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The article explores how nighttime bracing combined with self-mediated physical activity can effectively prevent the progression of the Cobb angle in adolescents with moderate-grade idiopathic scoliosis. Topics discussed include the mechanisms of nighttime bracing in scoliosis management, the role of self-directed physical activities in supporting spinal health, and the overall outcomes in slowing disease progression with this combined approach.

Suicide is a major cause of death in adolescents with limited treatment options. Ketamine and its enantiomers have shown rapid anti-suicidal effects in adults with major depressive disorder (MDD), but their efficacy in adolescents is unknown. We conducted an active, placebo-controlled trial to determine the safety and efficacy of intravenous esketamine in this population. A total of 54 adolescents (aged 13-18 years) with MDD and suicidal ideation were included from an inpatient setting and randomly assigned (1:1) to receive 3 infusions of esketamine (0.25 mg/kg) or midazolam (0.02mg/kg) over 5 days, with routine inpatient care and treatment. Changes from baseline to 24 hours after the final infusion (day 6) in the scores of the Columbia Suicide Severity Rating Scale (C-SSRS) Ideation and Intensity (primary outcome) and the Montgomery–Åsberg Depression Rating Scale (MADRS, key secondary outcome) were analyzed using linear mixed models. In addition, the 4-week clinical treatment response was a key secondary outcome. The mean changes in C-SSRS Ideation and Intensity scores from baseline to day 6 were significantly greater in the esketamine group than in the midazolam group (Ideation, −2.6 [SD = 2.0] vs −1.7 [SD = 2.2], p =.007; Intensity, −10.6 [SD = 8.4] vs −5.0 [SD = 7.4], p =.002), and the changes in MADRS scores from baseline to day 6 were significantly greater in the esketamine group than in the midazolam group (−15.3 [SD = 11.2] vs −8.8 [SD = 9.4], p =.004). The rates of antisuicidal and antidepressant responses at 4 weeks posttreatment were 69.2% and 61.5% after esketamine, and were 52.5% and 52.5% after midazolam, respectively. The most common adverse events in the esketamine group were nausea, dissociation, dry mouth, sedation, headache, and dizziness. These preliminary findings indicate that 3-dose intravenous esketamine, added to routine inpatient care and treatment, was an effective and well-tolerated therapy for treating adolescents with MDD and suicidal ideation. A study to evaluate the efficacy and safety of Esketamine combined with oral antidepressants in the treatment of major depressive disorder with suicidal ideation; http://www.chictr.org.cn ; ChiCTR2000041232. We worked to ensure that the study questionnaires were prepared in an inclusive way. The author list of this paper includes contributors from the location and/or community where the research was conducted who participated in the data collection, design, analysis, and/or interpretation of the work. We actively worked to promote sex and gender balance in our author group. [ABSTRACT FROM AUTHOR]

