Evidence Base Update of Psychosocial Treatments for Adolescents with Disruptive Behavior.

Objective: This article expands the review of psychosocial treatments for adolescents with disruptive behavior (DB), published previously by this journal. That earlier review focused on DB treatment studies published 1966-2014; the current paper updates the evidence base by incorporating DB treatment studies published 2014-2021.

Method: A literature search and screening process identified 63 new studies for inclusion in this updated review.

Trajectories of mental health services for youth in foster care with attention deficit hyperactivity disorder.

Youth in foster care with Attention Deficit Hyperactivity Disorder (ADHD) often have significant needs for mental health services. The degree to which youth taking medication for ADHD use mental health services in relation to sibling co-placement and their level of need over time is unclear. To examine these issues, caregivers (N = 54) provided information on youth mental health service use across an 18-month study period.

Child welfare involvement and adjustment among care alumni and their children: A systematic review of risk and protective factors.

Background: Recent research and policy recognize care alumni (i.e., adults formerly in out-of-home care [OHC]) as a population with a high accumulation of disadvantages well into adulthood, often in combination with early parenthood compared to the general population.

Early Childhood Teachers' Self-efficacy and Professional Support Predict Work Engagement.

Early childhood teachers play a central role in children's learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers' work-related well-being, the current study examines positive factors that predict work engagement.

Ethnic Identity, Stereotype Threat, and Perceived Discrimination Among Native American Adolescents.

In this study, ethnic identity, stereotype threat, and perceived discrimination were examined in relationship to academic achievement and hopelessness in a sample of 129 Native American adolescents aged 14-19. Regression analyses with self-reported data indicated two major findings. Ethnic identity interacted with stereotype threat to predict academic achievement, where participants with high ethnic identity and low stereotype threat scores reported higher grade point averages.