Some highlights from our three journals JCPP, CAMH, and JCPP Advances. Each one of the posts below provides a link to read, and download the full paper.
Feature Papers
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Development of morning–eveningness in adolescence: implications for brain development and psychopathology
Open Access paper from the JCPP – “Here, we investigated the longitudinal relationships among the trajectory of eveningness preference, internalizing and externalizing psychopathology and white matter development, across adolescence”. Rebecca Cooper et al.
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Prenatal alcohol exposure and child sleep problems: A family-based quasi-experimental study
Open Access paper from JCPP Advances – “We examine whether associations between prenatal exposure to hazardous maternal alcohol consumption during the first trimester of pregnancy and sleep problems in young children represent a causal association”. Ingunn Olea Lund and Eivind Ystrom (pic)
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Annual Research Review: Perspectives on progress in ADHD science – from characterization to cause
Open Access paper from the JCPP – “In this review, we provide a selective and focused survey of the scientific field of ADHD, providing our personal perspectives on what constitutes the scientific consensus, important new leads to be highlighted, and the key outstanding questions to be addressed going forward. We cover two broad domains – clinical characterization and, risk factors, causal processes and neuro-biological pathways”. Edmund J.S. Sonuga-Barke (pic) et al.
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Dimensions of cognition, behaviour, and mental health in struggling learners: A spotlight on girls
Open Access paper from JCPP Advances – “Gender biases to stereotypically male behaviours are prevalent among practitioners, even when the focus is on identifying cognitive and learning difficulties. This underscores the need to include cognitive and female-representative criteria in diagnostic systems to identify girls whose difficulties could go easily undetected.” Jacalyn Guy (pic) et al.
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Paternal perinatal stress is associated with children’s emotional problems at 2 years
Open Access paper from the JCPP – “Rates of help-seeking among fathers is low, possibly due to conceptualising their own difficulties as stress rather than problems with mood”. Fiona L. Challacombe (pic) et al.
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Research Review: Seven reasons why binary diagnostic categories should be replaced with empirically sounder and less stigmatizing dimensions
Open Access paper from JCPP Advances – “An ongoing positive revolution advocates a new approach to the individual differences in human emotions, cognitions, and behavior that cause distress and impair functioning”. Benjamin B. Lahey (pic) et al.
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Long-term impact of a mental health literacy resource applied by regular classroom teachers in a Canadian school cohort
Paper from the CAMH journal – “Application of evidence-based mental health literacy (MHL) curriculum resources by classroom teachers has been demonstrated to significantly improve knowledge and decrease stigma in the short term.” Yifeng Wei et al.
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Editorial Perspective: Attention-deficit/hyperactivity disorder viewed as neuro-divergence in the digital world
Open Access paper from the JCPP – “In this editorial we place attention-deficit/hyperactivity disorder (ADHD) in digital context”. Edmund Sonuga-Barke (pic) and Katarzyna Kostyrka-Allchorne
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Transdiagnostic profiles of behaviour and communication relate to academic and socioemotional functioning and neural white matter organisation
Open Access paper from the JCPP – “Behavioural and language difficulties co-occur in multiple neurodevelopmental conditions. Our understanding of these problems has arguably been slowed by an overreliance on study designs that compare diagnostic groups and fail to capture the overlap across different neurodevelopmental disorders and the heterogeneity within them”. Silvana Mareva (pic) et al.
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The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
Open Access paper from JCPP Advances – “Perceived stress associated with relational victimization from peers and conflictual relations with the teacher have been linked with the development of anxiety symptoms in children”. Pia Behnsen et al.
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