Editorial: Women in developmental psychopathology and mental health
Bibliographic record
Abstract
It was with this vision that Dr. Eva Möhler and I accepted the invitation to act as co-editors of this special issue. Our mission was to create a platform to promote and amplify the work of women scientists across developmental psychopathology and mental health. To ensure this focus, we invited submissions where the first or last author identifies as a woman, highlighting the diversity of research being conducted. Despite the broad scope of developmental psychopathology, a unifying theme emerged: trauma-related issues. Trauma remains a critical focus in the field, with profound implications for children, adolescents, caregivers, and mental health professionals alike. The contributions in this issue explore trauma-related challenges through multiple lenses, offering unique insights into the systemic, interpersonal, and psychological factors that shape mental health outcomes.The collection begins with a critical investigation into barriers to effective intervention for children with sexual behavior problems. The study sheds light on the challenges hindering therapy completion and highlights actionable pathways to improve outcomes for this underserved group within mental health systems. Notably, the findings emphasize the importance of placement stability, social support networks, and maternal support in facilitating therapy completion and enhancing the likelihood of successful intervention.Child Maltreatment Among Autistic Children in Protection Services Another study explores the complexities of child maltreatment among autistic children involved in child protection services. Results revealed that autistic children appear at higher risk of child maltreatment and at higher risk of presenting co-occurring conditions compared to their nonautistic peers. By examining the specific forms and correlates of maltreatment, the research underscores the need for tailored interventions and robust support systems to address the unique challenges faced by this vulnerable population.Residential Child Care Worker and perceptions of Well-Being and Work-Related Stress Brend and colleagues examine the well-being of residential childcare workers by exploring their sense of work-related pride and achievement. Given that caretakers' attitudes play a crucial role in the success of treatment in residential mental health facilities, this study addresses an important aspect of child welfare. It identifies a rarely studied protective mechanism for childcare workers, which relies on the reciprocity, trust, and confidence established in their relationships with children. Their findings are relevant not only to mental health professionals but also to child caretakers in daycare settings, emphasizing the importance of prevention in child mental health.How adverse childhood experiences impact the professional quality of life of residential care workers: resilience as a mediator for burnout, secondary traumatic stress, and compassion satisfaction. This important study investigates how adverse childhood experiences (ACEs) impact the professional quality of life of care providers. The findings underscore the cumulative effects of personal trauma, examining how burnout, secondary traumatic stress, and compassion fatigue are mitigated by resilience. This research provides valuable insights into sustaining mental health professionals in demanding caregiving fields.The issue also addresses adolescents in outpatient clinic settings, with a study exploring PTSD, emotional dysregulation profiles, and substance use. By identifying key patterns and risk factors within this population, the research highlights the interconnectedness of trauma, behavioral regulation, and substance-related challenges, offering clinicians new pathways for intervention.Collectively, these contributions address some of the most pressing challenges in developmental psychopathology: The vulnerability of children and adolescents, especially those experiencing trauma, maltreatment, or systemic barriers to care. The mental health and well-being of caregivers, including the gendered nature of caregiving and its emotional toll. The need for resilience-based interventions, tailored support systems, and innovative strategies to address the ripple effects of trauma across individuals and systems. This issue is unique in its multi-faceted exploration of trauma-whether in child protection settings, outpatient clinics, or caregiving environments. It reflects not only the diversity of the challenges but also the resilience and innovative contributions of women researchers leading the field. Through this special issue, we underscore the importance of amplifying women's voices in developmental psychopathology and mental health research. Their work shines a light on underserved populations, systemic barriers, and pathways for change-bringing us closer to equitable, trauma-informed care for all. We hope this collection inspires further research, policy change, and global efforts to promote gender equality in science, mental health, and developmental care.Dr. Isabelle V. Daignault and Dr. Eva Möhler Co-Editor, Special Issue on Women in Developmental Psychopathology
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".