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The National Household Education Surveys Program (NHES) provides descriptive data on the educational activities of the U.S. population and offers researchers, educators, and policymakers a variety of statistics on the condition of education in the United States. The NHES surveys cover learning at all ages, from early childhood to school age through adulthood. The most recent data collection in 2012 consisted of two surveys: Parent and Family Involvement in Education and Early Childhood Program Participation.

Parent and Family Involvement in Education (PFI) captures data on parent engagement and school choice for students in kindergarten through 12th grade. Parents are surveyed on a range of topics, including assistance with homework, family activities, and involvement in school affairs. Arts-related inquiries within PFI include frequency of arts and crafts activities, attendance at school events such as plays or science fairs, engagement in artistic endeavors, visits to cultural institutions like art galleries or museums, and potential interference of health conditions with participation in extracurricular activities.

The 500 Family Study was designed to obtain in-depth information on middle class, dual-career families living in the United States. To understand the complex dynamics of today's families and the strategies they use to balance the demands of work and family, over 500 families from 8 cities across the United States were studied. To address different issues facing parents with older and younger children, families with adolescents and families with kindergartners were included in the sample. Working mothers and fathers are now splitting their time between their responsibilities to their family, and to their respective occupations. This study of 500 families explores how work affects the lives and well-being of parents and their children.

The study's data allows researchers to explore a broad range of questions:

• How do dual-career families manage and organize their resources and time between family and work?
• How do work conditions, including characteristics of the job and workplace environment, affect the quality of relationships among household members?
• How do dual career parents manage the moral and social development and learning experiences of their children?
• How do the work-related responsibilities of working parents affect their child's moral, social, and educational development?
• What effect is consumerism and technology having on how working families direct the moral and social development of their children?
• What do parents believe is their role regarding the child-care of their children and how they should fulfill that role both in terms of time and in the allocation of economic and social resources? What are some of the resources in the community that parents use to supervise their children?
• How do families regard the "free time" of adolescents and how they allocate adolescent "free time" in maintenance of the household?
• What is the quality of relationships among family members?

To obtain a detailed picture of work and family life, mothers, fathers, and their children were asked to complete a series of instruments including surveys, in-depth interviews, and time diaries. These instruments were designed to provide information about work, marriage, child care and parental supervision, management of household tasks, time allocations, coping strategies, and psychological well-being.

The four datasets associated with this data collection are summarized below:

1. The Cortisol Data contains information for a subsample of families that elected to participate in a study of psychological stress. Parents and teenagers who agreed to participate completed an additional two days of ESM data collection. The health survey that was administered reported on a variety of health and lifestyle issues that might affect cortisol (stress hormone) levels such as medication use, consumption of caffeine and alcohol, use of nicotine, timing of menstrual cycle, pregnancy, presence of chronic illness, and respondent's height and weight. Additionally, parents reported on the health of the children (teenagers and kindergartners) participating in the study.
2. The Experience Sampling Method (ESM) Data contains a variety of information related to how individuals spend their time, who they spent it with, and what activities they were engaged in over the course of a typical week. Respondents wore programmed wrist watches that emitted signals (beeps) throughout the day. When possible, family members were placed on identical signaling schedules to provide information on a range of family activities. At the time of each beep, participants were asked to complete a self-report form which asked them to answer a number of open-ended questions about their location, activities, who they were with, and psychological states. Several Likert and semantic-differential scales were used to assess participants' psychological states.
3. The Parent Data contains basic demographic information from respondents as well as detailed information about parents' occupation job duties, income, work schedule, benefits (e.g., medical care, flexible work schedules, and family leave), and the consequences of their jobs (e.g. long hours, job stress, having to work weekends). Additionally, the data contain information about the extent to which parents experienced work-family conflict and what changes might help with better balance of the demands of work and family (e.g., more flexible work hours, more help from spouses with household and child care responsibilities, improved child care, and after-school care arrangements). Parental attitudes toward traditional arrangements, how household tasks were actually divided among family members, and how often the family paid for services (e.g., cleaning, yard work, meal preparation) were also captured. The data also contain information about how children are socialized in families with two working parents. Topics about the frequency with which parents engaged in various activities with their children (e.g., talking, eating meals together, attending religious services), how frequently parents monitored their teenager's activities, and how often they talked with their teenager about school activities, plans for college, career plans, friendships, and peer pressure.
4. The Adolescent Data contains data for sixth through twelfth graders, which focuses on family relationships and experiences, school experiences, paid work, psychological well-being and behavioral problems, and plans for the future (e.g., college, career, and marriage -- including expectations regarding spouses' sharing of responsibility for child care, cooking, chores, and paid work). To allow for comparison of parents' and adolescents' responses to similar questions, several items appear in both the adolescent and parent data. These items include the frequency with which parents and adolescents discuss school events, college and career plans, participation in religious and other activities, gender role attitudes and the division of household tasks within the family, and items measuring depression, stress, and anxiety.

