Journal of Child Psychology and Psychiatry

Cover image for Vol. 57 Issue 10

Early View (Online Version of Record published before inclusion in an issue)

Edited By: Edmund Sonuga-Barke

Impact Factor: 6.615

ISI Journal Citation Reports © Ranking: 2015: 2/69 (Psychology Developmental); 6/76 (Psychology); 8/136 (Psychiatry (Social Science)); 10/140 (Psychiatry)

Online ISSN: 1469-7610

Associated Title(s): Child and Adolescent Mental Health


  1. 1 - 41
  1. Original Articles

    1. Defining ADHD symptom persistence in adulthood: optimizing sensitivity and specificity

      Margaret H. Sibley, James M. Swanson, L. Eugene Arnold, Lily T. Hechtman, Elizabeth B. Owens, Annamarie Stehli, Howard Abikoff, Stephen P. Hinshaw, Brooke S. G. Molina, John T. Mitchell, Peter S. Jensen, Andrea L. Howard, Kimberley D. Lakes, William E. Pelham and for the MTA Cooperative Group

      Version of Record online: 19 SEP 2016 | DOI: 10.1111/jcpp.12620

    2. Characteristics of socially successful elementary school-aged children with autism

      Jill Locke, Justin Williams, Wendy Shih and Connie Kasari

      Version of Record online: 13 SEP 2016 | DOI: 10.1111/jcpp.12636

    3. Variation in common preschool sleep problems as an early predictor for depression and anxiety symptom severity across time

      Diana J. Whalen, Kirsten E. Gilbert, Deanna M. Barch, Joan L. Luby and Andy C. Belden

      Version of Record online: 12 SEP 2016 | DOI: 10.1111/jcpp.12639

    4. Rumination in dysphoric mothers negatively affects mother–infant interactions

      Michelle Tester-Jones, Anke Karl, Edward Watkins and Heather O'Mahen

      Version of Record online: 12 SEP 2016 | DOI: 10.1111/jcpp.12633

    5. Evidence for increased behavioral control by punishment in children with attention-deficit hyperactivity disorder

      E. Furukawa, B. Alsop, P. Sowerby, S. Jensen and G. Tripp

      Version of Record online: 9 SEP 2016 | DOI: 10.1111/jcpp.12635

    6. Hypervigilance-avoidance in children with anxiety disorders: magnetoencephalographic evidence

      Ida Wessing, Georg Romer and Markus Junghöfer

      Version of Record online: 8 SEP 2016 | DOI: 10.1111/jcpp.12617

    7. Stability of core language skill across the first decade of life in children at biological and social risk

      Marc H. Bornstein, Chun-Shin Hahn and Diane L. Putnick

      Version of Record online: 8 SEP 2016 | DOI: 10.1111/jcpp.12632

    8. Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children

      Karen L. Bierman, Brenda S. Heinrichs, Janet A. Welsh, Robert L. Nix and Scott D. Gest

      Version of Record online: 23 AUG 2016 | DOI: 10.1111/jcpp.12618

    9. Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial

      Hannah E. Kirk, Kylie M. Gray, Kirsten Ellis, John Taffe and Kim M. Cornish

      Version of Record online: 23 AUG 2016 | DOI: 10.1111/jcpp.12615

    10. Omega 3/6 fatty acids for reading in children: a randomized, double-blind, placebo-controlled trial in 9-year-old mainstream schoolchildren in Sweden

      Mats Johnson, Gunnar Fransson, Sven Östlund, Björn Areskoug and Christopher Gillberg

      Version of Record online: 22 AUG 2016 | DOI: 10.1111/jcpp.12614

    11. Familial aggregation of attention-deficit/hyperactivity disorder

      Qi Chen, Isabell Brikell, Paul Lichtenstein, Eva Serlachius, Ralf Kuja-Halkola, Sven Sandin and Henrik Larsson

      Version of Record online: 22 AUG 2016 | DOI: 10.1111/jcpp.12616

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      Prenatal unhealthy diet, insulin-like growth factor 2 gene (IGF2) methylation, and attention deficit hyperactivity disorder symptoms in youth with early-onset conduct problems

      Jolien Rijlaarsdam, Charlotte A. M. Cecil, Esther Walton, Maurissa S. C. Mesirow, Caroline L. Relton, Tom R. Gaunt, Wendy McArdle and Edward D. Barker

      Version of Record online: 18 AUG 2016 | DOI: 10.1111/jcpp.12589

    13. Late childhood interpersonal callousness and conduct problem trajectories interact to predict adult psychopathy

      Samuel W. Hawes, Amy L. Byrd, Rebecca Waller, Donald R. Lynam and Dustin A. Pardini