The first year of the COVID-19 pandemic constituted a major life stress event for many adolescents, associated with disrupted school, behaviors, social networks, and health concerns. However, pandemic-related stress was not equivalent for everyone and could have been influenced by pre-pandemic factors including brain structure and sleep, which both undergo substantial development during adolescence. Here, we analyzed clusters of perceived stress levels across the pandemic and determined developmentally relevant pre-pandemic risk factors in brain structure and sleep of persistently high stress during the first year of the COVID-19 pandemic. We investigated longitudinal changes in perceived stress at six timepoints across the first year of the pandemic (May 2020–March 2021) in 5559 adolescents (50 % female; age range: 11–14 years) in the United States (U.S.) participating in the Adolescent Brain Cognitive Development (ABCD) study. In 3141 of these adolescents, we fitted machine learning models to identify the most important pre-pandemic predictors from structural MRI brain measures and self-reported sleep data that were associated with persistently high stress across the first year of the pandemic. Patterns of perceived stress levels varied across the pandemic, with 5 % reporting persistently high stress. Our classifiers accurately detected persistently high stress (AUC > 0.7). Pre-pandemic brain structure, specifically cortical volume in temporal regions, and cortical thickness in multiple parietal and occipital regions, predicted persistent stress. Pre-pandemic sleep difficulties and short sleep duration were also strong predictors of persistent stress, along with more advanced pubertal stage. Adolescents showed variable stress responses during the first year of the COVID-19 pandemic, and some reported persistently high stress across the whole first year. Vulnerability to persistent stress was evident in several brain structural and self-reported sleep measures, collected before the pandemic, suggesting the relevance of other pre-existing individual factors beyond pandemic-related factors, for persistently high stress responses. • The paper reports findings from the ABCD study® on U.S. youth across the first COVID-19 pandemic year: May 2020 – March 2021. • 5% of adolescents reported persistently high stress levels during the first year of the pandemic. • Persistent stress was linked to pre pandemic brain structure, sleep difficulties, and more advanced puberty stages. • The findings inform preventive and treatment approaches for persistent stress during major life stress events like pandemics. [ABSTRACT FROM AUTHOR]

Educational spaces are one of the most critical operations laid down with the architect, school design is a foundation to build/re-build any community. According to current financial variabilities, political crises, and continuous lack of resources, a gap between human classes is widespread, leading to extremely poor, and recently refugees' communities. Regarding to education, the problem is that traditional school buildings with fixed structures are not effective nor available to these categories with extremely low resources and barley any infrastructure, therefore, it is essential to adopt new concepts to activate the function and impact of educational spaces in these urgent communities. The study aims to create a school "system" to fulfill the task of providing educational spaces, depending on the elements of adaptability with considering social, low-cost impact according to main definitions. With implementing the child's psychological- physiological development elements, age category from 6 :13 years "Middle childhood: Early adolescence" inside the design process. In Egypt, there are several areas of extremely poor living conditions, the two highly alarming case studies are first, Upper Egypt's rural villages having the highest ratio of extreme poverty in Egypt, second, refugee camps that became part and parcel of any standing country, both representing urgent need for children's education rescue. This paper is concentrating as a beginning on first case study as it has the highest percentage of out- school children. As result, trying to fulfill the task by creating an applied school system (project-based) with the adopted criteria, suitable to selected areas main conditions. [ABSTRACT FROM AUTHOR]

Paediatric health research is fraught with both ethical and practical challenges that can hinder the successful completion of research studies. Listening to, and acting on, the voices of children and young people in the design and delivery of paediatric health research (otherwise known as Patient and Public Involvement) is one way to overcome such challenges. This paper describes our experiences of working directly with children and young people in various health research initiatives. We recount our journey of involving children and young people as partners and give examples to demonstrate the unique knowledge and insights gained in the production of high-quality research. This short review showcases the many benefits gained if meaningful involvement occurs, including greater understanding of children and young people's perspectives and the impact this has on research studies. We provide various practical resources for researchers on how to meaningfully involve children and young people as partners, how to develop age-appropriate information and guidance to support the ethical review process. [ABSTRACT FROM AUTHOR]