Qualitative Data -- Interviews The main purpose of the interviews was to explore topics addressed in the parent and adolescent surveys in greater detail. Parent interviews were designed to examine how working parents cope with the demands of work and family life. Adolescent interviews touched on similar themes but altered questions to gauge the adolescent's perceptions of their parents work and family lives. Kindergartner interviews were brief and focused on children's after-school and child care arrangements and time spent with parents.

This mixed methods study examined several aspects of the use of civil protection orders (CPOs) by adolescents and young adults (aged 14 to 24 years) in one county in Washington. The first aim examined the effectiveness of CPOs among adolescents and young adults with a history of intimate partner violence (IPV) on IPV recidivism rates of: 1) physical IPV; 2) psychological IPV; and 3) IPV-related property crimes. The second aim explored the knowledge, perceptions, and barriers to and facilitators of adolescent and young adult IPV victims' use of CPOs to best identify next steps in improving access and uptake among this population.

The collection includes a survival analysis dataset (DS1) containing data from county court records and CPO filings from IPV events, and documentation from IPV victim interviews (DS2). Demographic information includes victim, offender, and interview respondent ages, and interview respondent gender, race and ethnicity.

The University of Buffalo Adolescent and Family Development Project (AFDP) includes a community sample of adolescents assessed in a 9-wave longitudinal study between 2007 and 2017. The 387 adolescents were 11-12 year old children at recruitment and were assessed annually. The data provide an opportunity to examine risk and protective factors from multiple levels of influences (individual differences, family, peers, community) that might contribute to adolescent substance use in order to inform the development of comprehensive preventive interventions for at-risk youth. The project was largely focused on understanding the development of an internalizing pathway to initiation and escalation of substance use, and eventual development of use-related problems. This was done by examining: 1) the intersection of externalizing and internalizing problems, 2) peer context and use-related motives as a potential mediating mechanism, and 3) whether motivational aspects of personality moderated the proposed mediational paths. Also of interest was whether risk for an internalizing pathway to substance use varied by chronological age or stage of use.

This collection is organized into 13 data parts. Waves 1 through 3 and Waves 7 through 9 each contain 2 datasets pertaining to either a child (DS1, DS3, DS5, DS8, DS10, DS12) or caretaker (DS2, DS4, DS6, DS9, DS11, DS13) interview. All child interview data from Waves 4 through 6 are contained in DS7. Various demographic information, such as age, gender, race, and ethnicity, is also included in the data.

The Adolescent Brain Cognitive Development (ABCD) Study SM is the largest long-term study of brain development and child health in the United States. The National Institutes of Health (NIH) funded leading researchers in the fields of adolescent development and neuroscience to conduct this ambitious project. The ABCD Research Consortium consists of a Coordinating Center, a Data Analysis, Informatics & Resource Center, and 21 research sites across the country, which have invited 11,880 children ages 9-10 to join the study. Researchers will track their biological and behavioral development through adolescence into young adulthood.

Arts measures in ABCD include how can arts experiences be best used to enhance development of each individual? How can arts experience be best used to promote health and address developmental disorders? And also, how can neuroscience research provide a foundation for rational approaches to how we integrate arts into development?

ABCD enables us to track a trajectory of broad measures of cortical area thickness of the brain over time and see whether individuals keep on with the mean, go higher, lower, and so forth. And what factors might affect those trajectories.The data shows the relationship between music engagement and brain and behavioral developmental trajectories in childhood and adolescence, using rich characterization of brain, behavior, demographics, and genetics available in ABCD.