      Version of Record online: 12 AUG 2016 | DOI: 10.1111/jcpp.12598

    14. Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples

      Sara Mascheretti, Vittoria Trezzi, Roberto Giorda, Michel Boivin, Vickie Plourde, Frank Vitaro, Mara Brendgen, Ginette Dionne and Cecilia Marino

      Version of Record online: 8 AUG 2016 | DOI: 10.1111/jcpp.12612

  2. Practitioner Reviews

    1. Practitioner Review: Psychological treatments for children and adolescents with conduct disorder problems – a systematic review and meta-analysis

      M.J. Bakker, C.U. Greven, J.K. Buitelaar and J.C. Glennon

      Version of Record online: 8 AUG 2016 | DOI: 10.1111/jcpp.12590

      To date, nonpharmacological treatments have been studied in more broadly defined disruptive behaviour, but not on clinically diagnosed conduct disorder (CD) and/or related problem behaviour in the clinical range specifically. There is a growing interest to identify effective psychological treatments for this specific target group and examine which participant and treatment characteristics may contribute to the treatment efficacy. The Practitioner Review: ‘Psychological Treatments in Children and Adolescents with Conduct Disorder Problems: a Systematic Review and Meta-analysis’ is an important contribution to advance this knowledge in the clinical field. In the light of current evidence, this study suggests that psychological treatments have small but significant effects (across different raters and situations) on reducing CD problems of youth with clinically elevated CD problems and/or CD diagnosis. There is not enough evidence to support definitely one psychological treatment type over the other. Furthermore, effects are not limited to CD symptoms, but extended to a range of CD problems, including frequency of the misconduct behaviour, academic problems and how youths acts at home and at school. Too few studies examined the moderating role of participant and study characteristics, such as comorbidity, age of CD onset and medication use, and thus, more research is needed in this area. A trend in the data of declining effect sizes with age provides tentative evidence that interventions may be more effective in younger children compared with adolescents.

  3. Research Reviews

    1. Research Review: Multi-informant integration in child and adolescent psychopathology diagnosis

      Michelle M. Martel, Kristian Markon and Gregory T. Smith

      Version of Record online: 5 AUG 2016 | DOI: 10.1111/jcpp.12611

  4. Original Articles

    1. Cognitive and adaptive advantages of growth hormone treatment in children with Prader-Willi syndrome

      Elisabeth M. Dykens, Elizabeth Roof and Hailee Hunt-Hawkins

      Version of Record online: 2 AUG 2016 | DOI: 10.1111/jcpp.12601

    2. Exposure to parental separation in childhood and later parenting quality as an adult: evidence from a 30-year longitudinal study

      Myron D. Friesen, L. John Horwood, David M. Fergusson and Lianne J. Woodward

      Version of Record online: 2 AUG 2016 | DOI: 10.1111/jcpp.12610

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      The latent structure of Acute Stress Disorder symptoms in trauma-exposed children and adolescents

      Anna McKinnon, Richard Meiser-Stedman, Peter Watson, Clare Dixon, Nancy Kassam-Adams, Anke Ehlers, Flaura Winston, Patrick Smith, William Yule and Tim Dalgleish

      Version of Record online: 30 JUL 2016 | DOI: 10.1111/jcpp.12597

    4. Randomized controlled trial of a book-sharing intervention in a deprived South African community: effects on carer–infant interactions, and their relation to infant cognitive and socioemotional outcome

      Lynne Murray, Leonardo De Pascalis, Mark Tomlinson, Zahir Vally, Harold Dadomo, Brenda MacLachlan, Charlotte Woodward and Peter J. Cooper

      Version of Record online: 28 JUL 2016 | DOI: 10.1111/jcpp.12605

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      Response time variability under slow and fast-incentive conditions in children with ASD, ADHD and ASD+ADHD

      Charlotte Tye, Katherine A. Johnson, Simon P. Kelly, Philip Asherson, Jonna Kuntsi, Karen L. Ashwood, Bahare Azadi, Patrick Bolton and Gráinne McLoughlin

      Version of Record online: 28 JUL 2016 | DOI: 10.1111/jcpp.12608

    6. No relationship between prenatal androgen exposure and autistic traits: convergent evidence from studies of children with congenital adrenal hyperplasia and of amniotic testosterone concentrations in typically developing children

      Karson T. F. Kung, Debra Spencer, Vickie Pasterski, Sharon Neufeld, Vivette Glover, Thomas G. O'Connor, Peter C. Hindmarsh, Ieuan A. Hughes, Carlo L. Acerini and Melissa Hines

      Version of Record online: 27 JUL 2016 | DOI: 10.1111/jcpp.12602

  5. Practitioner Reviews

    1. Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications

      Mirko Uljarević, Napoleon Katsos, Kristelle Hudry and Jenny L. Gibson

      Version of Record online: 22 JUL 2016 | DOI: 10.1111/jcpp.12596

      Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Child psychiatrists, psychologists and others working in allied disciplines generally have pre- or post-registration training in assessment of linguistic development; however, practitioners may be less familiar with what to expect from a multilingual child, especially when a neurodevelopmental disorder is present or suspected.

