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• Numerous barriers to service provision exist for young people with complex needs. • Strategies for service engagement are required at the practitioner and system level. • Practitioner-level strategies included relational and structural approaches. • System-level strategies included flexible and collaborative approaches. • Young people appear to benefit most from services adapted to their needs. Young people with complex needs often have a range of co-occurring challenges that require the support of multiple government agencies and services. Increasingly, government agencies are working with young people who present with co-occurring and comorbid complex needs requiring co-ordinated multi-agency responses. However, agencies and services are often faced with multiple obstacles and challenges to meeting the needs of these young people, placing them at increased risk of poor outcomes during their adolescence and into adulthood. The objective of this Rapid Evidence Assessment (REA) was to provide practice insights as they relate to service engagement for young people with complex needs to highlight ways in which service delivery can be enhanced. Published academic literature as well as relevant material from the grey literature on young people aged 10–25 was synthesized to identify: (a) the principal barriers to service provision, and (b) strategies that facilitate service engagement. A total of 18 papers met the eligibility criteria for review. Papers were assessed using the critical appraisal skills programme (CASP). Individual and system level barriers were identified, including the characteristics of young people and the nature and structure of services. Strategies were identified at the practitioner level (e.g., benefits of relational, structural and empowerment approaches), and the system level (e.g., flexible services, collaborative approaches and improved staffing and resources). The review highlighted the importance of creating a service environment that is structured around the needs of young people rather than one which requires vulnerable young people to adapt to services. [ABSTRACT FROM AUTHOR]

• Parents of trans children hold a body of knowledge about supporting trans children. • Families interact with a wide range of services and agencies in their journey to affirm their children's gender. • Parent knowledge and advocacy extends far beyond the medicalised pathway. • Parent knowledge can be used to inform services and agencies to provide more integrated, affirming services. The childhood and adolescence of transgender and gender diverse children and young people (trans children) is contested in many areas, such as media, education, health, and increasingly in the political sphere. Parents and carers of trans children navigate services and societal relations in their journey to affirm their children, from happy childhood to trans adults. This paper reports on the accounts of parents of trans children in Australia. Semi-structured interviews with 18 parents of 15 trans children in four states were analysed to understand the journey holistically, and interactions with services and institutions on this journey. Children ranged in current age from 8 to 21 years, and were 2 to 16 years when they first expressed their trans identity. These journeys highlight moments of gender euphoria, and points of both positive and negative interactions with a range of services such as GPs, specialist healthcare, trans healthcare, schools, foster care, government records, and sporting environments. This research demonstrates that parents have a collective body of knowledge on supporting and affirming trans children that should be drawn on to inform child and youth services. [ABSTRACT FROM AUTHOR]

• Trauma-informed practice is being trialled in response to extra-familial risks and harms. • An institutional ethnography found sources of knowledge impact this innovation. • Professionals may say young people are 'known-to-services' but be distant from them. • Being proximal to young people and advocating for their needs helps to know them. • To be trauma-informed, professionals must relationally know those they support. Efforts to shift from criminal justice to welfare-based responses to exploitation and other forms of extra-familial risks and harms, have centred relational approaches. In particular, the role that relationships between professionals and young people can play in providing a sense of safety as well as a route to wider support services when young people come to harm beyond their families is under consideration. In parallel, trauma-informed practice is increasingly promoted as a tool for creating service conditions in which relational practice can thrive. In this paper we present data from an institutional ethnography of two social care organisations in the UK which are endeavouring to adopt trauma-informed responses to extra-familial risks and harms. We use observation, focus group, and case file data collected in two time periods, to illustrate a relationship we identified between the nature and source of knowledge that guided professional responses, the ability of professionals to form relationships with young people affected by extra-familial risks and harms, and the capacity for their organisations to be trauma-informed. In doing so we trouble an established discourse in many social care organisations, that young people subject to intervention are 'known-to-services' and call for more responses in which young people are 'known-by-professionals' who are supporting them. Far from being a matter of semantics, we discuss how these two ways of knowing about young people, and the situations they face, potentially facilitate or undermine key pillars of trauma-informed practice, and the relational approaches that make such practice possible. [ABSTRACT FROM AUTHOR]

• A critical review of adolescent resilience scales found the Child and Youth Resilience Measure (83%) to be most adequate. • Two other scales; the Connor-Davidson Resilience Scale (83%) and The Resiliency Scales for Children and Adolescents (78%) were also found to be adequate. • This review provides a guide for researchers to help with scale selection based on psychometrics and the underlying theoretical basis of each scale. Valid quantitative measures of adolescent resilience are important for the development of knowledge and have implications for practice with adolescents. This scoping review followed Arksey and O'Malley's (2005) five step process and aimed to (1) identify the most used self-report scales that measure resilience of adolescents in studies published between 2000 and 2021, (2) describe the scales' psychometric properties, (3) describe the scales' conceptual and theoretical formulations, and (4) assess the scales' relative strengths, weaknesses, and adequacy. A review of 118 papers revealed six commonly used scales. A construct validation approach adapted from Skinner (1981) and expanding on Pangallo et al., (2015), with evidence assessed in four stages (theoretical formulation, reliability, validity, and application) was utilised to critically evaluate the six scales. The results showed that the most adequate scale for measuring resilience in adolescent populations was the Child and Youth Resilience Measure, scoring 83% of points. The Connor-Davidson Resilience Scale (also scoring 83%) and The Resiliency Scales for Children and Adolescents (78%) were also found to be adequate. This review provides clinicians and researchers with a critical overview of common scales measuring resilience in adolescents, including their underlying theoretical basis. This is vital to ensure the measure chosen is valid and matches the theoretical aims of the research/ application. Our review also suggests that too often, researchers fail to look beyond the original validation study when selecting resilience scales, and often fail to analyse and report current psychometric data from the chosen scale. [ABSTRACT FROM AUTHOR]

