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Research has shown that experiences of emotional maltreatment (i.e., emotional abuse and neglect) can compromise children's development. However, less work has been done to further our understanding of protective factors, which would serve to inform how we can best assist families at risk of emotional maltreatment and strengthen children's resilience. The current study evaluates whether school and/or community supports moderate relations between emotional abuse or neglect and child psychosocial health (i.e., internalizing and externalizing problems). Participants included youth (N = 3475, 48 % female) and their primary caregivers, a majority of whom identified as biological mothers (68.5 %). Data were from the Future of Family and Child Wellbeing Study, a longitudinal investigation of youths' health and development from across the United States. Data from Waves 5 and 6 were analyzed for this study. Four longitudinal path analyses were conducted to evaluate associations in a moderation model in which school (i.e., school climate and school connectedness) and community supports (i.e., community cohesion and extracurricular involvement) were observed as possible moderators of the relation between emotional maltreatment and psychosocial outcomes. School climate emerged as a significant moderator, such that a more supportive school climate buffered the detrimental impact of emotional neglect on youth externalizing problems. No other significant moderating effects were observed. Although only one significant interaction was observed in the current study, findings help support the importance of social supports outside the home environment in promoting resilience and youths' healthy psychosocial functioning. • Emotional maltreatment has been shown to be deleterious to children's development, yet more work is needed to understand protective factors that can boost children's resilience to these specific experiences. • School climate was shown to buffer the impact of emotional neglect on externalizing symptoms. • Although only one significant interaction was observed in the current study, findings as a whole underscore the importance of social supports within the community and at school in promoting healthy psychosocial functioning among adolescents. [ABSTRACT FROM AUTHOR]

Demographic data from nearly 50 years of treatment research for children and adolescents with attention-deficit/hyperactivity disorder (ADHD) are synthesized. Comprehensive search identified ADHD treatment studies that were between-group designs, included a psychosocial, evidence-based treatment, and were conducted in the United States. One hundred and twenty-six studies that included 10,604 youth were examined. Reporting of demographics varied with 48% of studies (k = 61) reporting ethnicity, 73% (k = 92) reporting race, 80% (k = 101) reporting age (M age = 8.81, SD = 2.82), and 88% (k = 111) reporting gender. Most participants identified as non-Hispanic/Latine (15.99% Hispanic/Latine), White (62.54%), and boys (74.39%; 24.47% girls). Since the 1970s, zero youth in ADHD treatment studies identified as Middle Eastern/North African, 0.1% were American Indian/Alaskan Native or Native Hawaiian Pacific Islander, 1.77% were Asian, 15.10% were Black, and 3.14% were Multiracial. Based on publication year, the proportions of girls, racially minoritized youth, and Hispanic/Latine youth included in ADHD treatment research have increased over time. Girls, non-binary and non-cisgender youth, young children, adolescents, Hispanic/Latine youth, and youth from all racial groups other than White are underrepresented in ADHD treatment research. Research gaps are discussed, and recommendations for comprehensive demographic reporting in child and adolescent psychological research are provided. • Girls, gender diverse youth, young children, and adolescents are underrepresented in the ADHD treatment literature. • Hispanic/Latine youth and youth from all racial groups other than White are underrepresented in the ADHD treatment literature. • Representation of minoritized and marginalized groups has been improving over time. • Findings underscore the need for researchers to design ADHD treatment studies with careful consideration of increasing representation and measurement of all groups. [ABSTRACT FROM AUTHOR]

Emotion recognition/understanding (ERU), which is the ability to correctly identify emotional states in others as well as one's self, plays a key role in children's social-emotional development and is often targeted in early intervention programs. Yet the extent to which young children's ERU predicts their intervention response remains unclear. The current study examined the extent to which initial levels of ERU and changes in ERU predicted intervention response to a multimodal early intervention program (Summer Treatment Program for Pre-Kindergarteners; STP-PreK). Participants included 230 young children (M age = 4.90, 80.0% male) with attention-deficit/hyperactivity disorder (ADHD) who participated in the 8-week STP-PreK. Children's ERU was measured via a standardized behavioral task. Similarly, standardized measures of academic achievement (Woodcock-Johnson-IV), executive functioning (Head-Toes-Knees-Shoulders-Task), and social-emotional functioning (Challenging Situation Task) were obtained pre- and post-intervention. Parents and teachers also reported on children's behavioral functioning pre- and post-intervention. Children with better initial ERU made greater improvements in academic, executive functioning (EF), and social-emotional domains, along with decreases in inattention symptom severity. However, pre-intervention levels of ERU were not associated with improvements in parent/teacher report of hyperactivity, oppositional defiant disorder, and overall behavioral impairment. Lastly, changes in ERU only predicted improvement in EF, but not any other school readiness outcomes. We provide preliminary evidence that initial levels of ERU predict intervention response across school readiness domains in a sample of preschoolers with ADHD. [ABSTRACT FROM AUTHOR]

