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Children gain weight at an accelerated rate during summer, contributing to increases in the prevalence of overweight and obesity in elementary-school children (i.e., approximately 5 to 11 years old in the US). Int J Behav Nutr Phys Act 14:100, 2017 explained these changes with the “Structured Days Hypothesis” suggesting that environmental changes in structure between the school year and the summer months result in behavioral changes that ultimately lead to accelerated weight gain. The present article explores an alternative explanation, the circadian clock, including the effects of circannual changes and social demands (i.e., social timing resulting from societal demands such as school or work schedules), and implications for seasonal patterns of weight gain. We provide a model for understanding the role circadian and circannual rhythms may play in the development of child obesity, a framework for examining the intersection of behavioral and biological causes of obesity, and encouragement for future research into bio-behavioral causes of obesity in children.

Objectives and background Social demands of the school-year and summer environment may affect children’s sleep patterns and circadian rhythms during these periods. The current study examined differences in children’s sleep and circadian-related behaviors during the school-year and summer and explored the association between sleep and circadian parameters and change in body mass index (BMI) during these time periods. Methods This was a prospective observational study with 119 children ages 5 to 8 years with three sequential BMI assessments: early school-year (fall), late school-year (spring), and beginning of the following school-year in Houston, Texas, USA. Sleep midpoint, sleep duration, variability of sleep midpoint, physical activity, and light exposure were estimated using wrist-worn accelerometry during the school-year (fall) and summer. To examine the effect of sleep parameters, physical activity level, and light exposure on change in BMI, growth curve modeling was conducted controlling for age, race, sex, and chronotype. Results Children’s sleep midpoint shifted later by an average of 1.5 h during summer compared to the school-year. After controlling for covariates, later sleep midpoints predicted larger increases in BMI during summer, (γ = .0004, p  = .03), but not during the school-year. Sleep duration, sleep midpoint variability, physical activity levels, and sedentary behavior were not associated with change in BMI during the school-year or summer. Females tended to increase their BMI at a faster rate during summer compared to males, γ = .06, p  = .049. Greater amounts of outdoor light exposure (γ = −.01, p  = .02) predicted smaller increases in school-year BMI. Conclusions Obesity prevention interventions may need to target different behaviors depending on whether children are in or out of school. Promotion of outdoor time during the school-year and earlier sleep times during the summer may be effective obesity prevention strategies during these respective times.

The stimuli are typically presented during slow wave sleep (SWS) during which the influential active systems consolidation model (Klinzing et al., 2019) suggests that coupling of specific EEG oscillations facilitate memory consolidation. Applications to psychiatry Blue light In addition to the well-known circadian entrainment function of intrinsically photosensitive retinal ganglion cells, photostimulation of this pathway also affects mood, alertness and cognition (Chellappa et al., 2011; Lazzerini Ospri et al., 2017; Fernandez et al., 2018). The authors point out that this pattern mirrors the REM disinhibition and decreased SWS that is associated with adult depression. Emotion regulation during dreaming Barbeau et al. report evidence for an emotion regulatory function of dreams by comparing emotionality reported by the dreamer to emotionality rated by judges.

Although sleep problems often comprise core features of psychiatric disorders, inadequate attention has been paid to the complex, reciprocal relationships involved in the early regulation of sleep, emotion, and behavior. In this paper, we review the pediatric literature examining sleep in children with primary psychiatric disorders as well as evidence for the role of early sleep problems as a risk factor for the development of psychopathology. Based on these cumulative data, possible mechanisms and implications of early sleep disruption are considered. Finally, assessment recommendations for mental health clinicians working with children and adolescents are provided toward reducing the risk of and improving treatments for sleep disorders and psychopathology in children and adolescents.

Children with anxiety disorders (AD) characteristically complain of sleep problems and the extent to which cognitive behavioral treatments (CBT) for childhood anxiety produce sleep-based improvements is a topic of increasing interest. The current paper reviews available evidence for subjective sleep complaints and objective sleep alterations in children and adolescents with AD, including investigations of potential changes in sleep following anxiety-focused CBT. Despite pervasive complaints of poor sleep, the empirical literature provides minimal evidence for actual sleep–wake alterations in this population of youth and evidence for sleep-based changes following treatment for anxiety is minimal. In line with calls for more comprehensive models of the role of sleep in developmental psychopathology, several fundamental gaps in understanding are described and highlighted as essential avenues for clarifying the nature and consequences of poor quality sleep among youth with clinical levels of anxiety. In a second section of the paper, an emerging body of novel, translational research investigating more intricate sleep–anxiety relationships is introduced with potential implications for both etiological models and treatment design and delivery.

