Johan Isaksson

Bullying behavior among youth is linked to long-term psychosocial and criminological consequences and is particularly prevalent yet understudied in juvenile justice settings. Stable individual differences, including personality traits, early psychopathic traits, and biological markers, may provide a framework for understanding bullying among young offenders. The present study examined whether these factors, both individually and cumulatively, were associated with bullying behavior among 370 male adolescents aged 14 to 19 years detained in a juvenile detention center in Northern Russia. Bullying behavior was evaluated using the Kiddie Schedule for Affective Disorders and Schizophrenia – Present and Lifetime Version. Data were available for subsets on personality traits measured with the Temperament and Character Inventory ( n = 320), early psychopathic traits assessed with Lynam’s Childhood Psychopathy Scale (self-report n = 136; teacher report n = 154), and platelet Monoamine Oxidase B (MAO-B) activity ( n = 178). Associations between bullying, personality traits, psychopathic traits, and MAO-B activity were examined using independent-samples t -tests, linear and logistic regression models. All analyses were conducted using available cases and adjusted for smoking. A cumulative risk index was created to examine the combined contribution of multiple risk factors, based on the top 20% in novelty seeking, psychopathic traits, and low MAO-B activity. Bullies differed from non-bullies on nearly all personality traits, showing higher novelty seeking and lower self-directedness and cooperativeness. Bullies also exhibited higher psychopathic traits (self- and teacher-rated) and lower MAO-B activity, although the MAO-B association weakened to a trend when adjusting for smoking. The likelihood of belonging to the bullying group increased with the accumulation of risk factors across personality, psychopathic traits, and MAO-B activity. We conclude that, within an already high-risk offender population, bullying is associated with the cumulative presence of personality characteristics, psychopathic traits, and biological markers, supporting a multidimensional framework of risk.

Smoking represents a significant public health problem and exploring the factors that may influence its development in youth is of major importance. The research on adolescent populations that addresses the impact of posttraumatic stress on smoking over time, especially using ethnicity and gender perspectives, remains limited. The study was conducted on a representative sample of predominantly ethnic minority youth ( N = 2596; 53.5% female; age 11–16 years old (M(SD) = 12.75(1.27)); 58.8% African‐American, 25.5% Hispanic American, 13.6% White). Self‐reported information was obtained on smoking, symptoms of posttraumatic stress and depression in year 1 and on smoking in year 2. Generalised Linear Models were used to explore the association between posttraumatic stress in year 1 and smoking in year two in youth from the different ethnic groups, while controlling for their baseline levels of smoking, depressive symptoms, age and socio‐economic status. Posttraumatic stress was related to smoking one year later, and the association remained significant while also adjusting for the baseline variables. Sensitivity analyses indicated that the association was primarily driven by smoking frequency rather than smoking quantity. The association between posttraumatic stress and smoking did not differ by gender or ethnicity, although more females than males reported smoking both at baseline and one year later, and fewer African American adolescents reported smoking, as compared to White and Hispanic American adolescents. The findings emphasize the importance of the timely recognition of traumatic exposure and may inform targeted prevention and early interventions.

The ways of expressing aggression may differ by gender and change with advancing age becoming more indirect or covert. In contrast to other types of aggression, boys and girls may be similar in their use of relational aggression (RA), which may replace other types of aggression by adolescence. Despite this, the relationships between RA and other types of aggression by gender and age are underexplored. This study aimed to compare RA in adolescents from Northwestern Russia and to explore its associations with other types of aggression, related emotions and cognitions, and peer victimization, taking into account the interaction effects between RA, gender, and age. The analytic sample consisted of 2,838 participants, aged 13 to 17 years (57.9% female; 95.8% ethnic Russian). RA, physical, verbal, and proactive aggression, anger rumination, trait anger, and peer victimization were assessed by self-reports. A full path analysis was conducted to explore the associations between the variables. The prevalence of RA was largely similar by gender. Boys reported higher levels of overt aggressive behavior and peer victimization, but lower anger and anger rumination, as compared to girls. Girls and boys with greater RA similarly engaged in a wide range of other types of aggression and experienced more peer victimization, but some gender-specific patterns associated with RA were also found. Increasing age was associated with greater anger rumination and lower peer victimization. This is the first study among Russian adolescents to explore RA in relation to other types of aggression and its emotional correlates by gender. The greater variety of aggressive behavior in more relationally aggressive youth is worrying, given that chronic engagement in multiple forms of aggression carries a greater risk for subsequent problems in social adjustment. The results were in line with those from North American populations, indicating that the findings may be generalizable to other cultures.

A diagnosis of attention-deficit/hyperactivity disorder (ADHD) may impact identity development. It is imperative that children/adolescents are invited to participate in their care, yet this has not been examined in relation to ADHD assessments. This study examined child and adolescent experiences of undergoing ADHD assessment at the Child and Adolescent Mental Health Services (CAMHS). Semi-structured interviews were conducted with 14 children/adolescents (8 boys/6 girls), aged 10–18 years. Thematic analysis resulted in five themes. A consistent pattern was that assessment was described as ‘not a big deal,’ which points to a normalization of ADHD assessment and diagnosis. The assessment process seemed to be motivated primarily by a desire for support in school. Undergoing assessment contributed to increased self-awareness and seemed to confirm rather than alter identity. Better information beforehand and more stimulating appointments could improve participation. Neuropsychological testing was described as fun and contributed to more variation in the assessment procedures.