      Multilingualism has potential to influence approaches to assessment of parent–child relationships, developmental assessment, diagnostic formulation, intervention and educational support. Multilingual parents of children with neurodevelopmental disorders report concerns over whether or not to raise their children to be multilingual. Investigation of potential benefits and challenges of multilingualism for children with neurodevelopmental disorders is therefore not only a significant research area, but also one which has important clinical implications.

      Clinical decision-making should in principle be informed by the latest evidence; however, this is not an easy task for practitioners, given the sheer volume of published research. Moreover, existing research on multilingualism and neurodevelopmental disorders varies widely in terms of its aims, focus and methodology, and much of the relevant research lies in journals which are not typically accessed by those working in frontline services. Therefore, in our practitioner review, we intend to provide an accessible, systematic review and integration of current findings on multilingualism and neurodevelopmental disorders. Our aim is to provide a snapshot of the current state-of-the-art in research that would help inform the practice of relevant professions.

      We begin with an overview of international research on the language development of multilingual, typically developing children. We also alert practitioners to the debate surrounding recently emerging findings which suggest multilingualism may be associated with improved performance on of measures of executive function and social cognition. These topics are then discussed with reference to clinical practice and The World Health Organization International Classification of Functioning, Disability and Health (ICF, WHO, 2007), before moving on to a systematic review of multilingualism in neurodevelopmental disorders.

      Our review identified 51 studies and showed that the literature to-date has mostly focused on Communication Disorders (38) and Autism Spectrum Disorder (ASD) (10), with just two studies investigating multilingualism and Intellectual Disability. Many studies had problematic designs as they compared multilingual individuals with neurodevelopmental disorders to multi- or monolingual typically developing individuals, making it difficult to isolate effects of multilingualism per se.

      Nevertheless, studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare. In fact, when restricting our attention to those studies which compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse association with language development or other aspects of functioning. Encouragingly, in the case of ASD a positive effect on communication and social functioning has been observed. Qualitative research identified from this review also underscores the value of multilingualism for participation in religious, family and community life. We also invite practitioners to consider the potential value of encouraging parent–child interaction in the parent's mother tongue as a way to maximize potential for parent–child synchrony, sensitive responding and fostering warmth. However, this latter point is yet to be empirically established.

      We conclude with discussion of implications for clinical practice and for future research. The evidence indicates that assumptions about the potential difficulties (and benefits) of multilingualism for individuals with developmental disorders should be challenged within communities of professional practice. We encourage practitioners to consider multilingualism within the broader framework of a social model of disability and with reference to children's rights under the United Nations Convention on the Rights of the Child. Finally, we identify gaps in the literature as well as methodological issues which will require attention in future research.

      In summary, we believe this review will be a useful and thought-provoking resource for an evidence-informed approach to working and researching with multilingual families with children with neurodevelopmental disorders.

    2. Practitioner Review: School-based interventions in child mental health

      Frank W. Paulus, Susanne Ohmann and Christian Popow

      Version of Record online: 22 JUL 2016 | DOI: 10.1111/jcpp.12584

      Thumbnail image of graphical abstract

      Clinical commentary

      • School-based interventions are effective, delivered ‘on the spot’, in the routine school setting, and provided by teachers, psychologists, nurses, social workers, other school staff, or internal and external therapists.
      • There are preventive and therapeutic (cognitive) behavioural interventions, aiming at preventing or improving mental health problems and disorders (such as social behaviour problems, ADHD, anxiety, depression and substance use).
      • Implementing school-based interventions includes selection of an appropriate programme targeting the problem behaviour of a defined student population. Determinants of success are dealing with restricted resources, respecting the practical conditions of the school environment, a confidential and valuing personal climate, and a thorough programme evaluation.
  6. Original Articles

    1. Attention bias modification for youth with social anxiety disorder

      Lee Pergamin-Hight, Daniel S. Pine, Nathan A. Fox and Yair Bar-Haim

      Version of Record online: 20 JUL 2016 | DOI: 10.1111/jcpp.12599

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      Associations between the parent–child relationship and adolescent self-worth: a genetically informed study of twin parents and their adolescent children

      Tom A. McAdams, Fruhling V. Rijsdijk, Jurgita Narusyte, Jody M. Ganiban, David Reiss, Erica Spotts, Jenae M. Neiderhiser, Paul Lichtenstein and Thalia C. Eley