Few studies have focused on the implications of developmental coordination disorder (DCD) in the teen years. Understanding the unique needs of adolescents with DCD and the challenges they face are imperative to inform clinical care. To understand how DCD affects daily life from adolescents living with the disorder. Participants were recruited from a database of adolescents who were formally diagnosed with DCD in childhood. Nineteen semi-structured interviews of adolescents with DCD (13–18 years) were conducted and analyzed using an interpretive description approach. Data analysis revealed four overarching themes: (1) Through the years; (2) Standing out, left out, opting out; (3) Rising into Resilience; and (4) Help me to be me. Adolescents with DCD face challenges in physical, cognitive, social, emotional, and mental health domains, but their success can be optimized through provision of support, fostering social connections, the use of strategies, and increasing public understanding. Few services currently exist for adolescents with DCD, as treatment is not standard of care. Insights gained from this study provide client-centred evidence to advocate for intervention for adolescents with DCD, and guide recommendations for clinical care and community support to meet the needs of this under-served population. This paper qualitatively explores the lived experience of adolescents with DCD, adding to the limited research within this population. Expanding beyond the typical focus of motor challenges, this paper highlights the widespread influence of DCD on daily life, including in cognitive, mental health, and social-emotional domains. Common environmental contexts that exacerbate challenges during adolescent years are explored, including high school PE class and electives, learning to drive, beginning employment, and preparing for post-secondary education. Through an interpretive description methodology, this paper delves into clinical and practical solutions to support adolescents with DCD, from an individualized and client-centered perspective. ● Interventions must target physical, cognitive, emotional, and social domains. ● Support must consider individuality and be client-driven to meet adolescents' needs. ● Inadequate public knowledge of DCD exacerbates challenges for adolescents with DCD. ● Fostering a positive environment contributes to self-acceptance and resiliency. [ABSTRACT FROM AUTHOR]

• Numerous barriers to service provision exist for young people with complex needs. • Strategies for service engagement are required at the practitioner and system level. • Practitioner-level strategies included relational and structural approaches. • System-level strategies included flexible and collaborative approaches. • Young people appear to benefit most from services adapted to their needs. Young people with complex needs often have a range of co-occurring challenges that require the support of multiple government agencies and services. Increasingly, government agencies are working with young people who present with co-occurring and comorbid complex needs requiring co-ordinated multi-agency responses. However, agencies and services are often faced with multiple obstacles and challenges to meeting the needs of these young people, placing them at increased risk of poor outcomes during their adolescence and into adulthood. The objective of this Rapid Evidence Assessment (REA) was to provide practice insights as they relate to service engagement for young people with complex needs to highlight ways in which service delivery can be enhanced. Published academic literature as well as relevant material from the grey literature on young people aged 10–25 was synthesized to identify: (a) the principal barriers to service provision, and (b) strategies that facilitate service engagement. A total of 18 papers met the eligibility criteria for review. Papers were assessed using the critical appraisal skills programme (CASP). Individual and system level barriers were identified, including the characteristics of young people and the nature and structure of services. Strategies were identified at the practitioner level (e.g., benefits of relational, structural and empowerment approaches), and the system level (e.g., flexible services, collaborative approaches and improved staffing and resources). The review highlighted the importance of creating a service environment that is structured around the needs of young people rather than one which requires vulnerable young people to adapt to services. [ABSTRACT FROM AUTHOR]

• The lives of Black girls, femmes, transgender, and nonbinary (TGNB) young people who identify as LGBTQ + are punctuated by experiences of oppression-based, interpersonal, and systemic trauma. • Healing and creative resistance are strong driving forces facilitated by pride in one's identities, artistic expression, and mindfulness facilitated by time spent in nature and parks. • Individual and collective dreaming and futuring are central to the living of LGBTQ + identified Black girls, femmes, and TGNB young people. Black LGBTQ + girls, femmes, transgender and nonbinary youth and young adults experience high rates of sexual violence, and other forms of trauma, including oppression-based trauma related to racism, misogynoir, homophobia and transphobia. Black LGBTQ + girls, femmes, transgender and nonbinary young people, whose experiences are underexplored within social science research, also experience disparately harsh discipline and pushout within school settings while being disproportionately represented in the foster care and juvenile justice systems. However, they are also a community with a tremendous history of creative resistance, and legacies of activism and powerful healing practices. Within this paper we have disaggregated the interview data of 13 LGBTQ + identified participants from a larger qualitative study with 24 Black girls, femmes, transgender and nonbinary youth, aged 16–25, who reside in New York State. Data were analyzed using critical thematic analysis and three main themes emerged: 1) the significance of participants' experiences of childhood trauma, 2) participants' conceptualizations and experiences of healing and resistance, and 3) participants aspirations and dreams for their futures and the futures of their communities. [ABSTRACT FROM AUTHOR]

