. In 1925, a neuropsychiatric clinic directed by Georges Heuyer (1884–1977) was annexed to this patronage. A. Collin was a member of the medical-psychological society (1918). He has published numerous papers, publications, and four books: Le développement de l'enfant (1914), Traité de médecine légale infantile (1920), co-authored by Henri Rollet, Les enfants nerveux (1924) and Convulsions et épilepsie chez les enfants (1926). These works are a testament to his interest in child psychiatry and neurology. In the first decades of the 20th century, the study of mental alienation was not significantly different between adults and children, but the discipline dealing with child mental disorders strove to differentiate itself and achieve independence. As early as 1915, the publications of A. Collin reflected his preoccupation with specifying psychopathological or neuropathological semiology in children. In 1924, he founded psychopediatrics, which he considered to be a branch of childcare. He defined it as the study of the different ways in which the very young child makes the transition from a vegetative, reflexive life to a conscious, reflective life, i.e. the transition from the first period in an infant's life, when simple reflexes dominate, to the period of social adaptation when the child can establish social relationships between her/himself and the environment necessary for her/his development. Having experienced the introduction of psychoanalysis for children, Collin demonstrated little inclination for this approach. In his 1911 publication, he examined child urinary incontinence and cited S. Freud (1856–1939), which was rare at this time. In the early years of the 20th century, the institutions where consultations took place (psychopediatric centers, medical-pedagogical clinics, child neuropsychiatric consultations) and those who provided consultations for neuropsychiatric disorders in children (pediatric psychiatrists, child psychiatric specialists, physicians specialized in child neuropsychiatry) were called by many different names. Moreover, psychopediatrics, which was first introduced at the First International Congress of Child Psychiatry organized by G. Heuyer and held from 24 July to 1 August 1937, was a relatively short-lived discipline as it was assimilated into child neuropsychiatry, which became autonomous in 1937. Although A. Collin had passed away by that time, his emphasis on the study of neurological development during early childhood rendered psychopediatrics one of the foundations of contemporary neuropediatrics. [ABSTRACT FROM AUTHOR]

Increasing numbers of children are meeting criteria for psychiatric disorders. While diagnoses may be of situational and individual benefit, they also have sustained and significant impacts on children's lives, including what they believe to be true, and how they understand themselves. Psychiatric diagnosis, therefore, has moral implications for children. This paper considers these moral implications, including uncertainty about the accuracy, treatment efficacy and long‐term effects of psychiatric diagnosis for children through a critical lens. Challenges of identifying, diagnosing and treating childhood mental illness are explored, including a discussion of the familial and societal contexts of adversity and understandings of accepted behaviour and responses. Emphasis is sustained on the importance of child agency and rights and how these may conflict with protective discourses about childhood, compounding epistemic injustices for children. The author proposes that there is a need to consider the child voice, while also being conscious of the boundaries of possibility of constructed reality, alongside the development of new ways of speaking about and understanding child distress. Achieving this requires questioning and critique of systems of psychiatric diagnosis applied to children and increased consideration of shared social and political responsibilities to prevent childhood adversity. [ABSTRACT FROM AUTHOR]

The vulnerable children refer to the special group of children with deviation in the process of children's psychological development and personality formation due to growth dilemmas. This may incur a series of serious social and family problems. The vulnerable children mainly cover the children suffering from children's psychological problems, such as childhood autism, autism, social anxiety and hypersensitivity, fear, depression, and PTSD arising from other factors. At present, the research results at home and abroad mainly focus on the psychological dynamic correlation investigation and solution discussion of a certain kind of difficult factor in the children's psychological development based on statistical data by the experimental methods, such as scale and model, and there is a blind spot in the humanistic orientation theory construction of psychological treatment for vulnerable children, causing the social reflection on children's psychological predicament from the humanistic perspective cannot be performed in related researches and going against searching for universal and integral theoretical paradigm for solving related problems. Sophisticated technologies for the observations have emerged increasingly for enabling the psychological features of vulnerable children through developmental cognitive neuroscience experiments. This paper introduces humanistic art therapy theory, focuses on the construction of a theoretical paradigm, and verifies its effectiveness based on the experimental results on the psychological development of vulnerable children, with an efficient performance. This study mainly refers to children with difficulty in social inclusion and psychological development. The results showed that two kinds of art therapy can obviously improve the psychological disorders of vulnerable children. The goal was to enhance self-cognition, strengthen emotional interaction, and implement positive motivation. [ABSTRACT FROM AUTHOR]

