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Supplemental Material for Caregiver Worry of Infection and Family Co-existence Difficulty and Association With Change in Children’s Internalizing and Externalizing Symptoms During the Initial COVID-19 Lockdown in the UK and Turkey by Evren Morgül, Angeliki Kallitsoglou, and Cecilia A. Essau in Psychological Reports

AIM: Determine whether delivering a school-based psychosocial intervention (“Super Skills for Life”; SSL) via lay health workers can promote mental health and prevent adolescents in Malaysia from developing anxiety/depression 24 months later, and identify contextual factors related to implementation success in schools. OBJECTIVES: Compare outcomes for adolescents randomized to intervention versus control schools; identify moderators/mediators of outcome; evaluate feasibility and cost of implementing SSL. STUDY DESIGN: Participants will be adolescents, age 12-14 years, from low-income communities. We have chosen this age range because it is a period of rapid behavioural, cognitive and neural development, during which time mental health promotion programme may have maximal impact. Furthermore, in Malaysian schools, this age group has been reported to have the highest rate of mental health problems and suicidal attempts. All adolescents enrolled in Form 1 (first year of secondary school; British Year 7), at each participating school are eligible to participate in the trial unless they were not attending school (e.g., due to long-term sickness). All data collection will take place in Malaysia, a culturally diverse country in Southeast Asia with an estimated population of 33 million. Malaysia is made up of 13 states and 3 federal territories. This study will take place in approximately 84 secondary schools located in 5 states and 1 federal territory, namely in 2 states on Borneo Island (Sarawak and Sabah), 3 states in Peninsular Malaysia (Penang, Selangor, Kelantan) and in a federal territory of Kuala Lumpur. Participating schools will be randomly allocated to either one of the two conditions: (1) Intervention school: 1875 adolescents from the intervention schools will participate in a school-based psychosocial intervention (SSL) for promoting mental health by equipping adolescents with emotional, cognitive and behavioural skills. SSL will be delivered in a group format in 8 weekly sessions by an SSL-trained lay health worker. (2) Control school: 1875 adolescents will participate in the “Study-Skills” modules, where they will learn about developing effective note-taking skills, effective study strategies, and time management skills. The modules will be delivered in a group format in 8 weekly sessions by a facilitator who has participated in the Study-Skills workshop. OUTCOME MEASURES: (a) Adolescents: Assessments will be administered at pre- and post-intervention, and at 6-, 12-, and 24-months post-randomization. All the questionnaires will be completed online using a secure Qualtrics platform. The following questionnaires will be used to measure the intervention outcome: Revised Children’s Anxiety and Depression Scale – short version; Strength and Difficulties Questionnaire; Rosenberg Self-Esteem Scale; WHO-5 Well-being Index Questionnaire; General Self-Efficacy Scale; Cognitive Emotion Regulation Questionnaire; Lifestyle and Habits Questionnaire-brief version; Academic Expectations Stress Inventory; Child Health Utility 9D (b) Facilitators will complete the following questionnaires: Evidence-Based Practice Attitude Scale; Self-Efficacy Scale. (c) School staff will be interviewed about the school characteristics. (d) Parent will complete a set of questionnaires at baseline, and at 6, 12 and 24 months about adolescent’s use of health, social and educational services.

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Background: Anxiety disorders in children and young people are common and bring significant personal and societal costs. Over the last two decades, there has been a substantial increase in research evaluating psychological and pharmacological treatments for anxiety disorders in children and young people and exciting and novel research has continued as the field strives to improve efficacy and effectiveness, and accessibility of interventions. This increase in research brings potential to draw together data across studies to compare treatment approaches and advance understanding of what works, how, and for whom. There are challenges to these efforts due largely to variation in studies’ outcome measures and variation in the way study characteristics are reported, making it difficult to compare and/or combine studies, and this is likely to lead to faulty conclusions. Studies particularly vary in their reliance on child, parent, and/or assessor-based ratings across a range of outcomes, including remission of anxiety diagnosis, symptom reduction, and other domains of functioning (e.g., family relationships, peer relationships). Methods: To address these challenges, we convened a series of international activities that brought together the views of key stakeholders (i.e., researchers, mental health professionals, young people, parents/caregivers) to develop recommendations for outcome measurement to be used in treatment trials for anxiety disorders in children and young people. Results and Conclusions: This article reports the results of these activities and offers recommendations for selection and reporting of outcome measures to (a) guide future research and (b) improve communication of what has been measured and reported. We offer these recommendations to promote international consistency in trial reporting and to enable the field to take full advantage of the great opportunities that come from data sharing going forward.

