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Emotional separation and parental trust in parent–adolescent relationships are important factors for adolescent identity formation. However, prior research findings on emotional separation are inconsistent. This study aimed to conduct a more rigorous examination of the associations of emotional separation and parental trust with identity synthesis, confusion, and consolidation by applying a bi-factor model to identity, using adolescent samples from Lithuania (N = 610; 53.9% female; Mage = 14.92), Italy (N = 411; 57.4% female; Mage = 15.03), and Japan (N = 759; 43.7% female; Mage = 14.13). Structural equation modeling revealed that emotional separation and parental trust were consistently associated with identity consolidation across the three countries, rather than associated with identity synthesis and identity confusion. Furthermore, the patterns of associations of emotional separation and parental trust with identity synthesis and identity confusion differed across the three nations. Overall, this study provides a better understanding of the role of emotional separation and parental trust in adolescent identity formation by suggesting the importance of the identity consolidation in the association between parent–child relationships and identity formation across three countries.

Over the course of adolescence, an increasing number of adolescents experience depression. In order to effectively target depression, identifying risk factors for depressive symptoms is pivotal. Since low levels of self-efficacy were associated with higher levels of depressive symptoms in previous studies, the current study investigated the bidirectional and prospective associations between depressive symptoms and academic, social and emotional self-efficacy from early to mid adolescence in a cross-lagged path model. The sample consisted of 1,341 adolescents (47 % girls) with a mean age of 14 years, SD = 0.56. Depressive symptoms and self-efficacy levels were assessed every 6 months over a period of 2.5 years. Depressive symptoms predicted subsequent levels of academic and emotional self-efficacy on all time points, and social self-efficacy on one time point. Self-efficacy did not predict subsequent levels of depressive symptoms. There was no evidence of sex differences in the cross-lagged associations between depressive symptoms and self-efficacy levels. Implications of the findings are discussed.

Youth encounter issues of religion in the process of identity formation. However, most prior studies have focused on Christian youth in Western counties. This study examined the relationship between identity formation and religious beliefs in the Eastern national context where Buddhism and non-institutional folk religions are prevalent. Participants were 969 Japanese youth (51.3% female; Mage = 20.1). Both literal and symbolic religious beliefs were included and both a variable- and person-oriented approach were used based on the three-factor identity model. The results from the variable-oriented approach (i.e., identity processes) demonstrated that identity commitment was positively associated with literal religious beliefs, whereas reconsideration of commitment was positively associated with both literal and symbolic religious beliefs. Findings from the person-oriented approach (i.e., identity statuses) confirmed these results. Overall, this study highlights the importance of religious beliefs in the process of identity formation among youth in an Eastern national context.

Meta-analyses show that psychotherapies are effective in the treatment of depression in children and adolescents. However, these effects are usually reported in terms of effect sizes. For patients and clinicians, it is important to know whether patients achieve a clinically significant improvement or deterioration. We conducted such a meta-analysis to examine response, clinically significant change, clinically significant deterioration and recovery as outcomes. We searched four bibliographic databases and included 40 randomised trials comparing psychotherapy for youth depression against control conditions. We used a validated method to estimate outcome rates, based on means, standard deviation and N at baseline and post-test. We also calculated numbers-need-to- treat (NNT). The overall response rate in psychotherapies at 2 (±1) months after baseline was 39% (95% CI: 34–45) and 24% (95% CI: 0.19–28) in control conditions (NNT: 6.2). The difference between therapy and control was still significant at 6–12 months after baseline (NNT=7.8). Clinically significant improvement was found in 54% of youth in therapy, compared with 32% in control groups (NNT=5.3); clinically significant deterioration was 6% in therapy, 13% in controls (NNT=5.1); recovery was 58% in therapy, 36% in controls (NNT=3.3). Smaller effects were found in studies with low risk of bias. Psychotherapies for depression in youth are effective compared to control conditions, but more than 60% of youth receiving therapy do not respond. More effective treatments and treatment strategies are clearly needed. Trial registrationhttps://osf.io/84xka

Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and academic achievement. In total, there were 76 results where effect sizes could be calculated. The overall number of participants in the effect size analyses was 1,797. Of the 76 effect sizes calculated, 61 % were statistically significant. Sixty-seven per cent of the results had small effects on student outcomes, 24 % of the results had medium effect strength and 9 % showed a large effect of meditation upon student outcomes. Transcendental meditation programmes had a higher percentage of significant effects than mindfulness-based and other types of meditation programmes, but this may be to do with the settings and programme delivery rather than the technique itself. Programme elements such as duration, frequency of practice and type of instructor influenced student outcomes. A conceptual model is put forward based on two propositions: proposition 1— meditation positively influences student success by increasing cognitive functioning; proposition 2—meditation positively influences student success by increasing emotional regulation. Suggestions are made to stimulate future research and to assist in the development of more efficacious applications for meditation in schools.

ObjectivesAutism spectrum disorder (ASD) has a major impact on caregivers. We aimed to describe caregivers’ perceptions concerning their level of knowledge about ASD and their needs to better adapt education and training programs.MethodsThis was a descriptive cross-sectional study conducted through a declarative and self-administered survey in France.Results1,013 individuals answered the questionnaire in 2020. If most caregivers felt they had sufficient knowledge about ASD, they still expressed a high level of needs regarding acquiring knowledge, identifying available resources, and finding social/emotional support.ConclusionsThis study highlights the high level of needs of caregivers and their expectations of improving their knowledge and skills to help the person with ASD.

Remembering and mentally reliving yesterday’s lunch is a typical example of episodic autobiographical memory retrieval. In the present review, we reappraised the complex cascade of cognitive processes involved in memory retrieval, by highlighting one particular phase that has received little interest so far: attentional switch to memory (ASM). As attention cannot be simultaneously directed toward external stimuli and internal memories, there has to be an attentional switch from the external to the internal world in order to initiate memory retrieval. We formulated hypotheses and developed hypothetical models of both the cognitive and brain processes that accompany ASM. We suggest that gaze aversion could serve as an objective temporal marker of the point at which people switch their attention to memory, and highlight several fields (neuropsychology, neuroscience, social cognition, comparative psychology) in which ASM markers could be essential. Our review thus provides a new framework for understanding the early stages of autobiographical memory retrieval.

Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.

The process of exploring and committing to one’s identity for the sake of a future-oriented goal is important for young adults’ psychosocial functioning. Whereas the relationship between identity process and psychosocial functioning has been examined in long-term longitudinal studies, the short-term relationship between the two at the daily level has not been clarified. This study developed a measure of daily-level identity process and examined their relationship with daily positive and negative emotions, using a five-day daily-diary method. The participants included 721 Japanese young adults aged 18–30 years (54.4% female, Mage = 26.05 years). Results indicated the measure’s three-factor structure, including commitment, active exploration, and ruminative exploration. Commitment related positively to life satisfaction and happiness, and negatively related to depression. Active exploration and ruminative exploration indicated negative associations with life satisfaction and happiness, and positive association depression. Latent profile analysis extracted five theoretically meaningful identity profiles at the daily level: foreclosure, moratorium, troubled diffusion, searching moratorium, and carefree diffusion. Logistic regression analyses indicated that troubled diffusion and moratorium, and foreclosure profiles showed lower and higher levels of life satisfaction and happiness, respectively. These results provided evidence of a strong link between young adult’s identity processes, profiles, and positive and negative emotions at the everyday level. Implications and suggestions for future research are discussed.

The broad autism phenotype (BAP) is a set of characteristics often observed in typically developing people with a genetic load for autism, such as parents of autistic children. The Broad Autism Phenotypic Questionnaire (BAPQ) is a 36-item questionnaire developed to identify the BAP in first-degree relatives of autistic people. We translated the BAPQ into Swedish and examined its psychometric properties in a Swedish sample consisting of 45 parents of children with ASC and 74 parents of non-autistic children. We found support for the original 3-factor structure (aloof, pragmatic language and rigid), good internal consistency and convergent validity with the Autism Quotient. Thus, the Swedish BAPQ exhibits acceptable psychometric properties and may be useful for assessing the BAP in non-clinical populations.