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I described 4 categories of sexually victimized children (① in family assaulted by adult, ② out of family assaulted by adult, ③ in family assaulted by child, ④ out of family assaulted by child) with model cases in terms of occurring factors and treatment techniques. There is limited research or empirical evidence in this area because those supporters hesitate to consult with a specialist, especially when the victim is a child. For the child psychiatrist and allied professional, the main role is evaluating, with standard developmental and emotional assessments, children who conducted the assault or were victimized. Professionals also need to decide the kind of care and degree of urgency of care that is needed for the victim, and the advice for the actual supporter, if continuous care is required. As in all cases of child abuse, the child who conducted the assault or the victimized child needs access to psychiatric services to address concerns about their situation, to determine appropriate levels of care, and to construct a healthy support system. [ABSTRACT FROM AUTHOR]

Introduction: This study focused on academic anxiety caused by COVID-19 among universitystudents in Japan. Some of the factors addressed were anxiety about the delay in their studies due to the change in class format and financial pressures of continuing university life. We examined how these factors affected symptoms of depression, anxiety, insomnia, and social dysfunction in the students. Methods: A web-based survey was conducted on 298 university students registered as monitors with Rakuten Insight. They were asked whether they had anxiety due to the changes in course formats and whether they were experiencing financial anxiety about continuing their college life. The PHQ-9, GAD-7, ISI, and SDISS assessments measured depression, anxiety, insomnia, and social functions, respectively. We performed Welch’s t-test, in which the independent variables were the presence or absence of anxiety about study delays and financial pressure. The dependent variables were reported symptoms of depression, anxiety, insomnia, and social dysfunction. Additionally, we examined the mediating effect of each psychiatric symptom on the relationship between academic anxiety caused by COVID-19 and social function. Results: The proportion of students with mild to severe depressive symptoms was 54%, and those with anxiety and insomnia symptoms were 35% and 50%, respectively. Welch’s t-test showed that students with coursebased or financial anxiety were more likely to exhibit the aforementioned symptoms than those without. The mediation analysis revealed that each psychiatric symptom mediated the relationship between academic anxiety caused by COVID-19 and social function. Discussion: The results of this study indicate that students require academic and financial support to help prevent the anxiety-induced deterioration of their mental and social health caused by COVID-19. [ABSTRACT FROM AUTHOR]

Objective: This study was designed to standardize a Japanese version of the Child Behavior Checklist for Ages 1½-5 （CBCL/1½- 5） and the Caregiver-Teacher Report Form （C-TRF） based on standardization protocol used for the original Achenbach System of Empirically Based Assessment （ASEBA） （2000）. Method: T scores were calculated from the raw scores of 1,422 participants （boys; 699, girls; 723） for all syndrome scales （emotionally reactive, anxious/depressed, somatic complaints, withdrawn, sleep problems, attention problems, and aggressive behavior） of the CBCL/1½-5, and from scores of 337 participants （boys; 150, girls; 187） for the C-TRF. T scores were also computed for the upper scales of Internalizing, Externalizing, and Total problems. Reliability and validity of all scales of both the CBCL/1½-5 and C-TRF were assessed with Cronbach’s alpha coefficient and inter-correlations. Additionally, confirmatory factor analysis （CFA） was used to investigate the goodness-of-fit for each factor. We also conducted multiple regression analyses of the CBCL/1½-5 syndrome scales to check for effects of gender and age group. Results and Conclusion: Total average Cronbach’s alpha was .73 for the CBCL/1½-5 and .72 for the C-TRF, with good internal consistency and significant positive inter-correlation within scales in both the CBCL/1½-5 and C-TRF. Fit indices of CFA were reasonably adequate other than that for the Externalizing scales of the C-TRF. Multiple regression analysis of the CBCL/1½-5 revealed significant effect of boys on the “emotionally reactive,” “withdrawn,” “attention problems,” and “aggressive behavior” scales. In terms of age group, the younger age group had significant effect on the “sleep problems,” “attention problems,” and “aggressive behavior” scales; the older age group had significant effect on the “anxious/depressed” and “withdrawn” scales. Summary: Standardization of a Japanese version of these ASEBA questionnaires will contribute to a more comprehensive determination of behavioral problems among preschoolers in Japan, while also enabling comparison with findings from other nations with different historical and cultural backgrounds. [ABSTRACT FROM AUTHOR]

Objective: This study was designed to standardize the Japanese version of the Teacher's Report Form （TRF） for school children using protocol employed in standardizing the original Achenbach System of Empirically Based Assessment （ASEBA） version. Method: We divided 741 participants into four groups based on gender and age: 169 boys （6 to 11 years）, 249 boys（ 12 to 18 years）, 150 girls （6 to 11 years） and 173 girls （12 to 18 years）. In each group, T scores were calculated from raw scores for all scales: anxious/depressed, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems （inattention & hyperactivity-impulsivity）, rule-breaking behavior, aggressive behavior, Internalizing, Externalizing and Total problems. Reliability and validity were checked with Cronbach' alpha, inter-correlations, and criterion-related validities with the high-functioning Autism Spectrum Screening Questionnaire （ASSQ）. Additionally, multiple regression analyses were performed to check for effects of gender and age groups. Result and Conclusion: Internal consistencies were high for all scales. Both inter-correlation and criterion-related validities with the ASSQ were positively significant. Multiple regression analyses showed significant effects of ‘boys' on ‘withdrawn/depressed', ‘social problems', ‘attention problems （inattention & hyperactivity-impulsivity）', ‘rule-breaking behavior', and ‘aggressive behavior'; and ‘children aged 12 to 18' as having significant effect on ‘rule-breaking behavior'. [ABSTRACT FROM AUTHOR]

Objective: This study was designed to investigate the effects of the Great East Japan Earthquake upon child mental health, through analysis of the clinical picture of outpatients examined at the child psychiatric clinic of Miyagi Comprehensive Children's Center for symptoms related to the disaster. Methods: Outpatients presenting with symptoms related to the disaster within two years of the event were assessed. The items surveyed were: gender, age, diagnosis, onset time, disparity in Children's Global Assessment Scale (C-GAS) scores, risk factors affecting their lives before the disaster, and at the time of examination. Results: While the number of new outpatients presenting with disaster-related symptoms decreased with time, some children were seen to exhibit persistent symptoms, and presentation with late-onset symptoms continued to be seen more than 1 year from the disaster. Discussion: The data indicated the Great East Japan Earthquake was exerting medium and long-term effects upon child mental health, suggesting the importance of continuing appropriate child mental health measures in the affected regions. [ABSTRACT FROM AUTHOR]