Targeting image-based autobiographical memory in childhood to prevent emotional disorders: Intervention development and a feasibility randomised controlled trial

Language and autobiographical memory development from 5 to 12 years: A longitudinal perspective

The main aim of this study, with two repeated measurements, was to analyze the development of autobiographical memory in a sample of 78 Spanish participants at ages 5 (Time 1; M = 62.43 months, range: 50-74 months) and 12 (Time 2; M = 142.71 months, range: 132-155 months). Data were collected on autobiographical memory and verbal functions. We analyzed the relation between language and autobiographical memory specificity from a longitudinal perspective and assessed the indirect effect of vocabulary in the relationship between age and specific memory at both temporal moments. The results showed that language skills were positively related with autobiographical memory specificity at preschool age, but not at the second measurement. Furthermore, vocabulary scores appear to mediate the relationship between age and autobiographical specificity when children are in the preschool years, but not later. These findings agree with previous research that consider preschool age to be a crucial period for the development of autobiographical memory and its relations with language, but once basic command of language is acquired, linguistic differences impact much less on individual differences in autobiographical specificity.

A systematic review and meta-analysis of the effectiveness of co-designed, in-person, mental health interventions for reducing anxiety and depression symptoms

BACKGROUND

Co-design is recommended in mental health fields and has been associated with improved intervention efficacy. Despite its growing popularity, syntheses of evidence on the effectiveness of co-designed interventions are scarce, and little is known about their impact on anxiety and depression.

METHODS

The purpose of this systematic review and meta-analysis was to consolidate evidence on the effectiveness of in-person, co-designed mental health interventions for reducing anxiety and depression symptoms. An exhaustive search was conducted across six electronic databases (PubMed, PsycINFO, Embase, CINAHL, CENTRAL, and ProQuest) and grey literature. Criteria for inclusion comprised studies utilizing randomized or quasi-randomized methods, implementing non-digital/in-person, co-designed interventions for mental health enhancement, and assessing anxiety and/or depression. Intervention impacts were evaluated using random-effects meta-analyses.

RESULTS

The review identified 20 studies, with only three using the term 'co-design'. Other terminologies included 'co-developed' (n = 2), 'co-produced' (n = 2), and 'CBPR' (n = 11). Seventeen studies exhibited moderate risk of bias, while three demonstrated high risk. Meta-analyses demonstrated a moderate non-significant effect size of 0.5 (95 % CI: -0.8, 1.08; p = 0.08) on depression outcomes, and a small non-significant effect size of 0.12 (95 % CI: -0.1, 0.33; p = 0.23) on anxiety outcomes.

LIMITATIONS

The majority of studies lacked sufficient statistical power to detect between-group differences. Following GRADE criteria, confidence in estimates was low.

CONCLUSIONS

Notwithstanding widespread enthusiasm for co-design, the current evidence base is inadequate to confirm the impact of in-person, co-designed mental health interventions on anxiety and depression. More full-scale evaluation trials of higher quality are urgently needed, along with uniform terminology and measurement.

A Meta-Analysis of the Influence of Cue Valence on Overgeneral Memory and Autobiographical Memory Specificity Among Youth

Overgeneral memory (OGM), or difficulty recalling specific memories when recounting autobiographical events, is associated with psychopathology. According to functional avoidance theory, OGM-or reduced autobiographical memory specificity (AMS)-may serve as an emotion regulation strategy that aids in the avoidance of painful, negative memories (Sumner, 2012; Williams et al., 2007). Some researchers argue that there may be a valence effect for OGM, such that there is a higher frequency of overgenerality when recalling negative memories compared to positive memories. Although not supported among adults, valence effects may be present among children and adolescents if OGM initially develops in response to negative cues and then generalizes to all memory recall over time. This meta-analysis examined differences in child and adolescent OGM and AMS based on cue valance; standardized mean differences between negative and positive valence cues for OGM and AMS indices were calculated. Following PRISMA guidelines, a systematic literature search resulted in 26 studies assessing OGM and 30 assessing AMS. There was a significant effect of valence on OGM (d = 0.17, p = 0.01) and AMS (d = -0.20, p = 0.01). There was a higher frequency of overgeneral responses to negative cue words than positive cue words. Similarly, there was a higher frequency of specific responses for positive cue words than negative cue words. Subgroup analyses considering differences in valence effects by participant age (childhood vs. adolescence), sample type (clinical vs. community), and task instructions (verbal vs. written) were not significant. Theoretical advancements for our understanding of OGM and AMS and clinical implications are discussed.