Clinical trials play a crucial role in advancing medical knowledge and improving health outcomes. However, there is a recognized need for greater representation of marginalized groups to ensure that research findings can be generalized and effectively applied to all individuals. While the Pediatric Research Participation Questionnaire (PRPQ) was developed to assist pediatric clinical trials research by identifying benefits and barriers to research participation among children with chronic medical conditions, there is still limited insight into the structure of the PRPQ when administered in diverse samples, including the general pediatric population. Therefore, the current study examined the factor structure of the PRPQ in a general pediatric population to investigate whether rural-urban differences exist in the PRPQ factor structure. Caregivers (N = 600) of children under age 18 completed the PRPQ in a population-based survey in Mississippi. Sampling was stratified to ensure equal representation in rural (n = 300) and urban areas (n = 300). Exploratory and confirmatory factor analyses were conducted to determine the factor structure of the PRPQ. A five-factor structure was identified, compromising: social pressure, direct benefit, reasons for participation, mistrust in research/researchers, reasons against participation. While results were similar among urban participants, a three-factor structure emerged for rural participants. This study contributes to the broader understanding of research participation among underrepresented groups. The findings suggest that clinical researchers should consider tailoring recruitment strategies to increase clinical trial participation among children in rural areas. Understanding factors that influence pediatric research participation, particularly among marginalized communities, is crucial for developing effective recruitment and retention strategies. [ABSTRACT FROM AUTHOR]

Criminologists have increasingly investigated the relevance of health indicators, such as sleep problems, for predicting delinquent and criminal behavior. Further, several studies have investigated the association between sleep and low self-control. Yet, insufficient attention has been given to investigating whether this association is reciprocal. Using seven waves of data collected as part of the Study of Early Child Care and Youth Development, we employ cross-lagged panel modeling (CLPM) to analyze the bidirectional association between sleep problems and self-control from childhood to middle adolescence. Importantly, our modeling strategy builds on traditional CLPM by also estimating a random-intercept CLPM, enabling an examination of reciprocal effects at the within-person level. Both the CLPM and RI-CLPM models provide evidence of reciprocal effects between self-control and sleep problems during childhood. During adolescence, however, only a unidirectional effect of self-control on sleep problems is observed at the between-person level, and no significant reciprocal associations were observed during adolescence at the within-person level. Reciprocal effects between sleep problems and self-control were found to be limited to childhood. As such, interventions addressing sleep problems and deficits in self-control during childhood may be more efficacious than ones implemented during adolescence. • We investigate reciprocal effects between sleep problems and self-control over time. • A cross-lagged panel model and random-intercept cross-lagged panel model are used. • Reciprocal effects at the between-person level are limited to childhood. • Reciprocal effects at the within-person level are also limited to childhood. • Interventions targeted during childhood may improve both sleep and self-control. [ABSTRACT FROM AUTHOR]

Neuroscientists have sought to identify the underlying neural systems supporting social processing that allow interaction and communication, forming social relationships, and navigating the social world. Through the use of NIMH's Research Domain Criteria (RDoC) framework, we evaluated consensus among studies that examined brain activity during social tasks to elucidate regions comprising the "social brain". We examined convergence across tasks corresponding to the four RDoC social constructs, including Affiliation and Attachment, Social Communication, Perception and Understanding of Self, and Perception and Understanding of Others. We performed a series of coordinate-based meta-analyses using the activation likelihood estimate (ALE) method. Meta-analysis was performed on whole-brain coordinates reported from 864 fMRI contrasts using the NiMARE Python package, revealing convergence in medial prefrontal cortex, anterior cingulate cortex, posterior cingulate cortex, temporoparietal junction, bilateral insula, amygdala, fusiform gyrus, precuneus, and thalamus. Additionally, four separate RDoC-based meta-analyses revealed differential convergence associated with the four social constructs. These outcomes highlight the neural support underlying these social constructs and inform future research on alterations among neurotypical and atypical populations. • Identified neural systems supporting mental processes involved in social cognition. • Evaluated consensus among hundreds of studies examining social brain activity. • Examined the underlying neural regions specific to NIMH RDoC constructs. • Results inform future work on alterations in neurotypical and atypical populations. [ABSTRACT FROM AUTHOR]