Emotional Problems Research Articles

Development and validation of the caregiver-report version of the international depression questionnaire (IDQ-CG) and international anxiety questionnaire (IAQ-CG).

The International Depression Questionnaire (IDQ) and International Anxiety Questionnaire (IAQ) are self-report measures of ICD-11 single episode depressive disorder (DD) and generalised anxiety disorder (GAD). The present study sought to describe the development and psychometric evaluation of the caregiver-report versions of the IDQ and IAQ for children, referred to as the IDQ-CG and IAQ-CG, respectively. Participants were 639 parents living in Ukraine who provided data on themselves and one child in their household as part of "The Mental Health of Parents and Children in Ukraine Study: 2023 Follow-up" study. The latent structure of the IDQ-CG and IAQ-CG were tested using confirmatory factor analysis (CFA), composite reliability (CR) estimates were estimated, and convergent validity was assessed. Prevalence rates of probable ICD-11 DD and GAD were also estimated. CFA results indicated that the IDQ-CG and IAQ-CG were unidimensional, while the internal reliability of both scales was excellent. Convergent validity was established via associations with external measures of internalizing, externalizing, and attention problems as well as trauma exposure. Factors associated with increased IDQ-CG and IAQ-CG scores included pharmacological support for emotional or behavioural problems, delayed milestone development, being forced to move to another part of Ukraine, serious life disruption due to the war, and having experienced a bereavement. Of the total sample, 1.6% met diagnostic requirements for ICD-11 DD and 5.8% met diagnostic requirements for ICD-11 GAD. This study supports the psychometric properties of the IDQ-CG and IAQ-CG. These measures can be effectively used to identify young people in need of mental health support.

NFS-15. SPECIFIC FOR NF1, BASED ON SOCIAL COGNITION DEFICITS, MALADAPTIVE BEHAVIORS AS RISK FACTORS OF DIFFICULTIES IN THE SOCIO-EMOTIONAL FUNCTIONING

Abstract BACKGROUND The neurocognitive effects of NF1 include social cognition deficits, which are significant, because cause cognitive and social functioning. Social cognition is defined as cognitive processes related to the perception and understanding of cues in the environment that communicate social and interpersonal information and the ability to use those cues to interpret the thoughts and reactions of others and to modify one’s own behaviors to fit the social context. The purpose of the study was to describe cognitive deficits and behavioral phenotype of NF1, as well as looking for connections between deficits of social cognition and socio-emotional status in NF1. METHODS Psychological repeated testing and long-term observation was performed in 100 patients with NF1. Age at psychological diagnosis: 3 - 18 years. Full psychological outcome assessed cognitive, verbal and affective problems associated with manifestations of NF1. The patients were examined using battery of neuropsychological methods, psychological interview and analysis of medical history. For research of social functioning used subscales of Vineland Adaptive Behavior Scales (VABS-II) and Child Behavior Checklist (CBCL). We assessed also maladaptive behavior as a risk of social rejection. The main point of the assessment was to discover link between social cognition and challenging behaviors. RESULTS In the sample of patients with NF1 we observed specific social difficulties associated with emotional disturbances and social rejection. This specific behavioral phenotype and social cognition deficits disturbed learning process and their social life. Patients with NF1 were distinctly ineffective in interpersonal communications and establishing relations in the peer group as well as following the rules of social convention. CONCLUSIONS The results of our study suggest that social cognition deficits, are responsible for socio-emotional status of patients with NF1. Draft recommendations for diagnosis of specific emotional problems typical for NF1 and program of social development stimulation in NF1 will be presented and discussed.

The Trauma Recovery Clinic: A Stepped Collaborative Care Model for Trauma Surgery Patients to Address Health Disparities.

