School-based interventions to improve emotional regulation skills in adolescent students: A systematic review

The Role of Teacher Social-Emotional Support in the Prevention of Adolescent ATOD Use During the COVID-19 Pandemic

We studied alcohol, tobacco, and other drug use (ATOD) among adolescents during the COVID-19 pandemic, hypothesizing that social-emotional support from teachers during the pandemic would lessen adolescent-reported use of ATOD in the last 30 days. A sample of 3,086 high school youth (51% girls; 45% youth of color) from seven U.S. communities participated in an anonymous online survey between March 2021 and July 2021. Data were analyzed using logistic regressions and structural equation modeling. Teacher social-emotional support predicted greater perceived risk from using ATOD (OR = 1.36-1.73), less 30-day ATOD use (OR = .65-.84), and greater perceived school cultural responsiveness, adolescent social-emotional competencies, and adolescent use of positive coping strategies. Social-emotional support from teachers during the COVID-19 pandemic was significantly related to students perceiving greater risk from using ATOD and reporting more social-emotional competence, which in turn contributed to less ATOD use in the last 30 days. School policies and practices that strengthen student-teacher relationships can help mitigate adolescent ATOD use.

The connecting brain in context: How adolescent plasticity supports learning and development

Puberty initiates significant neurobiological changes that amplify adolescents' responsiveness to their environment, facilitating neural adaptation through processes like synaptic pruning, myelination, and neuronal reorganization. This heightened neuroplasticity, combined with their burgeoning social curiosity and appetite for risk, propels adolescents to explore diverse new environments and forge social bonds. Such exploration can accelerate experiential learning and the formation of social networks as adolescents prepare for adult independence. This review examines the complex interplay between adolescent neuroplasticity, environmental influences, and learning processes, synthesizing findings from recent studies that illustrate how factors such as social interactions, school environments, and neighborhood contexts influence both the transient activation and enduring organization of the developing brain. We advocate for incorporating social interaction into adolescent-tailored interventions, leveraging their social plasticity to optimize learning and development during this critical phase. Going forward, we discuss the importance of longitudinal studies that employ multimodal approaches to characterize the dynamic interactions between development and environment, highlighting recent advancements in quantifying environmental impacts in studies of developmental neuroscience. Ultimately, this paper provides an updated synopsis of adolescent neuroplasticity and the environment, underscoring the potential for environmental enrichment programs to support healthy brain development and resilience at this critical development stage.

Substance Use Motives as Mediators of the Associations between Self-Control Constructs and Negative Substance Use Consequences: A Cross-Cultural Examination

The present study sought to examine three distinct research questions: a) are self-control constructs (i.e., negative/positive urgency, self-regulation, and emotion-regulation) indirectly related to negative alcohol/marijuana consequences via substance use motives, b) to what extent are these indirect effects consistent across differing drugs (i.e., alcohol and marijuana), and c) are these models invariant across gender and countries. Participants were 2,230 college students (mean age=20.28, SD=0.40; 71.1% females) across 7 countries (USA, Canada, Spain, England, Argentina, Uruguay, and South Africa) who consumed alcohol and marijuana in the last month. Two (one for alcohol and one for marijuana) fully saturated path models were conducted, such that indirect paths were examined for each self-control construct and substance use motive on negative consequences (e.g., negative urgency → coping motives → negative consequences) within the same model. Within the comprehensive alcohol model, we found that lower self-regulation and higher negative urgency/suppression were related to more alcohol consequences via higher coping and conformity motives. For marijuana, we found that lower self-regulation and higher negative urgency/suppression were related to more marijuana consequences via higher coping motives (not significant for conformity motives). Unique to marijuana, we did find support for higher expansion motives indirectly linking positive urgency to more negative consequences. These results were invariant across gender groups and only minor differences across countries emerged. Prevention and intervention programs of alcohol and marijuana around university campuses may benefit from targeting self-control related skills in addition to motives to drug use to prevent and reduce negative drug-related consequences.

Why we need to pursue both universal and targeted prevention to reduce the incidence of affective and psychotic disorders: Systematic review and meta-analysis

The effectiveness of universal preventive approaches in reducing the incidence of affective/psychotic disorders is unclear. We therefore aimed to synthesise the available evidence from randomised controlled trials. For studies reporting change in prevalence, we simulated all possible scenarios for the proportion of individuals with the disorder at baseline and at follow-up to exclude them. We then combined these data with studies directly measuring incidence and conducted random effects meta-analysis with relative risk (RR) to estimate the incidence in the intervention group compared to the control group. Eighteen studies (k=21 samples) were included investigating the universal prevention of depression in 66,625 individuals. No studies were available investigating universal prevention on the incidence of bipolar/psychotic disorders. 63 % of simulated scenarios showed a significant preventive effect on reducing the incidence of depression (k=9 - 19, RR=0.75-0.94, 95 %CIs=0.55-0.87,0.93-1.15, p=0.007-0.246) but did not survive sensitivity analyses. There is some limited evidence for the effectiveness of universal interventions for reducing the incidence of depression but not for bipolar/psychotic disorders.