Resumen tomado de la publicación Eficacia del programa Super Skills For Life para reducir síntomas de ansiedad y depresión en niños pequeños españoles. Antecedentes: Super Skills for Life (SSL) es un programa de prevención transdiagnóstico diseñado para niños con síntomas de ansiedad y depresión basado en la terapia cognitivo-conductual. Se presenta un ensayo sobre la eficacia del programa SSL en la reducción de los síntomas de ansiedad y depresión en una muestra representativa de niños españoles de 6 a 8 años de edad. Método: este ensayo controlado aleatorio grupal incluyó a 123 niños hispanohablantes reclutados en 10 colegios. Los colegios fueron la unidad de aleatorización, siendo asignados aleatoriamente a una de dos condiciones experimentales: grupo de intervención (SSL) y grupo control (GC). Las evaluaciones se realizaron antes y después de la intervención de 8 semanas. Resultados: las ecuaciones de estimación generalizadas mostraron que, en comparación con el GC, la intervención redujo significativamente los síntomas emocionales de ansiedad y depresión. También se encontraron mejorías significativas en síntomas de trastornos de ansiedad específicos y en la interferencia de la ansiedad en la vida del niño. Conclusiones: los resultados de este estudio proporcionan apoyo inicial a los efectos inmediatos de SSL, sugiriendo que es un recurso valioso para la reducción temprana de los síntomas de ansiedad y depresión en niños pequeños hispanohablantes. Universidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; buopsico@uniovi.es ESP

Psychology as a science offers an enormous diversity of theories principles and methodological approaches to understand mental health abnormal functions and behaviours and mental disorders. A selected overview of the scope current topics as well as strength and gaps in Psychological Science may help to depict the advances needed to inform future research agendas specifically on mental health and mental disorders. From an integrative psychological perspective most maladaptive health behaviours and mental disorders can be conceptualized as the result of developmental dysfunctions of psychological functions and processes as well as neurobiological and genetic processes that interact with the environment. The paper presents and discusses an integrative translational model linking basic and experimental research with clinical research as well as population based prospective longitudinal studies. This model provides a conceptual framework to identify how individual vulnerabilities interact with environment over time and promote critical behaviours that might act as proximal risk factors for ill health and mental disorders. Within the models framework such improved knowledge is also expected to better delineate targeted preventive and therapeutic interventions that prevent further escalation in early stages before the full disorder and further complications thereof develop. In contrast to conventional "personalized medicine" that typically targets individual (genetic) variation of patients who already have developed a disease to improve medical treatment the proposed framework model linked to a concerted funding programme of the "Science of Behaviour Change" carries the promise of improved diagnosis treatment and prevention of health risk behaviour constellations as well as mental disorders.

The Strength and Difficulties Questionnaire (SDQ) is a brief screening instrument for assessing emotional and behavioural problems in children and adolescents. This study examined the factor structure and validity of the self‐report original English version of the SDQ and four of its many translations (German, Cypriot Greek, Swedish, and Italian). A total of 2418 adolescents from five European countries (Germany, Cyprus, England, Sweden, Italy), ages 12 to 17 years, participated. The sample was drawn from general (school) populations. In addition to the SDQ, all participants completed the Spence Children's Anxiety Scale (SCAS), a measure of anxiety symptoms. The internal consistency and validity of the SDQ total difficulties were good for most countries. Confirmatory factor analysis showed that both five‐ and three‐factor models provided good fit for the whole sample; however, the three‐factor model fit somewhat better than the five‐factor model. The factor structure differed across countries, with the three‐factor model showing better fit indices in Cyprus, whereas the five‐factor model fitted better in Germany. Fit indices for the UK, Sweden, and Italy were poor for both models. When the reversed items were removed, the goodness‐of‐fit improved significantly for the total sample and in each country. It is therefore recommended that the reversed items be removed or re‐worded in future studies. Copyright © 2012 John Wiley & Sons, Ltd.

The main aims of the present project are develop a training programme to enhance employability and entrepreneurship skills to final year students; promote entrepreneurial culture, self-employment, and economic independence; and capacity building among staff at the University of Ibadan. Twenty final year students participated in the training for 8 days spread over a 10 week period. Results showed that all the participants reported their experience on the program as highly rewarding. They also reported having acquired numerous skills in the course of this intervention, including: entrepreneurial ability, communication skills, assertiveness, networking, listening ability, conflict resolution and self analysis and development.

The purpose of this study was to compare the preference/or primary and secondary control among adolescents in "individualistic" (Canada. USA. Germany) and "collectivistic" (Malaysia and Japan) cultures. A total of 536 persons (195 males and 341 females) participated in the study and answered two questionnaires measuring control orientation. As predicted, adolescents in collectivistic cultures scored significantly higher on secondary control than adolescents in individualistic cultures. However, the pattern of control orientation was not homogeneous in "individualistic" and "collectivistic" cultures. Japanese adolescents differed from German adolescents: they preferred primary control less and chose renunciation of control more in case offailure of control. The results are interpreted as e.flects of differences in socialization of cultural values and practices and changing contextual demands.