Arts experiences in ABCD are captured largely as part of something called the activities questionnaire, which is a pretty detailed questionnaire given to parents, which includes detailed information about participation in a wide range of activities, which include many different sports, but also performance in the arts, music, dance, drama, visual and crafts. Activities such as active engagement, learning, lessons, playing in bands, creating art (school, outside school, private lessons, and self-study). The data offers insights into effects of arts-related activities on cognitive outcomes like fluid and crystallized intelligence, executive function, working memory-specific measures, risk scores for IQ, and educational attainment.

Watch the recording of NADAC's webinar featuring Dr. Gay Dowling, Director of the Adolescent Brain Cognitive Development (ABCD) Project, and Dr. Iversen, a cognitive neuroscientist. Dr. Dowling provides an overview of the ABCD study, while Dr. Iversen discusses the arts-specific measures within the ABCD data and explains how these measures, combined with comprehensive brain and cognitive assessments, reveal the impact of the arts on brain development.

Additional ABCD resources:

• The Sound Health Network

• The ABSD Data Dictionary

• NIMH Data Archive

• ABCD GitHub

• ABCD Study Infographics

The study examined adolescent sexual assault survivors' help-seeking experiences with the legal and medical systems in two Midwestern communities that have different models of Sexual Assault Nurse Examiner (SANE)/Sexual Assault Response Team (SART) interventions.

In Dataset 1 (Qualitative Victim Interviews), investigators conducted qualitative interviews with N=20 adolescent sexual assault victims 14-17 years old. From these interviews, investigators identified three distinct patterns of survivors' post-assault disclosures and their pathways to seeking help from SANE programs and the criminal justice system: voluntary (survivors' contact with the legal and medical system was by their choice), involuntary (system contact was not by choice), and situational (circumstances of the assault itself prompted involuntary disclosure). Interviews included responses that described the assault, their experience with both the SANE/SART programs and the criminal justice system, and victim and offender demographic information.

In Dataset 2 (SANE Programs Quantitative Data), investigators obtained SANE program records, police and prosecutor records, and crime lab findings for a sample of N=395 (ages 13-17) adolescent sexual assault victims who sought services from the local SANE programs in two different counties. The data collected examined victim's progress through the criminal justice system. Factors that could potentially affect case progression were also examined; age of victim, relationship to offender, assault characteristics, number of assaults on victim, and evidence collected. Differences between the two different counties' programs were also examined for their effect on the case progression.

The Adolescent Substance Abuse Prevention Study (ASAPS) was a randomized field trial designed to test the effectiveness of a new school-based substance abuse prevention program called Take Charge of Your Life (TCYL). The program consisted of two curricula, one for middle schools and the other for high schools, which were delivered through the Drug Abuse Resistance Education network of law enforcement officers (D.A.R.E.). TCYL was developed building on existing D.A.R.E. seventh/eighth grade and tenth/eleventh grade curricula and applied principles and strategies suggested by published literature on effective drug abuse prevention programming and effective middle and high school curricula design. ASAPS was conducted among a 2001-2002 multi-site cohort of seventh graders who were followed for five years until the 2005-2006 school year when they were in the eleventh grade. The first TCYL curriculum was delivered in the treatment schools when the students were in seventh grade and the second was delivered when they were in the ninth grade.

Over the five-year study period, the treatment and control students responded to seven self-administered surveys: (1) at baseline in the seventh grade, (2) post-intervention in the seventh grade, (3) in the eighth grade, (4) pre-intervention in the ninth grade, (5) post-intervention in the ninth grade, (6) in the tenth grade, and (7) in the eleventh grade. Topics covered by the surveys include normative beliefs, social skills, attitudes toward drug use, and self-reported use of alcohol, tobacco, marijuana, and other illicit drugs. The ASAPS data also include measures of implementation fidelity of the seventh and ninth grade TCYL curricula, which were obtained from trained observers who rated the D.A.R.E. officers' delivery in the classroom. The fidelity measures encompass content coverage and instructional strategy.