Szabo Y. Childhood Adversity and Adult Inflammation: Exploring the Mediating Role of Emotion Regulation in the MIDUS II Study

The present study furthers understanding of how childhood adversity connects to inflammation and, in turn, poor health. Using the publicly available Midlife in the United States II (MIDUS II) dataset, we test a recent theoretical model that suggests emotion regulation is a potential mechanism of associations between adversity and inflammation. We examined the indirect effects of various types of adversity (e.g., stressful events, maltreatment, threat, and deprivation) on inflammation via two emotion regulation strategies (i.e., expressive suppression and reappraisal). Participants included 1096 adults without a history of cancer or HIV/AIDS who had completed the initial MIDUS II follow up and a sub-study examining biomarkers. Participants completed self-report measures inquiring about psychosocial factors including stressful life events, childhood trauma, and emotion regulation as well as provided blood samples. Bivariate correlation indicated that multiple forms of childhood adversity were associated with both C-reactive protein and fibrinogen. Deprivation, as measured by a stressful life events scale, was positively associated with both reappraisal and suppression. Tests of indirect effects indicated that deprivation was positively associated with fibrinogen through both emotion regulation strategies, particularly for female participants. Our findings partially support recent theory positing emotion regulation as a pathway through which childhood adversity may impact inflammation in adulthood. Further, deprivation may be particularly critical in understanding how adversity is connected to maladaptive emotion regulation and inflammation. Emotion regulation may be an important treatment target to mitigate the negative impact of childhood adversity on health and well-being.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40653-023-00594-2.

Psychological interventions for depression in children and adolescents: A bibliometric analysis

BACKGROUND

Depression has gradually become a common psychological disorder among children and adolescents. Depression in children and adolescents affects their physical and mental development. Psychotherapy is considered to be one of the main treatment options for depressed children and adolescents. However, our understanding of the global performance and progress of psychological interventions for depression in children and adolescents (PIDCA) research is limited.

AIM

To identify collaborative research networks in this field and explore the current research status and hotspots through bibliometrics.

METHODS

Articles and reviews related to PIDCA from January 2010 to April 2023 were identified from the Web of Science Core Collection database. The Charticulator website, CiteSpace and VOSviewer software were used to visualize the trends in publications and citations, the collaborative research networks (countries, institutions, and authors), and the current research status and hotspots.

RESULTS

Until April 16, 2023, 1482 publications were identified. The number of documents published each year and citations had increased rapidly in this field. The United States had the highest productivity in this field. The most prolific institution was the University of London. Pim Cuijpers was the most prolific author. In the context of research related to PIDCA, both reference co-citation analysis and keywords co-occurrence analysis identified 10 research hotspots, including third-wave cognitive behavior therapy, short-term psychoanalytic psychotherapy, cognitive behavioral analysis system of psychotherapy, family element in psychotherapy, modular treatment, mobile-health, emotion-regulation-based transdiagnostic intervention program, dementia risk in later life, predictors of the efficacy of psychological intervention, and risks of psychological intervention.

CONCLUSION

This bibliometric study provides a comprehensive overview of PIDCA from 2010 to present. Psychological intervention characterized as psychological-process-focused, short, family-involved, modular, internet-based, emotion-regulation-based, and personalized may benefit more young people.

Emotional abilities in preadolescents and adolescents with long-term cochlear implant use

OBJECTIVES

Emotional abilities (EAs) are particularly important during preadolescence/adolescence, two challenging periods characterized by significant biological, physical, and cognitive changes. The present study attempted to a holistic EA approach in preadolescents/adolescents with cochlear implants (CI) and typical hearing (TH), considering various aspects such as perception, cognitive facilitation, comprehension, and management of emotions. A secondary aim was to identify significant demographic and audiological factors of EA development.

METHODS

CI/TH groups were matched for chronological age, nonverbal IQ, gender, economic income, and maternal level of education. Each group consisted of 43 participants (age range 10-18 years). EAs were evaluated by using the multi-trait/method IE-ACCME test. Auditory-linguistic assessments included participants' lexical skills and Matrix performance as well.

RESULTS

EA performance for perception and cognitive facilitation did not show any statistically significant CI/TH group differences (p > 0.05). Significant CI/TH differences emerged for emotion comprehension and management: CI group performed significantly worse in understanding emotional blends (t = 2.56, p = 0.014) but better in personal emotion management (t = -2.01, p = 0.048). For the CI group, gender showed statistically significant effects on cognitive facilitation in sensations, with males performing better than females (U = 129, p = 0.018). TH preadolescents showed significantly lower scores in understanding emotional changes in comparison to TH adolescents (U = 125.5, p = 0.01). Emotional blends understanding showed a weak negative correlation with Matrix performance (r = - 0.38, p = 0.013) and a moderate positive correlation with lexical skills (r = 0.40, p = 0.008). Relationships management showed various significant correlations: weak negative correlations with age at CI (r = - 0.38, p = 0.011) and Matrix performance (r = - 0.36, p = 0.016) as well as weak positive correlations with nonverbal-IQ (r = 0.38, p = 0.013) and positive moderate correlations with lexical skills (r = 0.49, p < 0.001).

CONCLUSION

Cochlear implantation seems to show significant positive effects on emotional development in children, allowing them to achieve age appropriate EAs as they grow up and become preadolescents/adolescents. EA assessment in CI users may not only support monitorization of EA trajectory, but also early identification of any EA disorders, so that subjects with low EA profiles could be timely and properly intervened.

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14-15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying-that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.