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Children
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Evidence-Based Mental Health Practices for School-Age Children
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Evidence-Based Mental Health Practices for School-Age Children

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Mental Health".

Deadline for manuscript submissions: 15 February 2025 | Viewed by 1861

Special Issue Editor

Prof. Dr. John S. Carlson

E-Mail Website
Guest Editor
Department of Counseling, Education Psychology, and Special Education, Michigan State University, East Lansing, MI 48824, USA
Interests: school psychopharmacology; child development; children’s mental health; biopsychosocial interventions; psychological assessment; developmental psychopathology; evidence-based practices; selective mutism; trauma-focused interventions; school safety

Special Issue Information

Dear Colleagues,

Children’s mental health problems have been a particular concern in recent years for families, schools, and communities. Increases seen in emergency room visits for suicidal behavior and exploding rates of anxiety, depression, and violent behavior within the pediatric population are creating unprecedented social, emotional, and behavioral challenges in homes, communities, and schools. Evidence-based mental health practices (i.e., assessment, consultation, and intervention) must be disseminated publicly and globally to promote positive outcomes in the individual and environment where youth with mental health challenges function. The goal of this Special Issue is to provide readers with the latest cutting-edge research from around the world to further improve mental health service delivery practices within school-aged populations.

Prof. Dr. John S. Carlson
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mental health
  • children and adolescents
  • evidence-based practices
  • anxiety
  • depression
  • ADHD
  • autism
  • mood dysregulation

Published Papers (2 papers)

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Research

23 pages, 349 KiB  
Article
“Our Generation Is Trying to Break Some of That Resistance to Emotions”—A Mixed-Methods Pilot Examination of Tuning in to Kids for Black Parents of Preschoolers in the United States
by Briana J. Williams and John S. Carlson
Children 2024, 11(7), 803; https://doi.org/10.3390/children11070803 - 30 Jun 2024
Viewed by 402
Abstract
Background: A growing body of literature examines the utility of emotion-focused parenting programs, as behaviorally based programs currently dominate the parenting literature. Few of those studies examine differences in how Black parents may benefit. This mixed-methods pilot study examined preliminary fidelity, efficacy, and [...] Read more.
Background: A growing body of literature examines the utility of emotion-focused parenting programs, as behaviorally based programs currently dominate the parenting literature. Few of those studies examine differences in how Black parents may benefit. This mixed-methods pilot study examined preliminary fidelity, efficacy, and acceptability of Tuning in to Kids (TIK), an emotion-focused parenting program targeting parenting practices and children’s emotion regulation through a strengths-based approach. Methods: Pre, post, and one-month follow-up measurements were collected from 21 parents in the United States who were randomly assigned to a treatment (i.e., TIK) or waitlist control group. They were assessed across several self-report parent measures (parental emotion regulation, emotion socialization parenting practices and beliefs) and parent-report of children’s social-emotional competence. Parents in the TIK group completed interviews to further understand their experience participating in the intervention. Results: Descriptive analyses showed general improvements and positive change in parenting practices, beliefs, parental emotion regulation, and children’s self-regulation. Large effect sizes indicate reductions of parents emotion dismissing and distressed reactions to children’s negative emotions. TIK was overall rated as a highly acceptable intervention. Parent interviews offer essential information to provide context to Black parents’ experiences utilizing TIK as well as themes related to challenges in raising Black children with self-regulation difficulties. Conclusions: Overall, these preliminary mixed-methods outcomes suggest that TIK is a promising parenting program to improve Black parents’ emotion regulation, emotion coaching beliefs and positive parenting practices. Further research is needed to investigate the effectiveness of TIK and other emotion-focused parenting programs with Black parents and assess the necessity of future cultural adaptations. Full article
(This article belongs to the Special Issue Evidence-Based Mental Health Practices for School-Age Children)
13 pages, 232 KiB  
Article
Youth Suicide Prevention Programming among the Mississippi Band of Choctaw Indians: Effects of the Lifelines Student Curriculum
by John P. Bartkowski, Katherine Klee and Xiaohe Xu
Children 2024, 11(4), 488; https://doi.org/10.3390/children11040488 - 18 Apr 2024
Viewed by 959
Abstract
Suicide continues to be a leading cause of mortality for young people. Given persistent intersecting forms of disadvantage, Native American adolescents are especially vulnerable to mental health adversities and other suicide risk factors. The Mississippi Band of Choctaw Indians (MBCI) implemented the Choctaw [...] Read more.
Suicide continues to be a leading cause of mortality for young people. Given persistent intersecting forms of disadvantage, Native American adolescents are especially vulnerable to mental health adversities and other suicide risk factors. The Mississippi Band of Choctaw Indians (MBCI) implemented the Choctaw Youth Resilience Initiative (CYRI), a five-year SAMHSA-funded project that began in 2019. This study uses Choctaw student pre-test/post-test survey data to examine the effectiveness of the Hazelden Lifelines Suicide Prevention Training curriculum for youth. A lagged post-test design was used, whereby post-surveys were administered at least one month after program completion. Several intriguing results were observed. First, the lagged post-test model was subject to some pre-to-post attrition, although such attrition was comparable to a standard pre/post design. Second, analyses of completed surveys using means indicated various beneficial effects associated with the Lifelines curriculum implementation. The greatest benefit of the program was a significant change in student perceptions concerning school readiness in response to a suicidal event. Some opportunities for program improvement were also observed. Our study sheds new light on suicide prevention training programs that can be adapted according to Native American youth culture. Program implementation and evaluation implications are discussed in light of these findings. Full article
(This article belongs to the Special Issue Evidence-Based Mental Health Practices for School-Age Children)
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