This data collection comprises two data files, both with public- and restricted-use versions. The first (the Main Data File) contains the students' survey responses and the seventh grade curriculum fidelity measures, while the second (the 9th Grade Officer Observations Data) contains the ninth grade curriculum fidelity measures.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study was a randomized controlled trial of a dating violence and sexual harassment (DV/H) prevention program called the Shifting Boundaries (SB) Program. Thirty-five public middle schools in New York City were randomly assigned to one of four treatment conditions of the SB program. The project includes a baseline and two follow-up surveys with 6th, 7th and 8th grade students to assess short to medium term impact on rates of DV/H. The classroom curriculum intervention (SBC) covered the consequences for perpetrators of DV/H, state laws and penalties for DV/H, and respectful relationships. The school (building-level) intervention (SBS) included the use of school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe "hot spots," and the use of posters to increase awareness and reporting of DV/H.

The project examined (1) the effects of saturating a school environment by providing the SB intervention to all three middle school grades compared to only two grades or one grade and (2) the effects of two dosages of SB across two years compared to one dosage of the SB intervention across one year which was explored in two prior evaluations of the program.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This project utilized data originally collected for the project Breaking Schools' Rules (Fabelo et al., 2011), a joint project of the Public Policy Research Institute at Texas A and M University and the Council of State Governments Justice Center on which the Principal Investigator, Miner Marchbanks was a lead data analyst and co-author. Research was conducted at the Education Research Centers of the University of Texas, Austin, and Texas A and M University utilizing individual-level data from the Public Education Information Management System (PEIMS), a data system of the Texas Education Agency (TEA), and CASEWORKER, a data management system of the Texas Probation Commission (now the Texas Juvenile Justice Department). The link between these records was conducted by TEA and is described in greater detail in Fabelo et al.

Through secondary analyses of these data, researchers attempted to measure the institutional and individual mechanisms that disproportionately pull and push students of color into the "school-to-prison pipeline." The project explores the predictors of school discipline contact and the resulting consequences of encountering this discipline. The project then moves to an examination of the determinants of progressing through the various decision points in a juvenile justice case. Additionally, the project explores the relationship between school strictness and various educational and juvenile justice outcomes. The "school-to-prison pipeline" (Wald and Losen, 2003) describes an "increasingly punitive and isolating" path through the education system for African American and other at-risk students.

The study collection includes 1 Stata (.do) syntax file (master_final.do) that was used by the researcher(s) in secondary analyses.

This study tests a brief intervention designed to reduce adolescent dating abuse (ADA) perpetration in a healthcare setting used primarily by low income, Black, and Hispanic youth. The Project READY (Reducing Aggression in Dating Relationships for Youth) is a theory-driven, empirically supported, brief intervention. READY intercepts youth who utilize an urban emergency department for non-urgent health care (e.g., sprains), provides them with tailored feedback about their relationship behavior, and uses motivational interviewing to move them towards non-violence and respect. READY was designed to avoid victim-blaming and is responsive to the gendered dynamic of ADA. A small feasibility pilot test of READY was completed in 2013 (N=27).

Participants were 173 youth ages 15-19 years old who were patients of an urban pediatric emergency department. Youth who perpetrated at least 1 act of physical or sexual ADA 3 months prior to baseline were eligible. The proposed experimental evaluation of READY used a randomized controlled trial (RCT) design, with 3- and 6-month follow-ups to assess changes in knowledge, attitude and perpetration behavior.

The hypotheses are: (1) Youth who participate in the brief intervention session and telephone booster call will report improved knowledge and attitudes, and less self-reported ADA perpetration up to 6 months post-intervention as compared to youth in the control group; and (2) the cost of providing the intervention will be less than the cost of the violence that occurs in its absence. Mixed effects linear and logistic models were used to analyze longitudinal data.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

The California Families Project (CFP) is an ongoing longitudinal study of Mexican origin families in Northern California. This study uses community, school, family, and individual characteristics to examine developmental pathways that increase risk for and resilience to drug use in Mexican-origin youth. This study also examines the impact that economic disadvantage and cultural traditions have in Mexican-origin youth. The CFP includes a community-based sample of 674 families and children of Mexican origin living in Northern California, and includes annual assessments of parents and children. Participants with Mexican surnames were drawn at random from school rosters of students during the 2006-2007 and 2007-2008 school year. Data collection included multi-method assessments of a broad range of psychological, familial, scholastic, cultural, and neighborhood factors. Initiation of the research at age 10 was designed to assess the focal children before the onset of Alcohol, Tobacco, and Other Drug (ATOD) use, thus enabling the evaluation of how hypothesized risk and resilience mechanisms operate to exacerbate early onset during adolescence or help prevent its occurrence. This study includes a diversity of families that represent a wide range of incomes, education, family history, and family structures, including two-parent and single-parent families.