Youth in the legal system are at high risk for opioid and other substance use problems and exhibit high rates of trauma exposure. Trauma-focused therapeutic approaches to prevent substance use show promise, but few evidence-based interventions are designed with justice-involved youth in mind. Consequently, implementing trauma-informed, evidence-based interventions within juvenile justice systems is challenging. The current paper describes the systematic adaptation of Trust-Based Relational Intervention (TBRI) as a family-centered substance use prevention program for youth transitioning from secure residential facilities. The study utilized the ADAPT-ITT methodological framework to adapt TBRI Caregiver Training, an evidence-based, trauma-informed intervention designed to help caregivers support children and youth with histories of trauma. Phases of adaptation included (1) Assessment , (2) Decision , (3) Prototype Development , and (4) Testing and Integration. The adaptation process explored contextual factors (e.g., systems, facilities, and staff) and the needs of the new target population (i.e., youth in the legal system and their caregivers). Adaptations were made to both content (e.g., terminology and activities) and structure (e.g., session duration and delivery setting) with input from participants from the target population, key stakeholders, and content experts. The systematic adaptation of the intervention model resulted in a two-phase, four-component intervention package that can be implemented in juvenile justice settings as part of youth reentry services. The primary intervention, delivered while youth are in residential facilities, includes the TBRI Caregiver Curriculum , TBRI Youth & Young Adult Curriculum , and TBRI Nurture Groups. The secondary intervention, delivered after youth transition home, includes the TBRI Family Coaching Curriculum. Utilizing a systematic methodological framework to guide adaptation has implications for developing accessible, culturally relevant, and contextually appropriate interventions. Accounting for contextual factors and population needs can improve the fit of evidence-based interventions for youth in the legal system, facilitating uptake and ultimately improving outcomes for youth at risk for substance use problems. ClinicalTrials.gov Identifier: NCT04678960. • Trust-Based Relational Intervention adapted for youth in the legal system • Adaptation of evidence-based intervention using ADAPT-ITT methodology • Trauma-informed intervention to prevent substance use among youth in the legal system [ABSTRACT FROM AUTHOR]

Compared to the general U.S. adolescent population, young people involved in the juvenile justice system are at greater risk of experiencing substance use (SU) issues. There are critical opportunities across the juvenile justice continuum, at points of interface with community-based treatment services, to screen and assess for SU issues, identify unmet treatment needs, and refer those in need to treatment. The treatment referral process is, however, complex, and contingent on a seamless nexus between juvenile justice operations and the wider treatment provider landscape. Given the lack of successful SU referrals among justice-involved youth and the variable referral rates across jurisdictions, this study's aim is to provide a qualitative, explanatory understanding of the conditions that together contribute to successful referring practices. The study is based on an analysis of a qualitative dataset comprising focus group data with probation and community-based behavioral health treatment staff working in 31 sites in 6 different states as part of the clustered randomized trial of an organizational change intervention known as JJ-TRIALS (Juvenile Justice Translational Research on Interventions for Adolescents in the Legal System). The data contain respondents' narratives on the achievements, successes, and challenges with implementing the intervention. The data were analyzed through a combination of strategies to identify the conditions that both facilitate and impede referral processes between probation offices and community-based SU treatment providers. Participants across sites discussed the positive impacts that the JJ-TRIALS intervention had on their improved ability to communicate, collaborate, and collect data. From the interviews, seven main conditions were observed to contribute to successful SU treatment referral practices: (1) communication (inter-organizational); (2) collaboration; (3) data-driven practices; (4) family engagement; (5) institutionalized policy and referral documentation; (6) efficient referral policies and procedures; and (7) suitable and accessible system of treatment providers. Findings highlight the value of a holistic understanding of successful treatment referrals for justice-involved youth and help inform research and practice efforts to identify and measure the many dimensions of referral-making at the interface of juvenile probation and behavioral health services. • Justice-involved youth experience disproportionate rates of substance use (SU). • The JJ-TRIALS project was an implementation intervention aimed at reducing unmet SU treatment needs. • This paper examines conditions for successful referral practices in the context of JJ-TRIALS. • Findings reveal a mix of 7 conditions that together facilitate treatment referrals. • Future studies should measure and analyze the relative 'weighting' of different conditions. [ABSTRACT FROM AUTHOR]

