Journal of Child Psychology and Psychiatry

Journal Information
ISSN / EISSN : 0021-9630 / 1469-7610
Current Publisher: Wiley (10.1111)
Former Publisher: Cambridge University Press (CUP) (10.1017)
Total articles ≅ 8,247
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Latest articles in this journal

Luis C. Farhat, Helena Brentani, Victor Hugo Calegari de Toledo, , Paulo Mattos, Simon Baron‐Cohen, Anita Thapar, Erasmo Casella, Guilherme V. Polanczyk
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13436

The publisher has not yet granted permission to display this abstract.
Ayten Bilgin,
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13439

Davis and Kramer (2021) in their commentary on our study (Bilgin & Wolke, 2020) state that we ‘argue that leaving an infant to “cry it out”, rather than responding to the child’s cries, had no adverse effects on mother‐infant attachment at 18 months’ (Davis & Kramer, 2021, p. 1). Instead, we wrote that ‘contemporary practice by some parents to occasionally or often “leaving infant to cry it out” during the first 6 months was not associated with adverse behavioural development and attachment at 18 months’ (p. 8). Based on the empirical findings of our observation study, we suggested that ‘increased use of “leaving to cry it out” with age may indicate differential responding by mothers to aid the development of infant self‐regulation’ (p. 8). Indeed, in an editorial of our study, the joint editor of this journal concluded that ‘Bilgin and Wolke responsibly conclude that there is little reason to make definitive pronouncements to parents of young infants about how much to let them cry it out, given that both the attachment theory (responding promptly early promotes security) and learning theory (ignoring crying prevents dependency) formulations were unsupported by their findings’ (Zeanah, 2020, p. 1172).
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13435

Since the beginning of the COVID‐19 pandemic in early 2020, many governments have implemented national or regional lockdowns to slow the spread of infection. The widely anticipated negative impact these interventions would have on families, including on their mental health, were not included in decision models. The purpose of this editorial is, therefore, to stimulate debate by considering some of the barriers that have stopped governments setting the benefits of lockdown against, in particular, mental health costs during this process and so to make possible a more balanced approach going forward. First, evidence that lockdown causes mental health problems needs to be stronger. Natural experimental studies will play an essential role in providing such evidence. Second, innovative health economic approaches that allow the costs and benefits of lockdown to be compared directly are required. Third, we need to develop public health information strategies that allow more nuanced and complex messages that balance lockdown’s costs and benefits to be communicated. These steps should be accompanied by a major public consultation/engagement campaign aimed at strengthening the publics’ understanding of science and exploring beliefs about how to strike the appropriate balance between costs and benefits in public health intervention decisions.
Sonia Terhaag, Emla Fitzsimons, Galina Daraganova,
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13410

Background This study investigates the sex, ethnic and socioeconomic inequalities in emotional difficulties over childhood and adolescence using longitudinal cohort studies in the UK and Australia. Estimating cross‐national differences contributes to understanding of the consistency of inequalities in mental health across contexts. Methods Data from 19,748 participants in two contemporary representative samples in Australia (Growing Up in Australia: The Longitudinal Study of Australian Children, n = 4,975) and UK (Millennium Cohort Study, n = 14,773) were used. Emotional difficulties were assessed using the parent‐reported Strengths and Difficulties Questionnaire at ages 4/5, 6/7, 11/12 and 14/15 years and the self‐reported Short Moods and Feelings Questionnaire at age 14/15. Latent Growth Curve Modelling was used to examine mental health over time. Results There were significant increases in emotional difficulties in both countries over time. Emotional difficulties were higher in Australian children at all ages. The gender gap in self‐reported depressive symptoms at age 14/15 was larger in the UK (8% of UK and 13% of Australian boys were above the depression cut‐off, compared with 23% of girls). Ethnic minority children had higher emotional difficulties at age 4/5 years in both countries, but over time this difference was no longer observed in Australia. In the UK, this reversed whereby at ages 11/12 and 14/15 ethnic minority children had lower symptoms than their White majority peers. Socioeconomic differences were more marked based on parent education and employment status in Australia and by parent income in the UK. UK children, children from White majority ethnicity and girls evidenced steeper worsening of symptoms from age 4/5 to 14/15 years. Conclusions Even in two fairly similar countries (i.e. English‐speaking, high‐income, industrialised), the observed patterns of inequalities in mental health symptoms based on sociodemographics are not the same. Understanding country and context‐specific drivers of different inequalities provides important insights to help reduce disparities in child and adolescent mental health.
, Brae Anne McArthur, Rachel Eirich, Kimberley D. Lakes, Sheri Madigan
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13425

