Estimating adolescent mental health in the general population: current challenges and opportunities.

Adolescence is a period of change and increased mental health difficulties, which are important for lifetime outcomes. Adolescent mental health is therefore an active research area, with large samples often drawing on self-report general measures (ie, not disorder-specific or focused on a narrow outcome). We argue that these measures have a key role in our understanding of issues such as prevalence, antecedents, prevention, and intervention, however, measurement has been given little attention and high-quality measures do not tend to be available or used.

Measuring general mental health in early-mid adolescence: A systematic meta-review of content and psychometrics.

Background: Adolescent mental health is a major concern and brief general self-report measures can facilitate insight into intervention response and epidemiology via large samples. However, measures' relative content and psychometrics are unclear.

Method: A systematic search of systematic reviews was conducted to identify relevant measures.

Mental Health and Well-being Measures for Mean Comparison and Screening in Adolescents: An Assessment of Unidimensionality and Sex and Age Measurement Invariance.

Adolescence is a period of increased vulnerability for low well-being and mental health problems, particularly for girls and older adolescents. Accurate measurement via brief self-report is therefore vital to understanding prevalence, group trends, screening efforts, and response to intervention. We drew on data from the #BeeWell study ( = 37,149, aged 12-15) to consider whether sum-scoring, mean comparisons, and deployment for screening were likely to show bias for eight such measures.

Longitudinal relationships across emotional distress, perceived emotion regulation, and social connections during early adolescence: A developmental cascades investigation.

Early adolescence is a vulnerable period for emotional distress. Both emotion regulation and social connection to peers and family adults are understood to be associated with distress. However, existing longitudinal work has not explored these constructs jointly in a way that estimates their reciprocal relationships over adolescence.

Developmental pathways of depressive symptoms via parenting, self-evaluation and peer relationships in young people from 3 to 17 years old: evidence from ALSPAC.

Purpose: Self-evaluation and interpersonal factors are theoretically and empirically linked to depression in young people. An improved understanding of the multifactorial developmental pathways that explain how these factors predict depression could inform intervention strategies.

Methods: Using structural equation modeling, this study explored whether self-evaluation and interpersonal factors were associated with adolescent depressive symptoms in a population-based sample (n = 11,921; Avon Longitudinal Study of Parents and Children, ALSPAC), across four development stages: early and late childhood plus early and middle adolescence from 3 to 17 years old.

The Role of School Connectedness and Friend Contact in Adolescent Loneliness, and Implications for Physical Health.

The current study investigated how adolescents' loneliness relates to school connectedness, classmate support, teacher support, and offline and online communication with friends. We also examined the association between loneliness, physical health, and sleep. Data came from the Scottish Health Behavior in School-aged Children (HBSC).

Measuring Loneliness in Different Age Groups: The Measurement Invariance of the UCLA Loneliness Scale.

Age differences in the prevalence of loneliness have been a key focus among researchers, practitioners, and policy makers. However, the degree to which those reflect genuine differences in the experience of loneliness or the way individuals understand and respond to loneliness measures is yet to be examined. The current study explored the age measurement invariance of the 20-item Revised University of California Los Angeles, Loneliness Scale (UCLA-LSR) and its shorter forms in a U.

Longitudinal pathways between emotional difficulties and school absenteeism in middle childhood: Evidence from developmental cascades.

Emotional difficulties are associated with both authorized and unauthorized school absence, but there has been little longitudinal research and the temporal nature of these associations remains unclear. This study presents three-wave random-intercepts panel models of longitudinal reciprocal relationships between teacher-reported emotional difficulties and authorized and unauthorized school absence in 2,542 English children aged 6 to 9 years old at baseline, who were followed-up annually. Minor differences in the stability effects were observed between genders but only for the authorized absence model.

Cumulative risk exposure and emotional symptoms among early adolescent girls.

Background: From early adolescence, girls and women report the highest rates of emotional symptoms, and there is evidence of increased prevalence in recent years. We investigate risk factors and cumulative risk exposure (CRE) in relation to emotional symptoms among early adolescent girls.

Methods: We used secondary data analysis, drawing on data capturing demographic information and self-reported emotional symptoms from 8327 girls aged 11-12 years from the 2017 baseline data collection phase of the HeadStart evaluation.

Treatment effect modifiers in a randomized trial of the good behavior game during middle childhood.

Two key treatment effect modifiers-implementation variability and participant cumulative risk status-are examined as predictors of disruptive behavior outcomes in the context of a large cluster randomized controlled trial of a universal, school-based behavior management intervention. The core components of the Good Behavior Game (GBG) are classroom rules, team membership, monitoring behavior, and positive reinforcement. Children work in teams to win the game, which is played alongside a normal classroom activity, during which their teacher monitors infractions to classroom rules.

Internalizing symptoms, well-being, and correlates in adolescence: A multiverse exploration via cross-lagged panel network models.

