Parental Educational Expectations,Academic Pressure,and Adolescent Mental Health:An Empirical Study Based on CEPS Survey Data

Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based on the baseline data of the China Education Panel Survey,which was collected within one school year during 2013–2014.It included 19,958 samples from seventh and ninth graders,who ranged from 11 to 18 years old.After removing missing values and conducting relevant data processing,the effective sample size for analysis was 16344.The OLS(Ordinary Least Squares)multiple linear regression analysis was used to examine the relationship between parental educational expectations,academic pressure,and adolescents’mental health problems.In addition,we established an interaction term between parents’educational expectations and academic pressure to investigate the moderating effect of academic stress.Results:The study found that adolescents whose parents had high educational expectations reported less mental health problems.(β=−0.195;p<0.001).Additionally,adolescents who had high academic pressure reported more mental health problems.(β=0.649;p<0.001).Furthermore,the study found that academic pressure had a significant moderating effect on the relationship between parental educational expectations and adolescents’mental health problems(β=0.082;p<0.001).Conclusion:Parental educational expectations had a close relationship with adolescents’mental health problems,and academic pressure moderated this relationship.For those adolescents with high levels of academic pressure,the association between high parental educational expectations and mental health problems became stronger.On the contrary,for those adolescents with low levels of academic pressure,the association between high parental educational expectations and mental health problems became weaker.These findings shed new light on how parental educational expectations affected adolescent mental health problems and had significant implications for their healthy development.

Clinical Dissemination and Implementation of EBTs From the Ground Up:How to Develop a Multi-Site CBT“Clinical Dissemination Practice”The Case Example of the Child&Family Institute

The recent proliferation of empirically-supported treatments(ESTs)into the private sector has led to more U.S.children and families receiving high quality treatments and improved treatment outcomes.However,there remains a significant dearth of evidence-based clinics,service providers,and training programs nationally,particularly in more remote communities.The Child&Family Institute(CFI)was founded in 2011 as the world’s first Clinical Dissemination Practice and training institute,comprising five core unifying stages and initiatives:(1)Dissemination Through Training,(2)Dissemination Through Community Partnership,(3)Dissemination Through Integrated Behavioral Health,(4)Dissemination Through Technology,and(5)Dissemination Through Multi-State,Multi-Site Program Development and Implementation,all with a common goal of raising awareness and leveraging local and national resources to disseminate and implement accessible,affordable,evidence-based care to children,families,and communities across the United States,and beyond.Perhaps most central and unique to CFI’s five initiatives,and its overall core values and mission,is the accessibility and affordability of services for each and every child.Preliminary feedback from patients,students,collaborators,local politicians and stakeholders,partner organizations,and the broader communities in the regions served has been enthusiastic,and several grant submissions and research partnerships are underway,to test the effectiveness of CFI programming and evidence-based treatments in“real-world”clinics nationwide.