Background While it has been purported that excessive screen time can lead to behavioral problems, it has also been suggested that children with behavioral dysregulation receive more access to screens to manage problematic behavior. In this study, both temporally stable and longitudinal associations between screen time and externalizing and internalizing behaviors across childhood are examined to directly address this issue of directionality. Methods Data are from a prospective cohort of 10,172 Irish children, collected between 2010 and 2018 when children were ages 3, 5, 7, and 9. Children’s screen time (hours/day) and externalizing and internalizing behaviors (Strengths and Difficulties Questionnaire) were assessed via caregiver report. Random‐intercepts cross‐lagged panel models were used to estimate longitudinal bidirectional associations while controlling for temporally stable (i.e., ‘time‐invariant’ or ‘trait‐like’) differences between children. Results Temporally stable differences between children were observed for both screen time and behavior problems. Longitudinal trajectories for screen time lacked stability; however, and externalizing and internalizing behaviors stabilized increasingly during later childhood. Greater externalizing and internalizing behaviors at age 3 were directionally associated with increased screen time at age 5. Greater screen time at ages 3 and 5 was directionally associated with increased internalizing behaviors at ages 5 and 7, respectively. More screen time at age 7 was directionally associated with fewer internalizing behaviors at age 9. Screen time was not associated with later externalizing behaviors. Conclusions Bidirectional associations between screen time and internalizing behaviors were observed for preschoolers. Directional associations between screen time and internalizing difficulties were observed across childhood. These findings can inform screen use guidelines and family media planning at different ages and stages of development.
Journal of Child Psychology and Psychiatry, Volume 62, pp 514-535; doi:10.1111/jcpp.13404

Background Autism presents with similar prevalence and core impairments in diverse populations. We conducted a scoping review of reviews to determine key barriers and innovative strategies which can contribute to attaining universal health coverage (UHC), from early detection to effective interventions for autism in low‐ and middle‐income countries (LAMIC). Methods A systematic literature search of review articles was conducted. Reviews relevant to the study research question were included if they incorporated papers from LAMIC and focused on children (
Journal of Child Psychology and Psychiatry, Volume 62, pp 481-483; doi:10.1111/jcpp.13424

The past year was marked by upheaval, as countries across the globe shut down in the face of the COVID‐19 pandemic. Although the topics for this year’s Annual Research Review were decided long before most of had heard of the coronavirus, many readers may find themselves reading the papers in this issue through a pandemic lens. For some authors, the COVID‐19 pandemic and the social unrest that characterized parts of the world where these authors live are likely to have shaped the way they ultimately framed the topics of their reviews. This issue serves as a reminder that it is critical to read science in social and historical context. Our preoccupations as psychologists and psychiatrists reflect our cultural values and societal experiences at a particular time and place.
Journal of Child Psychology and Psychiatry, Volume 62; doi:10.1111/jcpp.13431

, Carol W. Metzler, Matthew R. Sanders, Julie C. Rusby, Chao Cai
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13426

The publisher has not yet granted permission to display this abstract.
, Juhi Pandey, , , Jennifer E. Maldarelli, , Heather C. Hazlett, Stephen R. Dager, Kelly N. Botteron, Jessica B. Girault, et al.
Journal of Child Psychology and Psychiatry; doi:10.1111/jcpp.13406

The publisher has not yet granted permission to display this abstract.
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