• The present paper reviews literature on problematic social media use in children and adolescents. • The Who-, Why-, How-questions around (problematic) social media use are highlighted. • Recommendations on the topic are provided. At the time of writing, about 4.59 billion people use social media with many adolescents using their social media accounts across a myriad of applications and platforms. According to recent statistics, in 2022 individuals spent an average of 151 minutes on social media each day, illustrating the global relevance of social media (Dixon, 2022a,b). One of the pressing questions, internationally, is whether social media use is harmful and/or addictive. This question is of particular importance because many teenagers - and younger adolescents - spend considerable time on these platforms, which have increasingly become an integral part of their lives. Moreover, considering lifespan development, adolescents may be particularly vulnerable to specific features and advertisements shown to them on social media platforms. Growing prevalence of poor mental health in young people has led to recent recommendations in the United States to routinely screen for anxiety in 8-18 year olds, and for depression and suicide risk for adolescents between 12-18 years of age (US Preventive Services Task Force et al., 2022 a,b) – the conditions often accompanying problematic social media use. The present work not only provides insights into the current state of the literature but provides also recommendations. [ABSTRACT FROM AUTHOR]

Adolescence is a period of normative heightened sensitivity to peer influence. Individual differences in susceptibility to peers is related to individual differences in neural sensitivity, particularly in brain regions that support an increasingly greater orientation toward peers. Despite these empirically-established patterns, the more specific psychosocial and socio-cognitive factors associated with individual differences in neural sensitivity to peer influence are just beginning to gain research attention. Specific features of the factors that contribute to how adolescents process social information can inform understanding of the psychological and neurobiological processes involved in what renders adolescents to be more or less susceptible to peer influences. In this paper, we (1) review the literature about peer, family, and broader contextual influences on sensitivity to peers' positive and negative behaviors, (2) outline components of social information processing theories, and (3) discuss features of these models from the perspectives and social cognitive development and social neuroscience. We identify gaps in the current literature that need to be addressed in order to gain a more comprehensive view of adolescent neural sensitivity to peer influence. We conclude by suggesting how future neuroimaging studies can adopt components of this social information processing model to generate new lines of research. [ABSTRACT FROM AUTHOR]

While the study of offline prosocial behavior has a long tradition, much less information is available about how these behaviors manifest and change in the digital environment, and little is known about their background. This paper evaluates differences by age and gender in a variety of attitudes and beliefs during adolescence and studies their influence on the online prosocial behavior emitted and received. A cross-sectional study was performed with 1299 participants aged between 14 and 20 from the Region of Madrid (Spain). The Spanish adaptation of the Online Prosocial Behavior Scale and a selection of items from various studies on attitudes and beliefs regarding altruism, direct and indirect reciprocity, social responsibility, and the perception of the subjective norm were administered. The results suggest that female adolescents maintain higher altruism, social responsibility, and indirect reciprocity than males, and that the older age group (18–20 years old) has higher scores in altruism, social responsibility, and direct reciprocity. Together with altruism, the subjective norm, social responsibility, and indirect reciprocity positively influence the online prosocial behavior emitted by adolescents. Indirect reciprocity, the subjective norm and altruism also influence the feeling of receiving online prosocial behaviors from others. Knowing the extent to which adolescents hold prosocial beliefs and which of these beliefs may favor prosocial online behaviors can be beneficial when promoting such beliefs and fostering more positive online conduct, as well as lessening cyberbullying, online hate and any other manifestation of aggressive behavior online. • Social networks constitute a space for the socialization of prosocial behavior in adolescence. • Beliefs about altruism, social responsibility, and indirect reciprocity favor the emission of online prosocial behavior. • Beliefs about altruism and indirect reciprocity favor greater perception of receiving prosocial behaviors online. • The prosocial subjective norm favors both the emission and reception of online prosocial behaviors. • Direct reciprocity does not seem to influence the emission and reception of online prosocial behaviors. [ABSTRACT FROM AUTHOR]