      Version of Record online: 18 JUL 2016 | DOI: 10.1111/jcpp.12600

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    4. Deactivation in anterior cingulate cortex during facial processing in young individuals with high familial risk and early development of depression: fMRI findings from the Scottish Bipolar Family Study

      Stella W.Y. Chan, Jessika E. Sussmann, Liana Romaniuk, Tiffany Stewart, Stephen M. Lawrie, Jeremy Hall, Andrew M. McIntosh and Heather C. Whalley

      Version of Record online: 15 JUL 2016 | DOI: 10.1111/jcpp.12591

    5. Attentional bias training in girls at risk for depression

      Joelle LeMoult, Jutta Joormann, Katharina Kircanski and Ian H. Gotlib

      Version of Record online: 8 JUL 2016 | DOI: 10.1111/jcpp.12587

    6. Patterns of expressed emotion in adolescent eating disorders

      Renee D. Rienecke, Leslie Sim, James Lock and Daniel Le Grange

      Version of Record online: 5 JUL 2016 | DOI: 10.1111/jcpp.12594

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      Callous–unemotional traits affect adolescents' perception of collaboration

      Christine Fawcett, Victoria Wesevich, Erik Truedsson, Cecilia Wåhlstedt and Gustaf Gredebäck

      Version of Record online: 1 JUL 2016 | DOI: 10.1111/jcpp.12588

    8. Common infections with polyomaviruses and herpesviruses and neuropsychological development at 4 years of age, the Rhea birth cohort in Crete, Greece

      Marianna Karachaliou, Leda Chatzi, Theano Roumeliotaki, Mariza Kampouri, Andriani Kyriklaki, Katerina Koutra, Georgia Chalkiadaki, Angelika Michel, Eftichia Stiakaki, Manolis Kogevinas, Michael Pawlita, Tim Waterboer and Silvia de Sanjose

      Version of Record online: 23 JUN 2016 | DOI: 10.1111/jcpp.12582

    9. Sluggish cognitive tempo is associated with suicide risk in psychiatrically hospitalized children

      Stephen P. Becker, Amanda R. Withrow, Laura Stoppelbein, Aaron M. Luebbe, Paula J. Fite and Leilani Greening

      Version of Record online: 1 JUN 2016 | DOI: 10.1111/jcpp.12580

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      The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study

      Courtenay Frazier Norbury, Debbie Gooch, Charlotte Wray, Gillian Baird, Tony Charman, Emily Simonoff, George Vamvakas and Andrew Pickles

      Version of Record online: 16 MAY 2016 | DOI: 10.1111/jcpp.12573

    11. Structural brain correlates of adolescent resilience

      Keith B. Burt, Robert Whelan, Patricia J. Conrod, Tobias Banaschewski, Gareth J. Barker, Arun L.W. Bokde, Uli Bromberg, Christian Büchel, Mira Fauth-Bühler, Herta Flor, André Galinowski, Juergen Gallinat, Penny Gowland, Andreas Heinz, Bernd Ittermann, Karl Mann, Frauke Nees, Dimitri Papadopoulos-Orfanos, Tomas Paus, Zdenka Pausova, Luise Poustka, Marcella Rietschel, Trevor W. Robbins, Michael N. Smolka, Andreas Ströhle, Gunter Schumann, Hugh Garavan and the IMAGEN Consortium

      Version of Record online: 15 APR 2016 | DOI: 10.1111/jcpp.12552

    12. Can school counselors deliver cognitive-behavioral treatment for social anxiety effectively? A randomized controlled trial

      Carrie Masia Warner, Daniela Colognori, Chad Brice, Kathleen Herzig, Laura Mufson, Chelsea Lynch, Philip T. Reiss, Eva Petkova, Jeremy Fox, Dominic C. Moceri, Julie Ryan and Rachel G. Klein

      Version of Record online: 22 MAR 2016 | DOI: 10.1111/jcpp.12550

    13. A randomized controlled trial of cognitive behavioral therapy for ADHD in medication-treated adolescents

      Susan E. Sprich, Steven A. Safren, Daniel Finkelstein, Jocelyn E. Remmert and Paul Hammerness

      Version of Record online: 17 MAR 2016 | DOI: 10.1111/jcpp.12549

    14. Behavioral outcomes of picky eating in childhood: a prospective study in the general population

      Sebastian Cardona Cano, Hans W. Hoek, Daphne van Hoeken, Lisanne M. de Barse, Vincent W.V. Jaddoe, Frank C. Verhulst and Henning Tiemeier

      Version of Record online: 19 FEB 2016 | DOI: 10.1111/jcpp.12530

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      Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments

      Margaret J. Snowling, Fiona J. Duff, Hannah M. Nash and Charles Hulme

      Version of Record online: 17 DEC 2015 | DOI: 10.1111/jcpp.12497


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