Childhood Adversity and Mental Health: From Maltreatment Experiences to Psychopathological Outcomes and Psychotherapy

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Mental Health".

Deadline for manuscript submissions: 5 July 2026 | Viewed by 701

Special Issue Editors


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Guest Editor
Department of Psychology, Educational Science, and Human Movement, University of Palermo, 90144 Palermo, Italy
Interests: early relational trauma, perinatal mental health, and the psychopathological outcomes of adverse childhood experiences; perinatal psychology; attachment and mentalization; adverse childhood experiences (aces); public health and community interventions

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Guest Editor
Laboratoire de Psychologie: Cognition, Comportement, Communication (LP3C), Université Rennes 2, 35043 Rennes, France
Interests: psychopathology, psycho-criminology and victimology; developmental and psychopathological consequences of childhood maltreatment and abuse; adverse childhood experiences (aces); trauma; evidence based practice

Special Issue Information

Dear Colleagues,

Childhood adversity—including abuse, neglect, and disrupted caregiving—has long been recognized as a major risk factor for the development of psychological distress and mental disorders across the lifespan. Advances in developmental psychopathology, attachment theory, and neurobiology have deepened our understanding of how early trauma shapes vulnerability and resilience.

This Special Issue aims to explore the complex pathways linking childhood maltreatment to psychopathological outcomes and highlight innovative approaches in prevention, assessment, and psychotherapy. We welcome contributions from clinical, developmental, and interdisciplinary perspectives that offer novel insights into mechanisms of risk and change.

We are particularly interested in cutting-edge empirical studies, longitudinal research, and studies integrating clinical practice with advanced methodologies (e.g., neuroimaging, machine learning, qualitative analysis). The Special Issue also encourages submissions focusing on therapeutic interventions tailored to trauma-affected populations, as well as reviews and meta-analyses that synthesize current knowledge and identify future directions.

Dr. Maria Rita Infurna
Dr. Cinzia Guarnaccia
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • childhood maltreatment
  • developmental psychopathology
  • trauma-related psychopathology
  • trauma-informed psychotherapy
  • attachment and mentalization
  • adverse childhood experiences (ACEs)
  • resilience and risk factors
  • early intervention and prevention

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Published Papers (1 paper)

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Research

23 pages, 829 KB  
Article
Examining a Positive Variation of the Good Behavior Game with Head Start Children at Risk for Child Adversity and Externalizing Behavior Problems
by Alexandra B. Gibson, Courtney P. D. Goldenberg, Malinda J. Colwell, Amelia E. Talley, Joaquín Borrego, Jr. and Adam T. Schmidt
Children 2026, 13(5), 652; https://doi.org/10.3390/children13050652 - 6 May 2026
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Abstract
Background: Children participating in the Head Start program in the United States are predominantly from underserved groups, have increased rates of child adversity, and are at risk for externalizing behavior problems in the classroom. The Good Behavior Game (GBG) is an effective classroom [...] Read more.
Background: Children participating in the Head Start program in the United States are predominantly from underserved groups, have increased rates of child adversity, and are at risk for externalizing behavior problems in the classroom. The Good Behavior Game (GBG) is an effective classroom management strategy for reducing disruptive and off-task classroom behaviors. However, previous research has not examined the GBG within the Head Start context. Methods: The current case–controlled study evaluated the effectiveness of the GBG in six Head Start children aged 3–5. Researchers conducted daily classroom behavioral observations of disruptive behaviors, and teachers completed pre- and post-treatment assessments of externalizing behaviors and social skills. Results: Study results showed the majority of target children exhibited reductions in at least one observed externalizing behavior and clinically significant improvements in teacher-reported externalizing behaviors, although most participants did not exhibit significant changes in social skills. Findings illustrate the effectiveness of structured classroom interventions, such as the GBG, for improving classroom behavioral compliance. Results have implications for teacher training and highlight the capacity for low-intensity interventions such as the GBG to have substantial impacts on classroom management within settings such as Head Start. Future research should endeavor to determine the optimal dosage and duration of the GBG, assess the effectiveness of teacher training to administer the GBG in their own classrooms, and evaluate if the current findings generalize to other contexts. Full article
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