The accompanying data file consists of 674 family cases with each case representing a focal child and at least one parent (Two-parent: n=549, 82 percent; Single-parent: n=125, 18 percent). Of the 3,139 total variables, 839 pertain to the focal child, 1,376 correspond to the mother, and 908 items pertain to the father.

Please note: While the California Families Project is a longitudinal study, only the baseline data are currently available in this data collection.

The data in this collection are social network data drawn from a large-scale field experiment. Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. This experiment tested these theories by randomizing an anti-conflict intervention across 56 New Jersey public middle schools, with 24,191 students. After having comprehensively measured every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged public stances against conflict at school. The data allowed for comparisons between treatment and control groups, and also provided variables to analyze social networks to examine the impact of social referents.

Surveys were conducted at the start and end of the 2012-2013 school year, the year in which the experiment was conducted. The survey data contains social network variables based on the peers with whom the respondent chooses to spend time. Survey data also include respondents' perceived descriptive and prescriptive norms of conflict at the schools surveyed, as well as administrative data on the schools and demographics of respondents.

The collection includes one dataset, with 482 variables for 24,471 cases. Demographic variables in the collection include gender, grade, age, height, weight, race/ethnicity, language, household characteristics, and demographic variables obtained from school administrative records.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This collection features secondary analyses of restricted-use data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), a nationally representative longitudinal study of a sample of U.S. adolescents who were in grades 7-12 in the 1994-95 school year, who were interviewed at three key developmental junctures from adolescence to young adulthood. Self-reported data were used for both maltreatment (measured at the latter two time points) and delinquent or criminal behaviors (measured at all three time points). Linear mixed-effects analyses were used to model growth curves of the frequency of violent and non-violent offending, from ages 13 to 30. Next, maltreatment frequency was tested as a predictor, and then potential protective factors (at peer, family, school, and neighborhood levels) were tested as moderators. Sex, race/ethnicity, and sexual orientation were also tested as moderators of delinquent or criminal offense frequency, and as moderators of protective effects.

The study collection includes 1 Stata (.do) syntax file (AddHealthOJJDPAnalysis_StataSyntax.do) that was used by the researcher in secondary analyses of restricted-use data. The restricted archival data from the Add Health survey series are not included as part of this release.

The goal of this Common Sense research study was to provide current information about parent media use and their perceptions of their children and teens' (ages 8-18) media use. Data is from a nationally representative, probability-based, and cross-sectional online survey that was taken by parents of children and teens ages 8- to 18-years-old. Participants answered questions about their media use and their perception of their tweens or teens' media use. Media use included watching television, movies, and videos; playing video games; listening to music; using social media, reading either print or electronic books; and using digital devices for other purposes, such as browsing websites, playing games, or any other activity. We also asked about computer, smartphone, and tablet (and similar device) use for work purposes. Demographics include age, household income, parent education, race/ethnicity, gender, household size, and parent/caregiver employment status.

In September 2020, the Office of Population Affairs (OPA) funded an exploratory implementation and outcome study to understand the components of REAL Essentials Advance (REA), a popular relationship education program intended for youth in high school.

The REA study occurred over two school years (2021-22 and 2022-23) and involved 27 schools with a total of 1,301 youth participating in cohorts during spring and fall 2022. Each school implemented a different collection of lessons (a scope and sequence) from the REA program, and a total of 40 different scope and sequences were observed in the study. The expectation was that variation in student experiences of lessons across these scopes and sequences would produce variation in levels of outcome improvement (e.g., a school that primarily offered lessons that focused on emotional regulation would tend to show larger improvement in emotional regulation outcomes than a school that did not offer these lessons).

Dating It Safe is a longitudinal cohort study of 1,042 youth in southeast Texas. Primarily freshmen high school students were recruited and assessed in the spring of 2010. Follow-up waves were collected annually each spring from 2011 through 2017 (Waves 2-8). The primary aims of this research study were to examine the:

• longitudinal association between the three different forms of teen dating violence (TDV; i.e., physical violence, psychological abuse, and sexual aggression), and
• risk and protective factors of TDV perpetration and victimization.