Background: The Trauma Recovery Clinic (TRC) was developed to meet the psychiatric, psychological, and psychosocial needs of traumatically injured patients following discharge from a level-I trauma center. The objective of this study is to demonstrate the efficacy of the TRC as an application of the stepped collaborative care model in order to address health disparities.Methods: Patients with a history of inpatient treatment for a physically traumatic injury at this level-I trauma center were approached and enrolled at initial TRC outpatient appointments. Data was collected, including the PTSD Checklist-Civilian Version (PCL-C), the Patient Health Questionnaire (PHQ-9), the Attitudes towards Guns scale, and the Youth Behavior Risk Survey (questions about weapon carrying practices).Results: A total of 80 patients were included in this study. Patients expressed several social determinants of health risk factors, with 60% of the sample reporting witnessing someone being wounded or killed. Results demonstrated a significant decrease in trauma symptoms (T24 = 3.33; P = .001, d = 0.67) and depressive symptoms (T24 = 2.23, P = .02, d = 0.45) by their 6th clinic visit. Additionally, patients reported significant improvements in role limitations due to emotional problems (T25 = 1.74; P = .04; d = 0.34) and social functioning (T25 = 2.23; P = .02; d = 0.43). Interestingly, patients who reported carrying a weapon in the last 30 days reported significantly higher trauma symptoms (T64 = 3.21, P = .002) and depressive symptoms (T64 = 2.77, P = .007).Discussion: This evaluation of services at the recently implemented Trauma Recovery Clinic demonstrated that the clinic is successfully treating individuals who have experienced traumatic injuries. More specifically, the clinic services are effectively engaging a vulnerable, hard-to-reach patient population.

Increased Emotional and Behavioral Problems in Children During Covid-19 Pandemic

Pendahuluan. Upaya yang dilakukan untuk mengendalikan pandemi dapat menimbulkan dampak signifikan di sektor ekonomi, kegiatan sehari-hari, dan seluruh aspek kehidupan anak. Dampak yang terjadi bisa jadi melekat seumur hidup. Risiko kesehatan akibat infeksi COVID-19 pada anak mungkin lebih rendah dibandingkan dengan kelompok usia yang lebih tua, terdapat 80 juta anak di Indonesia (sekitar 30% dari seluruh populasi) yang berpotensi mengalami dampak serius akibat beragam dampak sekunder yang timbul baik dalam jangka pendek maupun jangka Panjang. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui faktor-faktor yang memengaruhi masalah perilaku dan emosi anak selama Pandemi Covid-19. Metode. Penelitian menggunakan desain cross sectional dan teknik pengambilan sampel menggunakan purposive sampling sebanyak 102 responden. Analisis data menggunakan chi-square atau fisher dilanjutkan dengan analisis multivariat menggunakan analisis multivariat regresi logistik. Hasil. Penelitian ini didapatkan kesehatan mental orangtua menjadi factor yang paling berhubungan dengan perilaku anak dengan nilai signifikan (p-value) 0,028 kurang dari 0,05. Diskusi. Anak-anak yang terpapar stressor dengan orang tua yang mengalami masalah kesehatan mental akan mempengaruhi kehidupan anak dimasa selanjutnya pada saat dewasa.

The Role of Emotional Intelligence and Problem Focused Coping on the Stress Level of Students in Bali Who Are Writing Their Thesis

The Role of Emotional Intelligence and Problem Focused Coping on the Stress Level of Students in Bali Who Are Writing Their Thesis

Emotional and behavioral problems of Mexican preschoolers before and during the pandemic of COVID-19