The aim of this paper is to re-examine psychodynamic understanding of middle childhood towards a conceptual reformulation of this critical developmental stage. We believe such a reformulation is necessary in the light of contemporary psychoanalytic thought and developmental findings outside of the psychoanalytic field. This is intended as a preliminary stage in the direction of a recalibration of the technique and language of child analytic treatment to fit the particular psychological challenges and needs of middle childhood. Historically, middle childhood (or latency) has been regarded as a period of psychosexual dormancy and psychic rigidity. We review contemporary developmental findings and suggest a shift in emphasis in psychodynamic thinking towards the psychic growth, developmental challenges and emotional fragility that also characterise middle childhood. We propose that the psyche of the school-aged child is at once wave and particle, constantly growing and evolving and yet simultaneously stable and structured. We also emphasise the complexity of psychosocial development in middle childhood beyond the triangular, into what we term the polygonal psychic space. The familiar structured games of middle childhood – card games, ball games, board games and today's console games – reflect this complex and paradoxical developmental picture, but the traditional child psychotherapy paradigm remains biased towards the toys and make-believe games of early childhood. Adaptation of technique and clinical theory to middle childhood is critical, particularly given the recent steep rise in referrals of school-aged children to mental health clinics across the globe, and the relatively high treatment drop-out rate commonly seen, especially in boys. We suggest the game-play typical of middle childhood offers a safe and developmentally appropriate medium of play, through which the child can express and explore their intrapsychic and interpsychic world in a psychotherapeutic setting. [ABSTRACT FROM AUTHOR]

The March 2024 issue of JCPP Advances features two neuroimaging studies that investigate links between early environmental risk factors for mental health problems, brain development and psychopathology in children and young adults. The papers provide new insights into how adverse environments and negative experiences in childhood increase risk for depression and mental health problems, and how this may or may not be mediated, or moderated, by individual differences in the brain. [ABSTRACT FROM AUTHOR]

Background: The pharmacoepidemiology of the long-term benefits and harms of medicines in pregnancy and breastfeeding has received little attention. The impact of maternal medicines on children is increasingly recognised as a source of avoidable harm. The focus of attention has expanded from congenital anomalies to include less visible, but equally important, outcomes, including cognition, neurodevelopmental disorders, educational performance, and childhood ill-health. Breastfeeding, whether as a source of medicine exposure, a mitigator of adverse effects or as an outcome, has been all but ignored in pharmacoepidemiology and pharmacovigilance: a significant 'blind spot'. Whole-population data on breastfeeding: why we need them Optimal child development and maternal health necessitate breastfeeding, yet little information exists to guide families regarding the safety of medicine use during lactation. Breastfeeding initiation or success may be altered by medicine use, and breastfeeding may obscure the true relationship between medicine exposure during pregnancy and developmental outcomes. Absent or poorly standardised recording of breastfeeding in most population databases hampers analysis and understanding of the complex relationships between medicine, pregnancy, breastfeeding and infant and maternal health. The purpose of this paper is to present the arguments for breastfeeding to be included alongside medicine use and neurodevelopmental outcomes in whole-population database investigations of the harms and benefits of medicines during pregnancy, the puerperium and postnatal period. We review: 1) the current situation, 2) how these complexities might be accommodated in pharmacoepidemiological models, using antidepressants and antiepileptics as examples; 3) the challenges in obtaining comprehensive data. Conclusions: The scarcity of whole-population data and the complexities of the inter-relationships between breastfeeding, medicines, co-exposures and infant outcomes are significant barriers to full characterisation of the benefits and harms of medicines during pregnancy and breastfeeding. This makes it difficult to answer the questions: 'is it safe to breastfeed whilst taking this medicine', and 'will this medicine interfere with breastfeeding and/ or infants' development'? [ABSTRACT FROM AUTHOR]