• Parents of trans children hold a body of knowledge about supporting trans children. • Families interact with a wide range of services and agencies in their journey to affirm their children's gender. • Parent knowledge and advocacy extends far beyond the medicalised pathway. • Parent knowledge can be used to inform services and agencies to provide more integrated, affirming services. The childhood and adolescence of transgender and gender diverse children and young people (trans children) is contested in many areas, such as media, education, health, and increasingly in the political sphere. Parents and carers of trans children navigate services and societal relations in their journey to affirm their children, from happy childhood to trans adults. This paper reports on the accounts of parents of trans children in Australia. Semi-structured interviews with 18 parents of 15 trans children in four states were analysed to understand the journey holistically, and interactions with services and institutions on this journey. Children ranged in current age from 8 to 21 years, and were 2 to 16 years when they first expressed their trans identity. These journeys highlight moments of gender euphoria, and points of both positive and negative interactions with a range of services such as GPs, specialist healthcare, trans healthcare, schools, foster care, government records, and sporting environments. This research demonstrates that parents have a collective body of knowledge on supporting and affirming trans children that should be drawn on to inform child and youth services. [ABSTRACT FROM AUTHOR]

• Trauma-informed practice is being trialled in response to extra-familial risks and harms. • An institutional ethnography found sources of knowledge impact this innovation. • Professionals may say young people are 'known-to-services' but be distant from them. • Being proximal to young people and advocating for their needs helps to know them. • To be trauma-informed, professionals must relationally know those they support. Efforts to shift from criminal justice to welfare-based responses to exploitation and other forms of extra-familial risks and harms, have centred relational approaches. In particular, the role that relationships between professionals and young people can play in providing a sense of safety as well as a route to wider support services when young people come to harm beyond their families is under consideration. In parallel, trauma-informed practice is increasingly promoted as a tool for creating service conditions in which relational practice can thrive. In this paper we present data from an institutional ethnography of two social care organisations in the UK which are endeavouring to adopt trauma-informed responses to extra-familial risks and harms. We use observation, focus group, and case file data collected in two time periods, to illustrate a relationship we identified between the nature and source of knowledge that guided professional responses, the ability of professionals to form relationships with young people affected by extra-familial risks and harms, and the capacity for their organisations to be trauma-informed. In doing so we trouble an established discourse in many social care organisations, that young people subject to intervention are 'known-to-services' and call for more responses in which young people are 'known-by-professionals' who are supporting them. Far from being a matter of semantics, we discuss how these two ways of knowing about young people, and the situations they face, potentially facilitate or undermine key pillars of trauma-informed practice, and the relational approaches that make such practice possible. [ABSTRACT FROM AUTHOR]