Introduction. Identifying mental health problems in children is essential to preventing psychopathological problems in adolescence or adulthood and ensuring optimal development. It is important to take measures in this regard to support younger children, especially during the pandemic, which may result in emotional and behavioral problems. To this end, it is necessary to identify children’s current disorders. Objective. To identify and compare the emotional and behavioral profiles of Mexican preschoolers assessed in 2006 with those assessed in 2021 (during the pandemic), under the hypothesis that those evaluated in 2021 will present with greater depression, anxiety, sleep problems and inattention than those evaluated in 2006. Method. Total sample of 608 preschoolers, including the 2006 subsample consisting of 327 children and the 2021 subsample of 281. A descriptive cross-sectional design was used, together with The Child Behavior Checklist (CBCL 1.5-5; Achenbach & Rescorla, 2000). Results. Significant differences were found between the two groups. Preschoolers evaluated in 2021 (during the pandemic) showed an increase in sleep, attention, and anxiety problems. Moreover, significant changes were observed at the item level, in which the presence of certain indicators increased during the pandemic. These included: overeating, showing little interest in their surroundings, refusing to sleep alone, being nervous or tense, having nightmares, being anxious or scared, being afraid to try new things, problems speaking or pronouncing words, an inability to concentrate or pay attention for a long time, or sit still, and shifting quickly from one activity to another. Discussion and conclusion. Increases in sleep, attention, and anxiety problems were confirmed preschoolers assess in 2021 compare to 2006 group, a group that has barely been studied in terms of mental health effects during the pandemic. It is important to conduct epidemiological studies to evaluate the change in symptomatology in preschoolers and to measure the historical biases of an event such as COVID-19.

The growth of problematic media use over early childhood: Associations with long-term social and emotional outcomes

Problematic media use (PMU) tends to be related to significant social, emotional, and behavioral problems throughout life. Little research, however, has examined the development of PMU during early childhood, where media habits begin to form. The current longitudinal study examines the growth of PMU across early childhood (between 2.5 and 5.5 years of age) with a focus on predictors and outcomes (social, emotional, and parenting) of the intercept and slope of PMU over time. Participants (N = 269 children and their parents; 4.9% Asian American, 8.2% Black, 21% Hispanic or Latino, 63% White, 7% Mixed or Other race) completed questionnaires assessing PMU, media parenting, parental warmth and connection, and child social and emotional problems. Results indicated slight overall increases in PMU from ages 2.5 to 5.5. Emotional reactivity, aggression, and overall TV time predicted initial levels of PMU. Additionally, initial levels of PMU were related to social and emotional problems four years later. An increasing trajectory of PMU was associated with later aggression in childhood, even when controlling for initial levels of aggression. Implications for parents and prevention efforts aimed at reducing PMU are discussed.

Puberty suppression in adolescents with gender dysphoria: an emerging issue with multiple implications.

Controversy exists over puberty suppression (PS) in adolescents with gender dysphoria (GD). PS is preferentially achieved with GnRH analogues. By preventing the development of secondary sex characteristics, PS may improve psychological functioning, well-being, quality of life, emotional and behavioral (especially internalizing) problems and depressive symptoms, thus decreasing suicidality. PS can also extend the diagnostic period and give transgender adolescents time to explore their gender identity. GnRHa may also decrease the need for feminization/masculinization surgery. However, 2-year treatment with GnRHa may result in bone mass accrual retardation (decrease in BMD/BMAD z-scores), growth velocity deceleration (decrease in height SDS), increase in fat mass, temporary pause in oocyte/sperm maturation. The most common side effects of GnRHa are hot flashes, mood fluctuations, fatigue and headache. They are usually mild and rarely lead to GnRHa discontinuation. Based on current scientific evidence, PS could be recommended to adolescents who meet the diagnostic criteria of gender incongruence (by DSM-5 and/or ICD-11) and have long-lasting intense GD, which aggravates with puberty onset. Before initiating PS, possible mental issues should be addressed and informed consent (by the adolescent/caregiver) should be given, after counseling on probable reproductive effects of GnRHa. GnRHa can only be started after the adolescent has entered Tanner stage 2. Nevertheless, published studies are inadequate in number, small in size, uncontrolled and relatively short-term, so that it is difficult to draw safe conclusions on efficacy and safety of GnRHa. Large long-term randomized controlled trials are needed to expand knowledge on this controversial issue and elucidate the benefit and risks of PS.

