Digital media are increasingly present in the daily lives of young children (0-5 years), in the family context of private households as well as in institutional childcare settings. This progressively earlier media use is influenced by various factors, including technological advances (such as the intuitive usability of digital devices), parental media use, socioeconomic status, and the high availability of digital offers. Empirical findings indicate significant risks to key developmental areas in early childhood. The negative effects include sleep, nutrition, language development, attention, impulse control, motor skills, and parent-child interaction. Neurobiological evidence further suggests changes associated with early and intensive screen usage. These insights lead to practical recommendations for parents and professionals working with young children: screen-free time for children up to 3 years, time-limited and guided use during the preschool age, promotion of nondigital activities, and reduction of parental media use in the presence of children. Additionally, quality standards for early childhood education, as well as societal and political measures, are considered necessary. These include informative and empowering media education for parents and professionals, regulation of digital offers (no advertising targeting 0-to 5-year-olds, media-free public zones, mandatory labeling of all screen devices as "not suitable for children aged 0-3"), and the promotion of further research. Since there is currently no adequate diagnostic option for problematic media use in the age 0-5, the diagnosis "Early Digital Media Regulatory Disorder" (EDMRD) is proposed and recommended. A diagnostic heuristic and items from a questionnaire currently under development for EDMR are presented.

Digital media are profoundly transforming the ways in which we perceive, think, communicate and access information. The use of digital social media has become an integral part of everyday life in contemporary society, encompassing not only adults but also children and adolescents, who increasingly engage with these platforms during leisure time and, more recently, within educational settings. The communication patterns of both adults and children have shifted substantially into the digital sphere, a trend accelerated by technological innovations such as the smartphone and further intensified by the COVID-19 pandemic. Children and adolescents employ social media in diverse ways, driven by the numerous advantages these platforms offer, including low-threshold access to information, opportunities for creativity and entertainment, global connectivity and enhanced well-being through perceived social connectedness. At the same time, the risks associated with social media use are becoming increasingly evident. These include social media use disorder, phubbing, smartphone-related accident risks, fear of missing out (FOMO), no mobile phone phobia (nomophobia), misinformation through fake news and deepfakes, impacts on body image, cybergrooming, exposure to online pornography, cyberbullying, engagement with hazardous internet challenges and parasocial relationships with artificial intelligence (AI)-based chatbots. This spectrum of potential hazards underscores the daily exposure of children and adolescents to complex psychosocial and behavioral risks in digital environments. In response, the promotion of media literacy, alongside universal, selective and indicated behavioral prevention measures targeting young users and their caregivers, is essential. These efforts should be complemented by structural prevention strategies at the policy level, reflecting a comprehensive, multilayered approach to mitigating risks associated with digital media use.

Das DBT-orientierte Gruppenprogramm START-Kids bietet als niedrigschwelliges Stabilisierungsprogramm für 6‑ bis 12-Jährige evidenzbasierte Ansätze zur Förderung von Stressresilienz und Emotionsregulation. Neben einer Vorstellung des modularen Programms gibt der Beitrag Impulse zur Verknüpfung mit psychodramatischen Ansätzen, wie der Einsatz von Intraintermediärobjekten oder soziometrische Perspektiven in der Emotionsregulation. Trotz fachlicher Differenzen werden vielfältige Schnittstellen und ein hohes Potenzial zur Entwicklung neuer Gruppenkonzepte aufgedeckt.