Background: Challenges in adaptive or daily functioning are inherent to diagnostic criteria for neurodevelopmental conditions (NDCs). However, less is known regarding the influence of factors that may confound the association between NDCs and adaptive functioning. Therefore, we examined the associations between different NDCs and adaptive functioning while adjusting for co‐occurring conditions, genetics, and shared environment. Methods: We used a co‐twin control study design in a sample of Swedish twins ( N = 314, age range 8–21 years), including both monozygotic (MZ) and dizygotic (DZ) twins. Adaptive function was assessed using the parent‐rated Adaptive Behavior Assessment System, second edition. A generalized estimating equations (GEE) model was fitted, using NDC diagnoses of Autism Spectrum Disorder, Attention‐Deficit/Hyperactivity Disorder (ADHD), and Intellectual Disability (ID), as well as other psychiatric conditions, as exposure and adaptive functioning as the outcome. The model was first fitted across twin pairs and subsequently within the twin pairs, thus adjusting for genetic and shared environmental influences. Interaction effects of age and sex by different NDCs on adaptive functioning were assessed. Results: All forms of NDCs were independently associated with challenges in adaptive function across pairs. The co‐occurrence of multiple NDCs was associated with adaptive functioning, with a greater number of NDCs being associated with more functioning challenges. Higher age was associated with more challenges in adaptive functioning among autistic individuals. In the within‐pair models, the association remained for autism and ID, but the association between ADHD and adaptive functioning was lost in the MZ sub‐sample when adjusting fully for all genetic factors. Conclusions: NDCs are associated with challenges in adaptive function, even when adjusting for other psychiatric conditions, stressing the importance of adequate community support. Findings indicate the importance of non‐shared environmental factors for understanding the challenges in adaptive function experienced by individuals with autism and ID and genetic factors for individuals with ADHD.

Attention‐deficit hyperactivity disorder (ADHD) presents challenges that both influence and are influenced by the child's environment. While non‐pharmacological interventions exist for youth and parents, brief and accessible programmes that also engage the wider social network are lacking. This study evaluated the feasibility of the psychoeducational programme SKILLS for the child's Social Network (SKILLS‐SN), focusing on implementation, acceptability, and preliminary outcomes. One hundred participants—including parents, grandparents, stepparents, and others in the child's network—attended the two‐session intervention at two sites, online or in person. Following the intervention, demographic data and satisfaction ratings were collected. Participants also completed pre‐ and post‐ratings of perceptions of the youth's ADHD, treatment, and challenges. Quantitative data were analyzed descriptively and with non‐parametric tests; an open‐ended response regarding opinions about SKILLS‐SN was analyzed with qualitative content analysis. Attendance was high, with over 97% completing both sessions; 17% of participants were non‐parents. Most rated SKILLS‐SN as good or excellent, and 99% would recommend it to others. Increased knowledge about ADHD was most valued. No significant changes were observed in participants' attitudes towards ADHD or treatment. The qualitative analysis identified three themes: programme strengths (e.g., useful as basic training), suggestions for improvement (e.g., more discussion time), and experienced impact (e.g., increased knowledge). SKILLS‐SN appears to be a feasible and acceptable brief psychoeducational programme for the child's social network. Future work should enhance participant interaction, broaden inclusion to school personnel and other key individuals, and further evaluate effectiveness and long‐term outcomes.

Adolescents with attention-deficit/hyperactivity disorder (ADHD) often experience difficulties with emotion regulation, but treatment alternatives remain limited. This study investigates the feasibility and effectiveness of a newly developed psychological intervention aiming to increase emotion regulation skills in adolescent ADHD. A single-case experimental design with multiple baselines across participants was employed. Seven girls aged 13-17 years with ADHD completed the intervention. Outcomes of feasibility included attrition and retention rates, therapist-rated adherence, homework completion and engagement with the intervention material, as well as self- and caregiver ratings of client satisfaction and adverse outcomes. Primary outcomes of emotion dysregulation included weekly self- and caregiver ratings of the Difficulties in Emotion Regulation Scale Short Form during baseline, the intervention and a follow-up period of 2 weeks. Data was analyzed through descriptive statistics, visual inspection and effect size (Tau). The intervention was deemed feasible, although homework completion and engagement between sessions proved challenging. Six adolescents and caregivers reported lower emotion dysregulation after the intervention. However, six adolescent and four caregiver ratings demonstrated improvement before the intervention during baseline, complicating determination of intervention effects. Nevertheless, four participants showed a visual and/or statistical improvement from the intervention. Sensitivity analyses suggest that the intervention may have positive effects on emotional clarity.