Children’s Social-Emotional Development During the COVID-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments

ABSTRACT Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (M Age = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already disadvantaged groups of children from families with lower income and lower educational background. Peer problems increased only among children from families with lower educational backgrounds. The emotional climate of the family and the quality of children’s preschool learning environment were identified as protective influences for the development of children’s peer problems, but not for children’s emotional problems. Practice or Policy: The policy restrictions implemented to slow the spread of the COVID-19 virus had longer-lasting consequences for (some) children’s emotional functioning. Efforts should be undertaken to mitigate such detrimental effects by supporting disadvantaged groups of children. In addition, based on the findings regarding the importance of high-quality interactions to prevent the development of social problems among children, policy should establish the conditions for preschool staff to provide high-quality interactions in childcare.

The Emotional and Physical Problems of People with Friedreich’s Ataxia and Their Perception about Discrimination

Living with disabilities might be difficult because of environmental and societal barriers. Societal barriers against people with disabilities generally include discriminative ideas of people with no disabilities. In this study I focus on the experiences of people with specific kind of disability namely Friedreich’s Ataxia (FA). Since it is a progressive disorder, people with FA might experience different kinds of impairments at the same time and they might confront many obstacles from society. To understand their emotional and physical problems one qualitative and one quantitative study were conducted in the current research study. In quantitative part it was found that perceived social support is an important factor for the affect situation of people with FA. In qualitative part it was revealed that people with FA confront both environmental obstacles like the disabling streets for wheelchairs and societal obstacles like discriminative behaviors toward them. In this light in future studies researchers might focus on the ways to reduce discriminative ideas of non-disabled people.

The effect of successful educational actions in transition from primary to secondary school.

While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition: positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students' perception of belongingness, and academic performance.

Labor Situation and Academic Engagement in University Students

Objective: Admission to university means a change in lifestyles for young people, who are burdened by factors such as emotional problems, stress and must develop the skills to face positively their university studies developing their academic engagement [EA]. In this context, the aim of this study was to determine the relationship between the employment situation and academic engagement in university students. Methods: A quantitative methodology with a cross-sectional correlational design was used. The sample consisted of 429 university students, male and female, selected by a random probabilistic criterion. The Utrecht Work Engagement Scale was used to collect information. The statistical test used corresponds to the Spearman correlation. Results: The main results reveal that the level of EE of university students is average, since 48.5% identified with this level. In the dimension of vigor of the EA, high percentages of university students with a medium level of engagement with a tendency to low and very low levels were found. In the dimension of dedication, university students were characterized by having a medium level with a tendency to high and very high levels, while in the dimension of absorption, university students are characterized by having a medium level of engagement with a tendency to low levels. On the other hand, the employment situation of university students reveals that 69% study and work, while 31% only study. Conclusion: It is concluded that there is a moderate relationship between the employment situation and the EA since the p value obtained is less than the proposed significance value (0.025<0.050).

Mothers' and their children's emotional and behavioral symptom trajectories and subsequent maternal adjustment: Twenty-seven years of motherhood

BackgroundThis study aims to describe maternal depressive symptoms (MDS) trajectories in a longitudinal study extending from pregnancy to 27 years after the birth of the firstborn child. We also explored the associations of both MDS trajectories and child internalizing and externalizing problem trajectories with maternal adjustment (adaptive functioning, emotional and behavioral problems). MethodsThe population-based study was conducted in Tampere, Finland, and the sample comprised 356 first-time mothers. MDS were screened with the Edinburgh Postnatal Depression Scale during pregnancy, first week after delivery, 2 and 6 months postnatally, and when the child was 4–5, 8–9, 16–17, and 26–27 years of age. The internalizing and externalizing problems of the children were assessed with the Child Behavior Checklist when the child was 4–5, 8–9, and 16–17 years of age. Maternal adaptive functioning and internalizing and externalizing problems were assessed with the Adult Self Report at 26–27 years after the birth of the first child. Complete follow-up data were available for 168 mothers. ResultsWe describe a three-group trajectory model of MDS (High Stable, Low Stable, Very Low). Elevated depressive symptom patterns were associated with less optimal maternal outcomes regarding both adaptive and problem dimensions. The child's internalizing and externalizing problem trajectories were associated with maternal internalizing and externalizing problems but not with maternal adaptive functioning. LimitationsMaternal and child measures were based on maternal reports only. ConclusionsThe interconnectedness of the well-being of the mother and child should be noted in health and mental health services for adults and children.