Globally, as medical and mental health associations increasingly have expressed support for the gender-affirming care model for trans and gender expansive youth, this model has been paradoxically banned across the United States. Ban proponents have deemed the science behind gender-affirming care to be dangerously uncertain. Examining the first gender-affirming care ban for minors, Arkansas's Save Adolescents from Experimentation (SAFE) Act of 2021, we addressed the following two questions: 1) who are the scientists, clinicians, and political organizations that promote SAFE and similar bans?; and 2) what are the scientific arguments they make to defend SAFE in federal court? First, we developed a typology of the various "agents of scientific uncertainty" behind these bans, drawing on literature from the sociology and history of science and medicine as well as the political economy of scientific doubt. Second, we created and qualitatively analyzed a dataset featuring 375 unique citations referenced throughout federal litigation over SAFE to identify these agents of scientific uncertainty's arguments. We sorted these arguments into eight categories, which reveal how agents distorted scientific evidence and exaggerated real uncertainties and risks in gender-affirming care. This case study establishes a frame for understanding the growing prevalence and legal impact of scientific arguments against gender-affirming care. • Gender-affirming care (GAC) for minors has been increasingly banned in the U.S. • Despite growing medical support, ban proponents label GAC dangerously uncertain. • The paper outlines the scientists, clinicians, and political groups defending bans. • It also describes the scientific arguments used in litigation defending bans. • Scientific uncertainty arguments have been successful at unduly restricting GAC. [ABSTRACT FROM AUTHOR]

• A critical review of adolescent resilience scales found the Child and Youth Resilience Measure (83%) to be most adequate. • Two other scales; the Connor-Davidson Resilience Scale (83%) and The Resiliency Scales for Children and Adolescents (78%) were also found to be adequate. • This review provides a guide for researchers to help with scale selection based on psychometrics and the underlying theoretical basis of each scale. Valid quantitative measures of adolescent resilience are important for the development of knowledge and have implications for practice with adolescents. This scoping review followed Arksey and O'Malley's (2005) five step process and aimed to (1) identify the most used self-report scales that measure resilience of adolescents in studies published between 2000 and 2021, (2) describe the scales' psychometric properties, (3) describe the scales' conceptual and theoretical formulations, and (4) assess the scales' relative strengths, weaknesses, and adequacy. A review of 118 papers revealed six commonly used scales. A construct validation approach adapted from Skinner (1981) and expanding on Pangallo et al., (2015), with evidence assessed in four stages (theoretical formulation, reliability, validity, and application) was utilised to critically evaluate the six scales. The results showed that the most adequate scale for measuring resilience in adolescent populations was the Child and Youth Resilience Measure, scoring 83% of points. The Connor-Davidson Resilience Scale (also scoring 83%) and The Resiliency Scales for Children and Adolescents (78%) were also found to be adequate. This review provides clinicians and researchers with a critical overview of common scales measuring resilience in adolescents, including their underlying theoretical basis. This is vital to ensure the measure chosen is valid and matches the theoretical aims of the research/ application. Our review also suggests that too often, researchers fail to look beyond the original validation study when selecting resilience scales, and often fail to analyse and report current psychometric data from the chosen scale. [ABSTRACT FROM AUTHOR]

• This study reviewed the prevalence of mental health disorders among Looked After Children in the UK. • Prevalence rates varied across studies. • The Strengths and Difficulties Questionnaire (SDQ) was the most frequently used tool to assess mental health. • There is still uncertainty about the scale and nature of mental health difficulties in this group. Care-experienced children and young people are more likely to experience poorer mental health relative to the general population. Some of the most highly cited literature in this area is becoming increasingly outdated, however, and as the gap between mental health service availability and provision is steadily growing, it is imperative that we understand the scale and nature of the mental health needs of this group. A systematic review of all literature published from the UK was conducted in March 2022 using APA PsycINFO, ASSIA, Cochrane Library, Medline, PubMed, Scopus, Social Policy and Practice, Social Services Abstracts, and Web of Science. Papers were included if they 1) sampled young people (aged 0 to 18 years) with care experience and, 2) used either a standard or non-standardised measurement tool, or health records to assess mental health prevalence rates (reported as a percentage). Risk of bias assessed used the QuADS tool (Harrison et al., 2021) and data was extracted. Thirty-nine studies were included and summarised. The estimated prevalence of mental health disorders of young people in care ranged from 1 to 82 %. The most frequently used tool to assess mental health was the Strengths and Difficulties Questionnaire (Goodman, 1997) and, while over half of studies utilised prevalence information from a comparator group, this was most commonly young people in the general population. The results of the systematic review demonstrate that estimates of mental health disorders among care-experienced young people in the UK vary considerably. Further consideration should be given toward what measures are used to assess mental health in this population and how we can optimally assess and characterise their support needs. [ABSTRACT FROM AUTHOR]