Having a subjective sense of control is of great importance to our psychologicalweir-being (Rodin, 1986). Hence, we generalIy try to obtain control in different life domains and in a variety of ways that are compatible with our livestyles, cultural traditions, and value orientations. One way of achieving control is by shaping the environment in order to fit the self's need (primary control)and another is by accommodating to existing realities (secondary control) (Rothbaum, Weiez and Snyder, 1982). In primary control, control is pursued by attempting to change or influence existing realities so as to bring them into tine with our wishes. In secondary control, attempt to gain control is made by accommodating to e'xisting realities, leaving them unchanged but exerting control over their psychological impact.

Die vorliegende Studie geht von der Annahme aus, dass für Jugendliche Kontrollorientierung, die auf dem Bedürfnis nach Sicherheitsgewinn beruht, ein besonders wichtiges Entwicklungsthema ist. Es wird weiter angenommen, dass die Kontrollorientierung eine besondere Art der Selbst-Umwelt-Strukturierung darstellt und sich je nach kulturspezifischen Erfahrungen solcher Strukturierung entwickelt. Für individualistische Kulturen wird eine "primäre" Kontrollorientierung, bei der die Umwelt gemäß eigenen Zielen beeinflußt wird, erwartet. Für sozialorientierte Kulturen müsste dagegen eher eine "sekundäre" Kontrollorientierung, bei der die Person eigene Ziele den Gegebenheiten der Umwelt anpaßt, erwartet werden. Die Kontrollorientierung von 112 kanadischen, 50 nordamerikanischen, 111 deutschen und 92 malaysischen Studenten (davon 143 männliche und 222 weibliche) wurde durch Fragebogen erfaßt. Erwartungsgemäß zeigten Jugendliche der sozial- im Vergleich zu individualorientierten Kulturen höhere "sekundäre" Kontrollorientierung. Während Jugendliche aus individualorientierten Kulturen (Nordamerika, Deutschland) zunächst "primäre" und erst danach "sekundäre" Kontrolle bevorzugten, war die Priorität bei malaysischen Studenten umgekehrt. Geschlechtsunterschiede ergaben sich nur bei malaysischen Studenten. Weiter zeigten sich in allen Kulturen bei persönlich- sozialer im Vergleich zu unpersönlicher Umwelt situationsspezifisch gleichermaßen unterschiedliche Präferenzen für Kontrolle. Die Befunde werden als Ergebnis der kulturspezifischen Entwicklung von ldentität und Selbst-Umwelt-Beziehungen erklärt, wobei sowohl universelle Entwicklungsprozesse sowie kulturspezifische Ausformungen diskutiert werden.

Psychological models of mental disorders guide research into psychological and environmental factors that elicit and maintain mental disorders as well as interventions to reduce them. This paper addresses four areas. (1) Psychological models of mental disorders have become increasingly transdiagnostic, focusing on core cognitive endophenotypes of psychopathology from an integrative cognitive psychology perspective rather than offering explanations for unitary mental disorders. It is argued that psychological interventions for mental disorders will increasingly target specific cognitive dysfunctions rather than symptom-based mental disorders as a result. (2) Psychotherapy research still lacks a comprehensive conceptual framework that brings together the wide variety of findings, models and perspectives. Analysing the state-of-the-art in psychotherapy treatment research, “component analyses” aiming at an optimal identification of core ingredients and the mechanisms of change is highlighted as the core need towards improved efficacy and effectiveness of psychotherapy, and improved translation to routine care. (3) In order to provide more effective psychological interventions to children and adolescents, there is a need to develop new and/or improved psychotherapeutic interventions on the basis of developmental psychopathology research taking into account knowledge of mediators and moderators. Developmental neuroscience research might be instrumental to uncover associated aberrant brain processes in children and adolescents with mental health problems and to better examine mechanisms of their correction by means of psychotherapy and psychological interventions. (4) Psychotherapy research needs to broaden in terms of adoption of large-scale public health strategies and treatments that can be applied to more patients in a simpler and cost-effective way. Increased research on efficacy and moderators of Internet-based treatments and e-mental health tools (e.g. to support “real time” clinical decision-making to prevent treatment failure or relapse) might be one promising way forward.