Zusammenfassung: Hintergrund: Psychische Störungen bei jungen Kindern im Alter von 0 bis 5;11 Jahren sind heterogen und gehen mit einer hohen Beeinträchtigung einher. Das Ziel der Revision dieser interdisziplinären Leitlinie ist es, den aktuellen Stand zur Diagnostik und Therapie der wichtigsten Störungen zusammenzufassen und praxisorientierte Empfehlungen zu formulieren. Im zweiten Teil werden weitere Störungen besprochen, speziell Ess- und Fütter-, Regulations-, sensorische Verarbeitungs-, Ausscheidungs-, depressive und Angststörungen. Methoden: Die Leitliniengruppe setzte sich aus 18 Fachgesellschaften zusammen. Diese S2k-Leitlinie wurde auf der Basis aktueller Literaturrecherchen in mehreren online Abstimmungen und Konsensuskonferenzen nach den Regeln und unter der Moderation der Arbeitsgemeinschaft der Wissenschaftlichen Medizinischen Fachgesellschaften (AWMF) verabschiedet. Ergebnisse: Eine Vielzahl von psychischen Störungen können nach der DC: 0 – 5 und/oder einem Klassifikationssystem wie der ICD-10 diagnostiziert werden. Eine Beratung soll in jeden Fall erfolgen. Nach Indikation wird eine jeweils störungsspezifische Psychotherapie unter Einbeziehung der Eltern und Bezugsperson empfohlen. Ess- und Fütterstörungen, Regulations- und sensorische Verarbeitungsstörungen betreffen vor allem Säuglinge und Kleinkinder. Ausscheidungsstörungen, depressive und Angststörungen treten vor allem bei Klein- und Vorschulkindern auf. Für diese Störungen liegen jeweils wirksame Therapiemöglichkeiten vor. Schlussfolgerungen: Im Konsensusverfahren konnten alle Empfehlungen mit hoher Zustimmung verabschiedet werden. Die Empfehlungen zur Diagnostik, Beratung und Therapie können in verschiedenen klinischen Kontexten und unterschiedlichen Berufsgruppen wirksam eingesetzt werden.

Introduction Global increases in armed conflict, forced displacement, pandemics and economic instability have contributed to rising levels of psychological distress worldwide, placing relevant segments of the population at increased risk of developing mental health conditions. This burden is particularly pronounced in humanitarian and low-resource settings where access to specialist mental health services is limited. Scalable, low-intensity, evidence-based psychological interventions are therefore urgently needed. In response, the WHO has developed transdiagnostic programmes, including Self-Help Plus (SH+) and Doing What Matters in Times of Stress (DWMS). Although these interventions are increasingly implemented across humanitarian and public health contexts, evidence for their effectiveness and implementation has not yet been systematically synthesised.Methods and analysis This preregistered systematic review and meta-analysis will be conducted in accordance with Cochrane Collaboration standards and reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We will include randomised controlled trials evaluating the effectiveness of SH+ or DWMS, alongside qualitative and mixed-methods studies examining their implementation among stressor-exposed individuals of any age. Outcomes will include symptoms of depression and anxiety, general distress and post-traumatic stress symptoms. Moreover, we will examine effects on well-being, psychosocial functioning, adverse events and implementation outcomes (eg, acceptability, feasibility, fidelity). We will search Cochrane CENTRAL, APA PsycNet, Web of Science Core Collection, Embase and Scopus for records published from 2016 onwards. Searches will be supplemented by hand-searching preprint repositories and citation tracking. Risk of bias will be assessed using the Revised Cochrane Risk of Bias Tool and a customised appraisal tool for studies on implementation. Quantitative data will be synthesised using random-effects multilevel meta-analyses, with meta-regression models applied to examine moderators. Bayesian meta-analyses will be conducted where appropriate as sensitivity analyses to assess the robustness of the findings. Certainty of evidence will be evaluated using the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) approach.Ethics and dissemination Ethical approval is not required. Findings will be disseminated through an open-access peer-reviewed publication, a plain-language summary, and the Open Science Framework, where all materials will be made publicly available.PROSPERO registration number CRD420251168521.