Exposure to traumatic events is a common experience for children and adolescents. Accurate early assessment of acute stress responses can help predict risk for longer term sequelae and can guide secondary prevention to reduce the incidence and severity of post-traumatic stress disorder (PTSD) after trauma exposure.

The goal of this project was to develop a practical self-report measure of acute stress disorder (ASD) for children and adolescents, and to provide initial evidence as to its reliability and validity. The specific aims of the project were to:

• Aim 1: Establish the content validity of a pilot Child ASD measure for ages 8 to 17, based on expert review and youth feedback.
• Aim 2: In a sample of recently injured children (n=176), assess the psychometric properties of the measure: internal consistency, test-retest reliability, convergent and discriminant validity with other measures and other reporters.
• Aim 3: Provide initial data regarding the predictive validity of the Child ASD measure in relation to later PTSD development in the same sample of children.

Children and youth, aged 8 - 18 years, were invited to participate in this study after being treated in an emergency department (ED) for an injury resulting from interpersonal community violence. Each invited youth also had to have been living within specified postal codes (urban areas surrounding the hospital). Following the youth's baseline assessment (T1), participants completed between 0 and 4 follow-up assessments. The timing of each follow-up assessment was scheduled according to the relative time since the index (violent injury) event occurred. The average follow-up assessment was conducted at 27 days (T3), 75 days (T5), 199 days (T7), and 467 days (T10).

After pediatric injury, posttraumatic stress and other emotional outcomes in children and their parents often go unrecognized and untreated. This is due in part to the challenges in identifying at-risk children and their parents in the emergency care setting. The aims of this study were to assess the extent to which nurses were able to implement a brief screener for posttraumatic stress symptoms risk within the course of normal care of injured patients, and to assess posttraumatic stress and depression symptoms in injured children (aged 8-17 years) and their parents after emergency department care, and the relationship of these symptoms to parent-reported overall recovery.

The objectives of the current study were to describe child post-traumatic stress (PTS), coping behavior, and parent coping assistance following a child's injury. The study enrolled children age 8 to 17 treated at the emergency department or admitted to the hospital for unintentional injury, and one parent per child. Children and parents completed measures of child PTS, coping, and coping assistance at 2 weeks post-injury and 3 months post-injury. The research team addressed these questions:

1. What types of coping do children use following an injury?
2. Is parent coping assistance related to child coping behavior?
3. Are child coping strategies associated with PTS symptoms?
4. Is early parent coping assistance related to later development of child PTS symptoms?

This study was originally conceived as a prospective randomized trial to evaluate the efficacy of secondary prevention messages conveyed in printed informational materials (handouts and workbooks) for children and parents after pediatric injury. Children and their parents received 1 of 5 randomly assigned workbook sections (each addressing a different key theme). No differences were observed between groups for parent/child knowledge and beliefs about PTS and adaptive coping, nor in child PTS symptoms. Thus, data from all groups have been combined for analyses of prospective PTS outcomes and coping processes.

Because the emergency department (ED) is often the only point of contact with the health care system for violently injured adolescents, it provides a unique opportunity to assess children following a violent injury. In violently injured teens, depressive and acute posttraumatic stress symptoms may help predict future behavioral risk factors and reinjury. The objective of this study was to examine whether emergency department (ED) assessments of depressive and posttraumatic stress symptoms after an episode of interpersonal violence are associated with future risk behaviors, re-injury and posttraumatic stress symptoms in adolescents.

Injured adolescents (age 12-17 years) were assessed for posttraumatic stress and depression symptoms and self-reported risk behaviors either during or soon after (within 2 weeks) an ED visit and completed a telephone follow-up assessment between 6 and 18 months later, during which they were assessed again for self-reported risk behaviors, posttraumatic stress symptoms and re-injury.

Trajectory modeling can identify patterns of posttraumatic stress symptoms in children and parents. This study aimed to describe trajectories of child and parent posttraumatic stress symptoms across 2 years post-injury, and to examine potential risk factors predicting problematic trajectories. The study enrolled children age 7 to 16 admitted to general or intensive care units for treatment of accidental injury, and one parent/caregiver per child. Within 2 weeks of injury, and at 4-6 weeks, 6 months, and (a subset) at 2 years post-injury, children and parents were assessed for posttraumatic stress symptoms. Parents also completed measures of parenting behavior and pre-injury child mental health.