A complete guide to evidence based interventions for children and adolescents The past decade has witnessed the development of numerous interventions proved to be highly effective; several treatments are now considered to be \"well established\" or \"probably efficacious\" interventions for children. Given the range of providers working with children—clinical psychologists, child psychiatrists, clinical social workers, school psychologists, and marriage and family therapists—this book is designed to provide all professionals the information they now need about the use of these evidence-based interventions (EBIs), as well as the evaluation criteria used to determine their efficacy in in meeting the mental health needs of children. Alfano and Beidel have assembled a team of experts to write the disorder chapters. Each chapter begins with an overview of the disorder then delves into evidence-based approaches to treatment, the impact of parental involvement, case-by-case modifications, progress measurement, and clinical examples. In overview chapters the editors cover: * The role of development in treatment planning and implementation * Dissemination of EBIs into school and community settings * The use of controversial therapies with children * Emerging methods of service delivery and access improvement Comprehensive Evidence Based Interventions for Children and Adolescents provides clinicians, researchers, and students alike with the theoretical, conceptual, and practical skills to provide children and adolescents with the best care possible.

The i♥rhythm project is a mobile health adaptation of interpersonal and social rhythm therapy designed to promote healthy sleep and behavioral rhythms among 5-8-year olds during summer for the prevention of accelerated summer weight gain. This pilot study will examine the feasibility, acceptability, and preliminary efficacy of the i♥rhythm intervention. This will ensure that the research protocol and procedures work as desired and are acceptable to families in preparation for the fully powered randomized controlled trial. The proposed study will examine the willingness of participants to participate in the intervention and determine whether modifications to the intervention, procedures, and measures are needed before conducting a fully powered study. We will assess our ability to (1) recruit, consent, and retain participants; (2) deliver the intervention; (3) implement the study and assessment procedures; (4) assess the reliability of the proposed measures; and (5) assess the acceptability of the intervention and assessment protocol. This study will employ a single-blinded 2-group randomized control design (treatment and no-treatment control) with randomization occurring after baseline (Time 0) and 3 additional evaluation periods (postintervention [Time 1], and 9 months [Time 2] and 12 months after intervention [Time 3]). A sample of 40 parent-child dyads will be recruited. This study was approved by the institutional review board of Baylor College of Medicine (H-47369). Recruitment began in March 2021. As of March 2022, data collection and recruitment are ongoing. This study will address the role of sleep and circadian rhythms in the prevention of accelerated summer weight gain and assess the intervention's effects on the long-term prevention of child obesity. ClinicalTrials.gov NCT04445740; https://clinicaltrials.gov/ct2/show/NCT04445740. DERR1-10.2196/37002.

Childhood anxiety disorders represent one of the most common psychological disorders found among the general population. They can be serious, distressful, and functionally impairing, so much so that there has been an explosion of interest in their treatment, primarily from pharmacological and cognitive-behavioral perspectives. Addressing these perspectives is the Second Edition of Child Anxiety Disorders. Beidel and Alfano pay close attention to new pharmacological and psychological interventions as well as multi-center trials that compare single and combined treatment modalities. Additionally, they include new case studies, sections on stability of childhood fears and the longitudinal course of anxiety disorders, and a new chapter on sleep and anxiety disorders. Written on the cusp of newly published information and studies, Child Anxiety Disorders is relevant, informative, and indispensible. “Deborah Beidel and Candice Alfano have provided an important touchstone work regarding a prevalent and often severe problem among youths, the anxiety disorders. The authors provide wonderful case examples and clearly detail aspects of diagnosis, epidemiology, comorbidity, etiology, assessment, treatment, and much more in this state-of-the-art text. Indeed, the book is a ‘must-have’ for mental health and school-based professionals who work with children or adolescents.” - Christopher A. Kearney, PhD, Professor of Psychology and Director of Clinical Training, University of Nevada, Las Vegas, USA “For those who fret about the challenges of ‘keeping up with the literature,’ this second edition is the answer. All that one needs to know about each of the anxiety disorders of childhood is masterfully and comprehensively covered, with plenty of case examples, along with a wonderful synthesis of the latest breakthroughs in theory and research.” - Wendy K. Silverman, Professor of Psychology, Florida International University, Miami, USA Part I: Overview of Childhood Anxiety Disorders. An Introduction to Children's Fears. An Introduction to Childhood Anxiety Disorders. Developmental Considerations. Sleep and Anxiety Disorders. Etiological Factors in the Development of Anxiety Disorders. Part II: Anxiety Disorders in Children. Excessive Worry and Generalized Anxiety Disorder. Sleep Phobias. Separation Anxiety Disorder. Social Phobia and Selective Mutism. Obsessive-Compulsive Disorder and Trichotillomania. Panic Disorder. Posttraumatic Stress Disorder. Deborah C. Beidel, PhD, ABPP , is a professor of psychology and Director of the doctoral program in clinical psychology at the University of Central Florida. She is a past chair of the American Psychological Association’s Committee on Accreditation and is the author of over 200 scientific publications. Candice A. Alfano, PhD , is an assistant professor of psychiatry and pediatrics at Children’s National Medical Center (CNMC) of The George Washington University School of Medicine. She is the founder and director of the child and adolescent anxiety program at CNMC.