Mental Health Disorders in Infants, Toddlers, and Preschool Children: Basic Aspects of Their Assessment and Treatment as well as Relationships, Crying, and Sleep Disorders. A Clinical Guideline for Assessment, Counseling, and Treatment (Part 1) Abstract: Objective: Mental health disorders are just as common among young children aged 0 to 5;11 years as in older children and adolescents. These disorders are heterogeneous and can be incapacitating. They vary depending on the developmental stage of the child but can be diagnosed and treated effectively. The aim of revising these interdisciplinary guidelines is to present the current state of knowledge on the assessment and therapy of the most important disorders. We formulate consensus-based, practical recommendations. The first part focuses on the basic principles of assessment, counseling, and treatment. In addition, it covers relationships, crying, and sleep disorders. Methods: The Guideline Commission consisted of 18 professional associations. The guideline was based on current literature searches and several online consensus conferences, following standard procedures. Results: A total of 16 different groups of mental health disorders could be identified among young children. Relationship disorders and the relational context play an important role in this age group. In addition to standard assessment procedures, specific diagnostic approaches can be helpful if indicated. The diagnoses should be based on the DC: 0 - 5 and/or other classification systems such as the ICD-10. Counseling should be offered in every case. If indicated, specific psychotherapeutic approaches for each disorder are recommended, including the involvement of parents and other caregivers. Medication is usually not indicated. Specifically, excessive crying and sleep disorders, which predominantly affect infants and toddlers, can be treated effectively. Conclusions: The recommendations of this guideline were adopted with a high consensus. The recommendations regarding assessment, counseling, and treatment can be implemented in different clinical contexts and by various professional groups. More research is required for some disorders.

BackgroundAdverse Childhood Experiences (ACEs) are well-established risk factors for long-term psychosocial impairments and can affect both parental functioning and child well-being. The present study investigates the impact of caregiver ACEs on child welfare risk over the course of a caregiver-focused intervention.Methods41 caregiver-child dyads (children: M = 4.85 years, SD = 1.41) were assessed at three time points: baseline (T1), after 4 weeks of intervention (T2), and six months post (T3). Caregiver ACEs were measured using a standardized questionnaire (ACE), and child welfare risk was assessed with a short form of the German version of the Child Abuse Potential Inventory (CAPI) [Eltern-Belastungs-Screening zur Kindeswohlgefährdung (EBSK)]. Linear mixed-effects models (LMMs) examined changes in EBSK scores over time and the influence of ACE number and domain.ResultsChild welfare risk did not decrease immediately post-treatment (T1–T2), but a significant reduction was observed at follow-up (T2–T3). Higher caregiver ACE scores were consistently associated with elevated EBSK scores. Analyses of ACE domains revealed that history of parental household dysfunction, but not abuse, significantly predicted higher child welfare risk. The number of ACEs (≥4 vs. <4) did not significantly moderate EBSK trajectories.ConclusionsChild welfare risk scores were lower at follow-up than at post-treatment assessment. However, given the absence of a control group, these findings should be interpreted as temporal associations rather than evidence of intervention effects. Caregiver ACEs, particularly history of household dysfunction, remain a persistent risk factor for child welfare. Systematic assessment of ACEs can help identify at-risk families and implement trauma-informed interventions, follow-up support, and professional training in clinical settings.