Internalizing symptoms are the most prevalent mental health problem in adolescents, with sharp increases seen, particularly for girls, and evidence that young people today report more problems than previous generations. It is therefore critical to measure and monitor these states on a large scale and consider correlates. We used novel panel network methodology to explore relationships between internalizing symptoms, well-being, and inter/intrapersonal indicators.

Looking Back to Move Forward: Reflections on the Strengths and Challenges of the COVID-19 UK Mental Health Research Response.

In the face of the COVID-19 pandemic, the swift response of mental health research funders and institutions, service providers, and academics enabled progress toward understanding the mental health consequences. Nevertheless, there remains an urgent need to understand the true extent of the short- and long-term effects of the COVID-19 pandemic on mental health, necessitating ongoing research. Although the speed with which mental health researchers have mobilized to respond to the pandemic so far is to be commended, there are valid concerns as to whether speed may have compromised the quality of our work.

Exploring the Dimensionality of the Social Skills Improvement System Using Exploratory Graph Analysis and Bifactor-( - 1) Modeling.

Since its development over a decade ago, the Social Skills Improvement System (SSIS) has been one of the most widely used measures of social skills in children. However, evidence of its structural validity has been scant. The current study examined the original seven-factor and more recent five-factor structure (SSIS-SEL) of the self-report SSIS in a sample of English elementary school students ( = 3,331) aged 8 to 10 years ( = 8.

Bounce Back: randomised trial of a brief, school-based group intervention for children with emergent mental health difficulties.

We report the findings of the first randomised trial of Bounce Back, a brief, school-based group intervention for children with emergent mental health difficulties, whose aim is to improve their understanding of resilience and well-being, support them to build their confidence and friendships, and provide practical skills to make positive behaviour changes. 24 primary schools (N = 326 children) were randomly allocated to deliver the intervention or continue practice as usual in a waitlist design. Children in the intervention arm of the trial worked in groups of up to 15, supported by a trained youth practitioner, over ten weekly sessions that were delivered during the school day for up to an hour.

Age Appropriateness of the Self-Report Strengths and Difficulties Questionnaire.

The self-report version of the Strengths and Difficulties Questionnaire is widely used in clinical and research settings. However, the measure's suitability for younger adolescents has recently been called into question by readability analysis. To provide further insight into the age-appropriateness of the self-report Strengths and Difficulties Questionnaire, readability was assessed at the item level alongside consideration of item quality criteria, its factor structure was analyzed, and measurement invariance between adolescents in Year 7 (age 11-12 years) versus Year 9 (age 13-15 years) was tested.

Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.

To examine the efficacy of the Good Behavior Game (GBG) in improving children's reading attainment, and the extent to which this varies as a function of cumulative intervention intensity (dosage) and timing of outcome measurement. A 2-year cluster-randomized controlled trial was conducted. Seventy-seven primary schools from three regions in England were randomly assigned to intervention and control groups.

The dimensionality and latent structure of mental health difficulties and wellbeing in early adolescence.

Research with adults and older adolescents suggests a general factor may underlie both mental health difficulties and wellbeing. However, the classical bifactor model commonly used to demonstrate this general trait has recently been criticised when a unidimensional structure is not supported. Furthermore, research is lacking in this area with children and early adolescents.

Mental health difficulties and academic attainment: Evidence for gender-specific developmental cascades in middle childhood.

We present a developmental cascade model of the longitudinal relationships between internalizing symptoms, externalizing problems, and academic performance in middle childhood, utilizing a large sample (N = 1,771) from the United Kingdom in a 3-year, cross-lag design. Three hypotheses were tested: adjustment erosion, academic incompetence, and (cumulative) shared risk. In addition, we sought to examine whether developmental cascade pathways varied across gender, while also statistically exploring indirect, mediation pathways.

Shared treatment decision-making and empowerment-related outcomes in psychosis: systematic review and meta-analysis.

Background: In the UK almost 60% of people with a diagnosis of schizophrenia who use mental health services say they are not involved in decisions about their treatment. Guidelines and policy documents recommend that shared decision-making should be implemented, yet whether it leads to greater treatment-related empowerment for this group has not been systematically assessed.

Aims: To examine the effects of shared decision-making on indices of treatment-related empowerment of people with psychosis.

Direct and indirect predictors of social anxiety: The role of anxiety sensitivity, behavioral inhibition, experiential avoidance and self-consciousness.

Using mediated and moderated regression, this study examined the hypothesis that anxiety sensitivity, the tendency to be concerned about anxiety symptoms, and behavioral inhibition, the tendency to withdraw from novel and potentially dangerous stimuli, predict social anxiety indirectly through experiential avoidance as measured by the Acceptance and Action Questionnaire-II and self-consciousness, as measured by the Self-Consciousness Scale. Behavioral inhibition and anxiety sensitivity are operationalized as temperamental traits, while experiential avoidance and self-consciousness are seen as learned emotion regulation strategies. Study 1 included college student groups from Cyprus scoring high and low on social anxiety (N=64 and N=63) as measured by the Social Phobia and Anxiety Inventory.