Meta Analisis Pengaruh Pola Asuh Dalam Memberikan Gadget Terhadap Sosial Emosional Anak Usia Dini

This research aims to compare several aspects of research results between 2019 and 2024. The method used is preferred reporting items for systematic reviews and meta analyzes (PRISMA). This article discusses the influence of parenting styles in providing gadgets on the social emotional development of early childhood. The results of this research also show that the way parents allow their children to use gadgets greatly influences their social and emotional development. The size of its influence is very significant for children. Around 9.5% to 14.2% of children experience social and emotional problems in the age range of zero to five years, which can affect their developmental abilities and readiness to enter school.

Psychosocial Problems and Coping Methods Experienced By The Nurses Working In Pandemic Clinics

Aim: This study was designed as a descriptive study using the "in-depth interview technique" to determine psychosocial problems and coping methods experienced by nurses working in Covid 19 pandemic clinics. Materials and Methods: The universe of the study consisted of 871 nurses working in pandemic clinics of a city hospital in the western part of Turkey between September 2021 and October 2021; and the sample consisted of 21 nurses working in pandemic clinics. "Personal Information Form" and "Psychosocial Health Evaluation Form in Nurses" were used as data collection tools in the study. Data were analyzed by using content analysis. Results: Mean age of the nurses participated in the study was 31.85 years old; and 76.20% were women. A total of five main themes and subthemes for each theme were identified at the end of data analysis. Five main themes identified were “Emotional Problems”, “Behavioral Problems”, “Coping Strategies”, “Occupational Changes” and “An Isolated Life”. Conclusion: Nurses experienced various psychosocial problems in their working environment during the pandemic. It is suggested to plan preventive psychosocial interventions in order to decrease and prevent psychosocial problems experienced by the nurses under challenging conditions.

Depression and parental distress among caregivers of autistic children: a serial mediator analysis in caregivers of autistic children

BackgroundThis study aimed to investigate the relationship between the severity of autism, emotional and behavioral problems of autistic children, internalized stigma, depressive symptoms, and primary caregiver parental stress. Specifically, we explored the mediating role of internal stigmatization and total difficulties of individuals with autism on parenting stress and depressive symptoms of the primary caregiver.MethodMothers of 93 children with autism were included in the study. The mothers were given the Beck Depression Inventory (BDI), The Internalized Stigma of Mental Illness Scale (ISMI), the Autism Behavior Checklist, the Parenting Stress Index-Short Form, Strength, and Difficulties Questionnaire -Parent Form (SDQ-P).ResultsAs a result of our study, the emotional and behavioral problems of the child and the internalized stigmatization felt by the parent played a mediator role in the relationship between the child’s autism severity and the parent’s stress and depressive symptoms.ConclusionsOur findings highlight that internalized stigmatization and behavioral characteristics of individuals with autism are among the most critical problems for their primary caregivers. These results have important implications for the development of interventions aimed at reducing the internalized stigma experienced by primary caregivers of individuals with autism and for improving their mental health outcomes.

Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial.

Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children's mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children's mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children's mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children.

Evaluation of co-designed online teacher training program for providing neuroscience- informed mental health intervention to Japanese children