• This study reviewed the prevalence of mental health disorders among Looked After Children in the UK. • Prevalence rates varied across studies. • The Strengths and Difficulties Questionnaire (SDQ) was the most frequently used tool to assess mental health. • There is still uncertainty about the scale and nature of mental health difficulties in this group. Care-experienced children and young people are more likely to experience poorer mental health relative to the general population. Some of the most highly cited literature in this area is becoming increasingly outdated, however, and as the gap between mental health service availability and provision is steadily growing, it is imperative that we understand the scale and nature of the mental health needs of this group. A systematic review of all literature published from the UK was conducted in March 2022 using APA PsycINFO, ASSIA, Cochrane Library, Medline, PubMed, Scopus, Social Policy and Practice, Social Services Abstracts, and Web of Science. Papers were included if they 1) sampled young people (aged 0 to 18 years) with care experience and, 2) used either a standard or non-standardised measurement tool, or health records to assess mental health prevalence rates (reported as a percentage). Risk of bias assessed used the QuADS tool (Harrison et al., 2021) and data was extracted. Thirty-nine studies were included and summarised. The estimated prevalence of mental health disorders of young people in care ranged from 1 to 82 %. The most frequently used tool to assess mental health was the Strengths and Difficulties Questionnaire (Goodman, 1997) and, while over half of studies utilised prevalence information from a comparator group, this was most commonly young people in the general population. The results of the systematic review demonstrate that estimates of mental health disorders among care-experienced young people in the UK vary considerably. Further consideration should be given toward what measures are used to assess mental health in this population and how we can optimally assess and characterise their support needs. [ABSTRACT FROM AUTHOR]

• This co-produced study explores how young people experience and conceptualise 'feeling (mis)understood' by adults. • Feeling understood by adults has a positive impact on young people's mental health and help-seeking. • When young people feel misunderstood by health and social care professionals, it can negatively impact help-seeking. • Health and social care professionals should help young people to feel understood in to support engagement. The subjective and emotional experience of feeling (mis)understood by another person is distinct from being literally (mis)understood. While there is literature exploring young people's experiences of feeling (mis)understood in therapeutic or clinical settings by adults and the impacts thereof, there is limited exploration of young people's conceptualisations and perspectives of feeling (mis)understood within a range of young person-supporting adult relationships. This paper reports on the first stage of a project that was co-designed and co-produced by young people, exploring how young people experience and conceptualise 'feeling (mis)understood' in the context of receiving support from adults in their lives. This initial stage of the project captures young people's views on what feeling (mis)understood feels like, its impact on their mental health, and how adults can help young people to feel understood. Conceptualisation, design, fieldwork, analysis and writing were all co-produced with peer-researchers. Data for this project was generated through four workshops each held in England, Scotland, Wales and Northern Ireland. A total of 26 participants aged between 16 and 24 years of age took part in these workshops, and each workshop was facilitated by two peer-researchers and a member of university staff. Data was analysed through collaborative thematic analysis. The study found that feeling understood by supporting adults has a very positive impact on young people's wellbeing, mental health and help-seeking behaviour. Feeling misunderstood was found to have the converse effect, and in addition was found to make young people less likely to seek further support. Young people also identified a number of key actions adults can take to help the young people they support feel better understood. The findings of this research suggest that practitioners in the health and social care sector working with young people should consider the ways in which they can help young people feel better understood. [ABSTRACT FROM AUTHOR]

• Online disinhibition positively associated with cyberbullying activities. • Online disinhibition functioned through moral disengagement and low self-control to influence cyberbullying. • Most studies focused on the effects of anonymity on cyberbullying, and the results were inconsistent. • Online invisibility had no effect on cyberbullying. • Asynchrony influenced cyberbullying directly and indirectly through moral disengagement. There has been a growing focus on researching adolescent cyberbullying in recent years. Increasing studies highlight the role of online risk factors—online disinhibition and its specific characteristics—in cyberbullying among adolescents. Systematic searches were performed in MEDLINE, PubMed, PsycArticles, PsycINFO, Scopus, and Web of Science. There were 837 papers in total, 410 of which were non-duplicated, and 15 were ultimately included. Based on the current empirical findings, it has been observed that a heightened perception of online disinhibition corresponds with an increased likelihood of engaging in cyberbullying activities. In addition to the direct effect of online disinhibition on cyberbullying, research also found that online disinhibition functioned through moral disengagement and low self-control to influence cyberbullying. Furthermore, the effects of specific characteristics of online disinhibition on cyberbullying were also investigated. However, most studies (six out of seven) merely focused on the effects of anonymity on cyberbullying, and the results were inconsistent. Additionally, the effects of perception of invisibility and asynchrony on cyberbullying were also examined in limited research. The results showed that online invisibility had no effect on cyberbullying. Asynchrony contributed to cyberbullying directly and indirectly through moral disengagement. Further research is required to investigate the impacts of solipsistic introjection, dissociative imagination, and minimizing authority on the occurrence of cyberbullying. These findings are discussed, and practical as well as policy implications and guidelines for future studies are proposed. [ABSTRACT FROM AUTHOR]