• This co-produced study explores how young people experience and conceptualise 'feeling (mis)understood' by adults. • Feeling understood by adults has a positive impact on young people's mental health and help-seeking. • When young people feel misunderstood by health and social care professionals, it can negatively impact help-seeking. • Health and social care professionals should help young people to feel understood in to support engagement. The subjective and emotional experience of feeling (mis)understood by another person is distinct from being literally (mis)understood. While there is literature exploring young people's experiences of feeling (mis)understood in therapeutic or clinical settings by adults and the impacts thereof, there is limited exploration of young people's conceptualisations and perspectives of feeling (mis)understood within a range of young person-supporting adult relationships. This paper reports on the first stage of a project that was co-designed and co-produced by young people, exploring how young people experience and conceptualise 'feeling (mis)understood' in the context of receiving support from adults in their lives. This initial stage of the project captures young people's views on what feeling (mis)understood feels like, its impact on their mental health, and how adults can help young people to feel understood. Conceptualisation, design, fieldwork, analysis and writing were all co-produced with peer-researchers. Data for this project was generated through four workshops each held in England, Scotland, Wales and Northern Ireland. A total of 26 participants aged between 16 and 24 years of age took part in these workshops, and each workshop was facilitated by two peer-researchers and a member of university staff. Data was analysed through collaborative thematic analysis. The study found that feeling understood by supporting adults has a very positive impact on young people's wellbeing, mental health and help-seeking behaviour. Feeling misunderstood was found to have the converse effect, and in addition was found to make young people less likely to seek further support. Young people also identified a number of key actions adults can take to help the young people they support feel better understood. The findings of this research suggest that practitioners in the health and social care sector working with young people should consider the ways in which they can help young people feel better understood. [ABSTRACT FROM AUTHOR]

• Online disinhibition positively associated with cyberbullying activities. • Online disinhibition functioned through moral disengagement and low self-control to influence cyberbullying. • Most studies focused on the effects of anonymity on cyberbullying, and the results were inconsistent. • Online invisibility had no effect on cyberbullying. • Asynchrony influenced cyberbullying directly and indirectly through moral disengagement. There has been a growing focus on researching adolescent cyberbullying in recent years. Increasing studies highlight the role of online risk factors—online disinhibition and its specific characteristics—in cyberbullying among adolescents. Systematic searches were performed in MEDLINE, PubMed, PsycArticles, PsycINFO, Scopus, and Web of Science. There were 837 papers in total, 410 of which were non-duplicated, and 15 were ultimately included. Based on the current empirical findings, it has been observed that a heightened perception of online disinhibition corresponds with an increased likelihood of engaging in cyberbullying activities. In addition to the direct effect of online disinhibition on cyberbullying, research also found that online disinhibition functioned through moral disengagement and low self-control to influence cyberbullying. Furthermore, the effects of specific characteristics of online disinhibition on cyberbullying were also investigated. However, most studies (six out of seven) merely focused on the effects of anonymity on cyberbullying, and the results were inconsistent. Additionally, the effects of perception of invisibility and asynchrony on cyberbullying were also examined in limited research. The results showed that online invisibility had no effect on cyberbullying. Asynchrony contributed to cyberbullying directly and indirectly through moral disengagement. Further research is required to investigate the impacts of solipsistic introjection, dissociative imagination, and minimizing authority on the occurrence of cyberbullying. These findings are discussed, and practical as well as policy implications and guidelines for future studies are proposed. [ABSTRACT FROM AUTHOR]