Digitale Medien verändern revolutionär die Art und Weise, wie wir wahrnehmen und denken, kommunizieren und uns informieren. Die Nutzung digitaler sozialer Medien ist fester Bestandteil des Alltags in unserer Gesellschaft und damit eingeschlossen auch von Kindern und Jugendlichen – mit hohen Nutzungszeiten in deren Freizeit und inzwischen auch in der Schule. Das Kommunikationsverhalten von Erwachsenen und Kindern hat sich mit der technischen Innovation und dem Siegeszug des Smartphones zu großen Teilen in den digitalen Raum verlagert, dieser Prozess intensivierte sich durch die Corona-Pandemie. Kinder und Jugendliche kommunizieren mannigfaltig über soziale Medien, bedingt durch die vielen positiven Aspekte sozialer Medien wie niederschwelliger Zugang zu Informationen, Kreativität und Unterhaltung, weltweite Kommunikation und Wohlbefinden durch die Verbundenheit mit anderen Nutzern. Es zeigen sich jedoch zunehmend Gefahren dieser Nutzung: Soziale-Medien-Nutzungsstörung, Phubbing, Smartphone-Nutzung als Unfallrisiko, Fear of missing out (FOMO), No mobile phone phobia (Nomophobia), Fake News, Deepfakes, Einfluss auf das Körperbild, Cybergrooming, Internetpornografie, Cybermobbing, Internet-Challenges, parasoziale Beziehungen zu Künstliche-Intelligenz-(KI-)Chatbots. Diese Auflistung zeigt, welchen Risiken Kinder und Jugendliche potenziell jeden Tag in den sozialen Medien ausgesetzt sind. Medienmündigkeit sowie universelle, selektive und indizierte Verhaltensprävention bei den jungen Nutzern und deren Bezugspersonen ist angezeigt und auf staatlicher Ebene im Sinne einer Verhältnisprävention zum Kindeswohl zu flankieren.

Digitale Medien sind im Alltag von jungen Kindern (0–5 Jahre) zunehmend präsent, sowohl im familiären Kontext privater Haushalte als auch in institutionellen Betreuungskontexten. Diese immer frühere Mediennutzung wird durch verschiedene Faktoren beeinflusst, darunter technische Fortschritte (wie die intuitive Bedienbarkeit digitaler Geräte), die parentale Mediennutzung, der sozioökonomische Status sowie die hohe Verfügbarkeit digitaler Angebote. Empirische Befunde zeigen deutliche Risiken für zentrale Entwicklungsbereiche im frühen Kindesalter. Die negativen Auswirkungen umfassen Schlaf, Ernährung, Sprachentwicklung, Aufmerksamkeit, Impulskontrolle, Motorik und Eltern-Kind-Interaktion. Neurobiologische Befunde deuten zudem auf Veränderungen hin, die mit früher und intensiver Bildschirmnutzung assoziiert sind. Aus diesen Erkenntnissen lassen sich Handlungsempfehlungen für Eltern sowie Fachkräfte junger Kinder ableiten: eine bildschirmfreie Zeit für Kinder bis drei Jahre, eine zeitlich begrenzte und begleitete Nutzung im Vorschulalter, die Förderung nichtdigitaler Aktivitäten sowie eine Reduktion elterlicher Mediennutzung in Anwesenheit der Kinder. Ergänzend werden frühpädagogische Qualitätsstandards sowie gesellschaftliche und politische Maßnahmen als notwendig erachtet, darunter aufklärende und befähigende Medienbildung für Eltern und Fachkräfte, Regulierung digitaler Angebote (keine Werbung 0–5 Jahre, medienfreie öffentliche Zonen, Kennzeichenpflicht aller Bildschirmgeräte [„Nicht geeignet für Kinder von null bis drei Jahren“]) und die Förderung weiterer Forschung. Da für die Altersgruppe 0–5 Jahre bislang keine adäquate Diagnosemöglichkeit für problematischen Medienkonsum vorliegt, wird die Diagnose „Frühe Digitale Medien-Regulationsstörung“ (FDMR) vorgeschlagen und empfohlen. Ein Diagnose-Heurismus sowie Items eines in Entwicklung befindlichen Fragebogens zur FDMR werden vorgestellt.

