Given adolescents' widespread use of online messaging and social media, as well as the prevalence of cyberbullying, analyzing adolescents' online messagebased communication topics and patterns is relevant to public health. To better describe conflict in adolescent online communication, this paper analyzes patterns of conflict in a dataset of adolescent online messages. We describe a qualitative methodology for analyzing these complex data, to expand understanding of adolescents' online conversations, and to identify how best to categorize conflict within online media datasets. In this study, 14,239 messages from 20 adolescents in the Northeast United States (of which 1,911 were coded) were analyzed using thematic analysis. Several distinct kinds of conflict and responses were identified. Conflict was either direct or indirect, serious or non-serious; it most often was indirect and serious, referenced either insults or romantic contacts, and was frequently related to in-person fights. Coding relied on understanding both textual contexts and referents.

Anxiety disorders are common in youth, associated with impairments in daily functioning, and often persist into adulthood when untreated. Cognitive behavioral therapy (CBT) for youth anxiety is a well-established intervention and has been modified to fit several treatment settings. Despite decades of results supporting the efficacy of CBT, there is a large gap in access to this treatment and a need to consider how it can best be administered flexibly to increase uptake and personalization. We first discuss the core components of treatment for CBT through the lens of the Coping Cat treatment. Next, we review the empirical findings regarding adjustments made for CBT for youth anxiety delivered (a) in schools, (b) in community settings, (c) through telehealth, (d) through online computer programs, and (e) by caregivers at home. In each setting, we provide specific suggestions for how to implement CBT with flexibility while maintaining fidelity.

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