Purpose: Recent studies have documented worrisome levels of hesitancy and resistance to the COVID-19 vaccine, including within the adolescent population. In this study, we examined attitudinal (perceived severity of COVID-19, vaccine-related concerns) and interpersonal (parent and peer norms) antecedents of adolescents' intentions to receive the COVID-19 vaccine.
Methods: Participants were 916 adolescents (aged 12-17 years) from across the United States (47.3% male) representing diverse ethnic and socioeconomic backgrounds (26% African-American, 22% Hispanic/Latinx, 35% white, 7% Asian American). They completed a survey on their experiences and attitudes surrounding COVID-19 and the COVID-19 vaccine.
Results: Parent and peer norms were distinct predictors of adolescent willingness to receive the vaccine. These norms were associated with vaccine intentions directly and indirectly through adolescents' beliefs about the vaccine's safety, efficacy, and necessity. Parent norms in particular displayed large effect sizes and explained considerable variance in adolescents' vaccine intentions.
Conclusions: Parents and friends-who figure as adolescents' most salient interpersonal relationships-are key leveraging points in promoting adolescents' uptake of the COVID-19 vaccine. Norm interventions and family-based interventions may be successful in this regard.
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http://dx.doi.org/10.1016/j.jadohealth.2021.09.012 | DOI Listing |
BMJ Open
January 2025
El Colegio de la Frontera Norte, Tijuana, Mexico.
Introduction: Migrant women in transit face high risk of developing mental health problems such as depression and anxiety, driven by gendered social-structural factors including violence, social isolation, migration uncertainty, limited access to services and gender inequities. Although migrant women who endure such conditions have high need for mental health prevention, few evidence-based interventions are tailored to this population. Moreover, while women and children's mental health are interconnected, few mental health interventions address parenting needs.
View Article and Find Full Text PDFJ Behav Ther Exp Psychiatry
January 2025
New York State Psychiatric Institute/Columbia Psychiatry, USA; Columbia Psychiatry, Columbia University Medical Center, USA.
Background: Cross-sectional studies have reported neurocognitive performance deficits in obsessive-compulsive disorder (OCD), particularly on tasks assessing response inhibition and proactive control over stimulus-driven behaviors (task control). However, it is not clear whether these deficits represent trait-like markers of OCD or are state-dependent.
Methods: This study examined performance on two neurocognitive tasks in OCD patients (N = 26) before and after cognitive behavioral therapy (CBT) and matched healthy controls (HCs, N = 19).
BMC Pediatr
January 2025
School of Nursing and Health Sciences, The College of New Jersey, Ewing Township, USA.
Background: Preterm infants may experience many health and developmental issues, which continue even after discharge from the neonatal intensive care unit. Once home, the mother, as a non-professional and the primary caregiver will be responsible for the essential care of her preterm infant.
Purpose: Understanding the take care ability in mothers with preterm infants.
J Youth Adolesc
January 2025
School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
Peer victimization has been demonstrated to have a long-lasting negative impact on adolescents' psychological well-being, yet its impact on school engagement is inconclusive, particularly during high school. In addition, research about the role of classroom-level victimization in the association between individual-level peer victimization and adolescents' school engagement remains underexplored. Previous research has relied solely on self-report measures to assess peer victimization, potentially limiting the scope of understanding.
View Article and Find Full Text PDFJ Youth Adolesc
January 2025
Department of Psychology, George Mason University, Fairfax, VA, USA.
Because educational attainment is associated with well-being in the long term, it is important to understand the developmental processes that enhance academic outcomes during adolescence. Also, although the importance of friends is well documented in adolescence, little is known about how close friends' characteristics work together with youth's own characteristics to shape adolescents' educational trajectories. This study fills an important gap in knowledge by focusing on how middle school students' academic achievement and externalizing problems are associated with their friends' achievement and externalizing problems over time, and how these variables predict educational attainment in adulthood.
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