Body image is a subjective representation of one’s physical appearance that reflects perceptions, opinions and feelings connected to one’s body. Body dissatisfaction can be defined as a discrepancy between the ideal and the current body size and is a strong risk factor for eating disorders and excessive preoccupation with body and appearance. The aim of this study was to determine differences between adolescent boys and girls in their body image, body dissatisfaction, body image importance and various body change strategies. 532 high school students aged 16 to 19 (M=17.54, SD=.629 ; 55% females) filled in the Body Image and Body Change Questionnaire (McCabe & Ricciardelli, 2001) and answered to questions related to their body weight and height. The Body mass index (BMI) was significantly lower in girls (M=20.8) than in boys (M=22.7). BMI lower than 18.5, what is considered underweight, had 16% of girls and 5% of boys, whereas BMI higher than 25, what is considered overweight, had 5.4% of girls and 15.3% of boys. The higher the BMI in girls was, their satisfaction with body weight, shape and overall appearance was lower. No such correlation was observed among boys. Expectedly, results show that adolescent boys are more satisfied with their bodies in general, as well as with their body weight and shape, muscle tone and size and overall body appearance. They also give more importance to their body height, muscle tone and size than do girls. Concerning body change strategies, adolescent boys practice more strategies to increase their body weight, muscle tone and size in contrast to adolescent girls who practice more strategies to lose weight.

Bullying is a serious risk with which many children are confronted today and, if unidentified and left unaddressed, can lead to the development of emotional and behavioral problems amongst such children. Recent studies have shown that bullying occurs to a considerable extent as early as at pre- and primary school-age. This circumstance necessitates the early identification of instances of bullying and the children involved in relation thereto. To date, however, no valid and manualized German language instrument exists, which would allow an economical assessment of bullying in kindergarten and primary school. The goal of this study accordingly was to develop instruments for assessing bullying in kindergarten and primary school age children (four to twelve years) and for identifying the children involved as bullies, victims or bully/victims. The study resulted in the construction and analysis of two instruments, one self-report (Bullying- und Viktimisierungsfragebogen für Kinder: BVF-K) and one teacher-report (Bullying und Viktimisierungsfragebogen für Erzieher/Lehrer: BVF-L), each assessing direct and indirect forms of bullying. Reliability of both measures was shown to be acceptable to very good (range of internal consistency: 0.76 to 0.91), retest-reliability of the BVF-L was good (rs = 0.78 to 0.88). Criterion and construct validity were analyzed and found to be acceptable. When used in conjunction, these instruments provide users with a reliable and valid method of assessing bullying and victimization, as well as offering a means of systematically identifying the children involved, whether as bullies, victims or bully/victim.

Until recent years, depression in adolescents had received little research attention. Indeed, there was a prevailing assumption that depressive disorders rarely occurred in children and adolescents. This view stems from the theoretical notion that children and adolescents are too cognitively immature to be depressed, and the concept that psychopathological manifestations and difficulties represent normal developmental processes of childhood and adolescence (Rie, 1966). Nevertheless, a handful of investigators of depression in adolescence during the late 1970s and early 1980s had not only established the presence of depression at this developmental stage, but their work had also delineated some of the psychosocial impairments associated with depression. The late 1970s was also associated with an increasing recognition that children and adolescents exhibit the essential features of adult depression. This change in viewpoints is reflected in the use of the same adult criteria for depressive disorders in children and adolescents in the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III; American Psychiatric Association; APA, 1980) and its subsequent revisions (DSM-III-R; APA, 1987; DSM-IV; APA, 1994). Depressive disorders are characterized by the presence of depressed moods along with a set of additional symptoms, persisting over time, and causing disruption and impairment of function. In DSM-IV (APA, 1994), depressive disorders fall under the category of major depressive disorder, dysthymic disorder, and depressive disorder not otherwise specified. Major depressive disorder (MDD) denotes a severe, acute form of depressive disorder (DSM-IV; APA, 1994). The disorder is diagnosed when the adolescent has experienced at least five of the following nine symptoms nearly every day for at least a two-week period at a level that represents a change from previous functioning: depressed mood (or can be irritable mood in children and adolescents); markedly diminished interest or pleasure in all, or almost all activities; significant weight loss or weight gain, or decrease or increase in appetite (in children, consider failure to make expected weight gains); insomnia or hypersomnia; psychomotor agitation or retardation; fatigue or loss of energy; feelings of worthlessness or excessive or inappropriate guilt; diminished ability to think or concentrate, or indecisiveness; and recurrent thoughts of death, recurrent suicidal ideation without a specific plan, or a suicide attempt or a specific plan for committing suicide. At least one of the two core

Substance use disorders are wide spread in youth. In association with substance use disorders several pathways are discussed. The present work aims to adress the course of substance use disorders in adolescence, the impact of comorbidity, and the connection of conduct disorders in early childhood and later substance use disorders. Risk and protectiv factors are discussed. Although numerous theories exist on the course of substance use disorders in adolescence, there is often discussed a wide spread comorbidity of conduct disorder in early childhood. Both etiology and diagnostic and prevention and therapy includes important findings. Conclusions are drawn concerning prevention programs and therapy to exercise reasonable.