JOURNAL OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRY 是 AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY 的旗舰期刊，是专门关注当今儿童和青少年精神病学研究和治疗的领先期刊。每年出版 12 次，每期都致力于推进儿科心理健康科学和促进对青少年及其家庭的照顾。

The Journal of the American Academy of Child and Adolescent Psychiatry is the flagship journal of the American Academy of Child and Adolescent Psychiatry, focusing on contemporary research and treatment in child and adolescent psychiatry. Published 12 times a year, it aims to advance the science of pediatric mental health and promote care for adolescents and their families.

《Journal of the American Academy of Child and Adolescent Psychiatry》是美国儿童与青少年精神病学会的旗舰期刊，专注于当今儿童和青少年精神病学的研究与治疗。该期刊每年出版12期，致力于推动儿科心理健康科学的发展，并促进对青少年及其家庭的关怀。

Journal of the American Academy of Child and Adolescent Psychiatry

Despite increased interest in screening adolescents for mental health problems and suicide risk, little is known regarding the extent to which youth are identified and connected with appropriate services.

Mathilde M Husky

Marian Sheridan

Leslie McGuire

Mark Olfson

J Am Acad Child Adolesc Psychiatry

Mental health screening and follow-up care in public high schools.

公立高中学生的心理健康筛查与后续关怀。

OBJECTIVE
To assess the relationships between shy-inhibited temperament in childhood and anxiety problems in early adolescence using a prospective, longitudinal data set from a large community sample.


METHOD
Relationships between shyness ratings on age-appropriate temperament scales and anxiety problems were analyzed, looking both forward and backward in time from infancy to adolescence.


RESULTS
Forty-two percent of children rated as shy on 6 or more occasions over 8 surveys in childhood had anxiety problems in adolescence, compared with 11% who were never shy. Persistence of shyness and its presence in middle childhood increased risk for anxiety. A highly reactive temperament added to shyness did not increase the risk for anxiety. Few children with an anxiety diagnosis in early adolescence had a history of shyness.


CONCLUSIONS
Prediction from childhood shyness to adolescent anxiety disorder is modest but clinically meaningful in a community sample. However, most shy children did not develop an anxiety disorder and most adolescents with anxiety disorders had not been especially shy.

MARGOT PRIOR

DIANA SMART

ANN SANSON

FRANK OBERKLAID

Journal of the American Academy of Child & Adolescent Psychiatry

Does Shy-Inhibited Temperament in Childhood Lead to Anxiety Problems in Adolescence?

OBJECTIVE
This article summarizes information on scales assessing attention-deficit/hyperactivity disorder (ADHD) in children and adolescents.


METHOD
The authors sampled articles on ADHD over the past decade. Several popular older ADHD measures have recently been revised, and new ADHD scales have been developed. The authors selected primarily ADHD scales based on the DSM-IV construct of ADHD that also have multiple literature citations. They then reviewed their psychometric properties. Those with adequate psychometric functioning plus considerable literature citations, known wide usage in clinical practice, or a current niche are presented here.


RESULTS
Several rating scales consistent with the DSM-IV conceptualization of ADHD are now available for use in both home and school settings. Many of the instruments demonstrate solid psychometric properties and a strong normative base. However, some popular scales have not been adequately investigated. Some measures are restricted to the comprehensive assessment of ADHD, whereas others also include symptoms of other disorders. The potential applications for these scales with youths diagnosed with ADHD are broad.


CONCLUSIONS
Rating scales can reliably, validly, and efficiently measure DSM-IV-based ADHD symptoms in youths. They have great utility in research and clinical work, assist treatment planning, and help to ensure accountability in practice.

BRENT R. COLLETT

JENEVA L. OHAN

KATHLEEN M. MYERS

Journal of the American Academy of Child &amp; Adolescent Psychiatry

Ten-Year Review of Rating Scales. V: Scales Assessing Attention-Deficit/Hyperactivity Disorder

十年评分量表回顾。第五部分：评估注意缺陷多动障碍的量表

OBJECTIVE
To develop a reliable and valid child and parent self-report instrument to screen children with anxiety disorders.


METHOD
An 85-item questionnaire was administered to 341 outpatient children and adolescents and 300 parents. Utilizing item analyses and factor analyses, the original scale was reduced to 38 items. A subsample of children (n = 88) and parents (n = 86) was retested an average of 5 weeks (4 days to 15 weeks after the initial screening.


RESULTS
The child and parent Screen for Child Anxiety Related Emotional Disorders (SCARED) both yielded five factors: somatic/panic, general anxiety, separation anxiety, social phobia For the total score and each of the five factors, both the child and parent SCARED demonstrated good internal consistency (alpha = .74 to .93), test-retest reliability (intraclass correlation coefficients = .70 to .90), discriminative validity (both between anxiety and other disorders and within anxiety disorders), and moderate parent-child agreement (r = .20 to .47, p < .001, all correlations).


CONCLUSIONS
The SCARED shows promise as a screening instrument for anxiety disorders. Future studies using the SCARED in community samples are indicated.