IntroductionWhile mental health problems are prevalent among children, Japanese schools face challenges in providing effective mental health support to children partly due to a lack of training in mental health intervention. This study aimed to address this problem by evaluating a co-designed online teacher training program to provide a neuroscience-informed mental health intervention (NIMHI) to Japanese children.MethodThe present study evaluated the effectiveness of an online teacher training program by conducting a single-arm trial involving a group of 20 teachers and 245 children aged 8–12 from a regional Japanese primary school. The researcher delivered online training to Japanese teachers, who subsequently administered NIMHI to Japanese children over a 4-week period. The evaluation involved the administration of pre- and post-intervention student questionnaires, pre- and post-training teacher questionnaires, and post-intervention teacher interviews.ResultsAfter the delivery of the training program, 80% of Japanese teachers expressed strong or moderate satisfaction with the training. There were significant improvements in teachers' knowledge, perceived skills, self-efficacy, and acceptability of using NIMHI. Teachers implemented intervention strategies at least twice a week over four weeks. Following the intervention, 70% of teachers reported qualitative changes in students' mental health, such as more stable emotions. However, there were no significant changes in students' emotional problems, school enjoyment, and psychological wellbeing.DiscussionThe findings offer a fresh perspective on the effectiveness of utilizing digital technology, as a modality for delivering training to Japanese teachers. However, the absence of quantitative changes in students' mental health could suggest that the effectiveness of the online teacher-training program may not have been sufficiently robust. Further improvements in the online teacher-training program would be useful, such as providing tablet applications to assist teachers in implementing suitable intervention strategies and teaching a more focused range of strategies.

Friend Emotional Support and Dynamics of Adolescent Socioemotional Problems.

Emotional support from friends is a crucial source of social support for adolescents, significantly influencing their psychological development. However, previous research has primarily focused on how this support correlates with general levels of socioemotional problems among adolescents, neglecting the significance of daily fluctuations in these problems. The aim of this study was to explore the relationship between friend emotional support and both the average and dynamic indicators of daily emotional and peer problems in adolescents. These dynamic indicators include within-domain dynamics-such as inertia, which reflects the temporal dependence of experiences, and volatility, which indicates within-person variance-and cross-domain dynamics, such as transactional effects, which measure the strength of concurrent or lagged associations between daily emotional and peer problems. Participants were 315 seventh-grade Chinese adolescents (Mage = 13.05 years, SD = 0.77 years; 48.3% girls). Adolescents reported on their friends' emotional support at baseline and then completed measures of daily emotion and peer problems over a 10-day period. Using dynamic structural equation models, the results revealed that higher levels of friend emotional support were associated with fewer daily socioemotional problems. This was evident both in terms of average levels and dynamic aspects, characterized by lower mean levels of daily emotional and peer problems, reduced inertia and volatility of these problems, and a weaker spillover effect from daily emotional issues to peer problems. These findings highlight the significant role of friend-emotional support in mitigating adolescents' daily socioemotional challenges.

Feasibility, satisfaction, and goal attainment in routine telemedicine consultation in child and adolescent psychiatry and psychotherapy.

Telehealth services were rapidly adopted during the COVID-19 pandemic, but evidence regarding the effectiveness and feasibility of telehealth services in child and adolescent mental healthcare is sparse. This study aims to investigate feasibility, satisfaction, and goal attainment in video-delivered consultations in routine care child and adolescent psychiatry and psychotherapy. A total of 1046 patients from four university child and adolescent outpatient psychiatric clinics and one university outpatient unit for child and adolescent psychotherapy were screened for study participation. We examined a) the percentage of patients considered eligible for video-delivered consultation, b) clinicians', parents' and patients' satisfaction with video consultation, c) clinicians' ratings of goal attainment in video consultation, and d) factors associated with satisfaction and goal attainment. 59% of the screening sample (n = 621) fulfilled eligibility criteria and were considered eligible for video consultation. A total of 267 patients consented to participate in the study and received a video consultation. Clinicians reported high levels of satisfaction with video consultation and high levels of goal attainment in video consultations, especially for patients scheduled for initial patient assessments. Parents and patients were also highly satisfied with the video consultations, especially if patients had less severe emotional and behavioral problems. The present findings suggest that video consultations are a feasible and well-accepted alternative to in-person consultations in child and adolescent mental health care, especially for children with less severe symptoms and for children in early phases of assessment and treatment. Limitations include the lack of a control group. The study was registered at the German Clinical Trials Registry (DRKS00023525).