This study prospectively assessed psychological and cognitive sequelae of traumatic brain injury (TBI) in children. Multiple factors may influence children's functioning following head injury including injury severity, pre-injury child factors, and family factors. Overall study aims were to describe the relationships between these factors and children's recovery in the eighteen months following their injury, to examine the relationship between children's cognitive impairments post injury and psychological distress related to the injury event, and to examine the role of PTSD in children's recovery from TBI.

The study enrolled children age 6 to 15 admitted to hospital after an accident resulting in mild to severe TBI, and one parent per child. Children and parents completed research assessments within 2 months of the accident, and at 3, 6, 12, and 18 months post-accident. Child health and behavior, health-related quality of life, parenting, and parent posttraumatic stress were assessed at all time points, and child posttraumatic stress symptoms were assessed at 3, 6, 12, and 18 months.

The broad aims of this overall project were to examine predictors of children's adjustment, mainly post-traumatic stress disorder (PTSD), after a single-incident injury. The overarching hypothesis was that a combination of physiological/biological, cognitive, and parental anxiety factors would predict children's later adjustment. The dataset in this collection comes from the combination of two broad projects that recruited from the same hospitals, with the first (smaller) project being built upon by the second project (which contained additional measures and an additional follow-up).

Children and adolescents aged 7 to 17 and their families (n=135) were recruited for the study after presentation to either of two major metropolitan Australian hospitals following a single-incident injury. Children's heart rate was recorded at hospital triage. Children and parents completed risk screening measures within 4 weeks of injury. Measures for cognitive appraisals, social support, traumatic stress, depression, and anxiety symptoms were assessed at 3 months and 6 months post-injury.

This study enrolled children ages 7 to 15 who received medical care at the hospital after an acute traffic accident or burn injury, and up to two parents/caregivers per child. Within 1 month of injury, and at 3 months, and 6 months post-injury, children and parents were assessed for posttraumatic stress symptoms (PTSS) and depression. Parents also completed measures of their own anxiety symptoms and of child behavior and health-related quality of life. The study aimed to achieve a better understanding of dysfunctional trauma-related cognitions considering child and environmental factors in a cross-sectional and a longitudinal design.

The overall objective of this study was to examine trajectories and predictors of posttraumatic stress and depression in children and parents after a major hurricane, with a particular focus on hurricane exposure and on parenting variables that might be amenable to intervention.

Three months after the hurricane, the study enrolled students in grades four through eight (age 8 to 16) in local schools and invited parent participation, and conducted assessments at four time points post-hurricane. Children reported on prior violence exposure and hurricane-related trauma exposure, and on posttraumatic stress, coping, social support; and parents reported on child behavior as well as their own posttraumatic stress and other mental health symptoms, coping, and parenting practices. (Note: The current dataset does not include measures of parenting practices.)

Millions of children suffer unintentional injuries annually. While the majority display transient psychological distress, a significant minority develop significant, persistent symptoms of posttraumatic stress disorder (PTSD) that are associated with poorer general health outcomes and impaired quality of life. Understanding variables that contribute to the development of PTSD is an essential step in identifying children at increased risk for PTSD and improving secondary prevention to reduce the incidence of PTSD in children following medical events.

The objective of this study was to examine the interplay of biological, psychological (cognitive appraisals, coping), and environmental (parent influence) factors during the peri-trauma time period as these relate to the development of child PTSD symptoms over time.

Children age 8-13 with a recent injury (within the past 2 weeks) and one parent / caregiver per child were enrolled during an inpatient hospitalization. At the time of enrollment, and again 6 weeks and 12 weeks post-injury, children and parents completed measures of cognitive appraisals, coping, coping assistance, and PTSD symptoms. A brief parent-child interaction task was completed at the time of the baseline assessment - data from this task-based assessment are not included in this dataset.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

Children exposed to domestic violence are at increased risk of experiencing and perpetrating violence against their partners when they become adolescents and adults. Despite this increased risk and the fact that approximately 15 million children are exposed to domestic violence yearly, there have been no evaluated dating abuse prevention programs conducted specifically with this population.

The collection contains 2 SAS data files: baseline_final.sas (n=51; 465 variables) and followup_final.sas (n=32; 463 variables).