BORIS BIRMAHER

SUNEETA KHETARPAL

DAVID BRENT

MARLANE CULLY

LISA BALACH

JOAN KAUFMAN

SANDRA MCKENZIE NEER

The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale Construction and Psychometric Characteristics

儿童焦虑相关情绪障碍筛查量表(SCARED): 量表构建与心理测量学特征

Objective Callous-unemotional (CU) traits—characterized by low empathy, prosociality, and guilt—predict severe and persistent conduct problems. Although some interventions for conduct problems have been less effective in children with high levels of CU traits, studies have not examined whether CU traits interfere with treatment for other childhood disorders. Moreover, few treatments have demonstrated efficacy in decreasing CU traits themselves in early childhood. This study examined whether Parent–Child Interaction Therapy—Emotion Development (PCIT-ED), a novel PCIT adaptation that promotes emotional competence with demonstrated efficacy in treating preschool-onset major depressive disorder and oppositional defiant disorder, was also effective in treating these disorders in children displaying higher levels of CU traits. The study also examined whether PCIT-ED treatment produced significant and sustained decreases in CU traits. Method This study examined 3- to 5-year-olds (N = 114) with preschool-onset major depressive disorder who completed the PCIT-ED trial. Children were randomly assigned to either immediate PCIT-ED treatment (n = 64) or a waitlist control condition (n = 50) in which they received the active treatment after 18 weeks. Psychiatric diagnoses and severity and CU traits in children were assessed at baseline, immediately after treatment, and 18 weeks after treatment completion. Results Compared with the waitlist, PCIT-ED effectively reduced major depressive disorder and oppositional defiant disorder in preschoolers, regardless of initial levels of CU traits. Moreover, CU traits decreased from before to after treatment, and this treatment effect was sustained 18 weeks after treatment. Conclusion Results support that novel interventions that enhance emotional development display significant promise in treating CU traits—behaviors that left untreated predict severe conduct problems, criminality, and substance use. Clinical trial registration information A Randomized Controlled Trial of PCIT-ED for Preschool Depression; https://clinicaltrials.gov; NCT02076425. Callous-unemotional (CU) traits—characterized by low empathy, prosociality, and guilt—predict severe and persistent conduct problems. Although some interventions for conduct problems have been less effective in children with high levels of CU traits, studies have not examined whether CU traits interfere with treatment for other childhood disorders. Moreover, few treatments have demonstrated efficacy in decreasing CU traits themselves in early childhood. This study examined whether Parent–Child Interaction Therapy—Emotion Development (PCIT-ED), a novel PCIT adaptation that promotes emotional competence with demonstrated efficacy in treating preschool-onset major depressive disorder and oppositional defiant disorder, was also effective in treating these disorders in children displaying higher levels of CU traits. The study also examined whether PCIT-ED treatment produced significant and sustained decreases in CU traits. This study examined 3- to 5-year-olds (N = 114) with preschool-onset major depressive disorder who completed the PCIT-ED trial. Children were randomly assigned to either immediate PCIT-ED treatment (n = 64) or a waitlist control condition (n = 50) in which they received the active treatment after 18 weeks. Psychiatric diagnoses and severity and CU traits in children were assessed at baseline, immediately after treatment, and 18 weeks after treatment completion. Compared with the waitlist, PCIT-ED effectively reduced major depressive disorder and oppositional defiant disorder in preschoolers, regardless of initial levels of CU traits. Moreover, CU traits decreased from before to after treatment, and this treatment effect was sustained 18 weeks after treatment. Results support that novel interventions that enhance emotional development display significant promise in treating CU traits—behaviors that left untreated predict severe conduct problems, criminality, and substance use.

Meghan Rose Donohue

Caroline P. Hoyniak

Rebecca Tillman

Deanna M. Barch

Joan Luby

Callous-Unemotional Traits as an Intervention Target and Moderator of Parent–Child Interaction Therapy—Emotion Development Treatment for Preschool Depression and Conduct Problems

冷酷无情特质作为干预目标及亲子互动治疗-情绪发展治疗对学龄前抑郁和行为问题的调节作用

Isti Farin Oktafia

Alfyn Abdan Nurahman

Inda Purnama

Cultivating Behavioral Change in K–12 Students: Team-Based Intervention and Support Strategies

培养K-12学生行为改变：基于团队的干预与支持策略

Douglas K. Novins

Tami D. Benton

Jean A. Frazier

Benjamin I. Goldstein

L. Eugene Arnold

Hats Off: Journal Awards 2024

致敬：2024年期刊奖

Maya Haasz

It’s Time to Engage Teens in Suicide Prevention in the Emergency Department

现在是时候在急诊科开展青少年自杀预防工作了

Jan Dul

Editorial: Identifying the Perfect Predictor of Absence of Disease: A Shift Toward Necessary Condition Analysis in Evidence-Based Medicine?

社论：识别疾病缺失的完美预测因子：循证医学中必要条件分析的转变？

Justin Schreiber

Misty C. Richards

School and Psychiatry Collaboration

学校与精神病学合作

Abbreviation	J. Am. Acad. Child Adolesc. Psychiatry
Journal Impact	9.09
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q1)

ISSN	0890-8567, 1527-5418
h-index	273
Top Journals	Yes

Publication Information	Publisher: Elsevier Inc.，Publishing cycle: Monthly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1987，Proportion of original research papers: 85.71%，Self Citation Rate:4.30%， Gold OA Rate: 39.27%
Average review cycle	网友分享经验：较慢,6-12周
Average recruitment ratio	网友分享经验：较难

Journal of the American Academy of Child and Adolescent Psychiatry

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