Trauma-Associated Disorders, ADHD, Externalizing and Obsessive-Compulsive Disorders - Mental Health Disorders in Infants, Toddlers, and Preschool Children: Clinical Guideline for Assessment, Counseling and Treatment (Part 3) Abstract: Objective: A wide variety of mental health disorders can affect young children aged 0 to 5;11 years. The aim of revising these interdisciplinary guidelines is to present the current state of knowledge regarding the assessment and therapy of the most important disorders. We formulate consensus-based, practical recommendations. The third part focuses on disorders that primarily affect children over the age of 3 years, specifically trauma-associated disorders, ADHD, externalizing and obsessive-compulsive disorders, and other disorders. Methods: The Guideline Commission consisted of 18 professional associations. The guideline was based on current literature searches and several online consensus conferences, following standard procedures. Results: The prevalence and variety of disorders according to DC: 0 - 5 and/or ICD-10 increase with age among preschool children. Trauma-associated disorders can be highly incapacitating. ADHD and externalizing disorders can become chronic if untreated. Obsessive-compulsive disorders have been overlooked among young children. Counseling should be offered in every case. If indicated, specific psychotherapeutic approaches for each disorder are recommended, involving parents and other caregivers. Except for ADHD, medication is usually not indicated. All disorders can be treated effectively. Conclusions: The recommendations of this guideline were adopted with a high consensus. The recommendations regarding assessment, counseling, and treatment can be implemented effectively in different clinical contexts and by various professional groups.

Introduction:Children of mentally ill parents have an increased risk of developing a mental illness. From an ethical and health-economic perspective, psychotherapeutic care for this risk group is necessary to counter the risk of transgenerational transmission of mental illness. The psychosocial situation of affected families is complex and requires customized support. Within the Children-of-Mentally-Ill-Parents-Network (CHIMPS-NET), three family-based, needs-tailored new forms of care (NFC) - based on the manualized CHIMPS intervention - are implemented and evaluated at 21 locations in Germany. The online intervention iCHIMPS is described in a separate study protocol. Methods:For each NFC, a prospective, rater-blinded, cluster-randomized, controlled study is conducted. Data is collected from the perspective of both parents, all children aged 8 years and older, external raters and therapists at four measurement points: at baseline (T1) and 6 (T2), 12 (T3) and 18 (T4) months after randomization. Allocation to the respective trials is based on baseline assessments of children's mental health symptoms/diagnoses and family functionality, which is followed by randomization. We hypothesize that children in the intervention groups (IGs) have fewer parent-reported mental health problems at T3 than in the respective control groups (CGs), which receive Treatment-as-Usual (TAU). The biometric effect evaluation is supplemented by health economic evaluations and a qualitative evaluation. Discussion:CHIMPS-NET has both raised awareness for children of mentally ill parents and enabled various stakeholders to network with each other. The network contributes to evidence-based care for this risk group. An update of the CHIMPS manual regarding the customized NFC is in process. Clinical trial registration:https://www.bfarm.de/DE/Das-BfArM/Aufgaben/Deutsches-Register-Klinischer-Studien/_node.html; DRKS00020380; https://www.clinicaltrials.gov: NCT04369625.

Digital media have become a central part of children's and adolescents' daily lives, with increasing usage time and decreasing age of first exposure in recent years. While digital technologies offer opportunities for social participation, access to information, education, and therapeutic support, they are also associated with several risks to mental health. These include problematic use patterns, cyberbullying, exposure to harmful content and hazardous contacts as well as commercial exploitation through manipulative design practices ("dark patterns"). This evidence review summarizes current research on the opportunities and risks of digital media use from a developmental perspective across three age groups (0 - 5, 6 - 13, and 14 - 18 years). Evidence suggests associations between intensive media use and risks for sleep, attention, language development, psychosocial well-being, and academic performance. In adolescence, problematic internet use is also associated with behavioral addictions and mental health problems. Overall, the findings highlight the need for a balanced approach to digital media use, including age-appropriate protection, media literacy, and regulatory measures to safeguard the mental health of young people. This overview forms the basis for the position statement of the German Scientific Society and Associations for Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy on digital media use and mental health of children and adolescents.

Abstract Background The maturation of the autonomic nervous system (ANS) has been suggested to play a crucial role in the development of emotion regulation and later psychosocial functioning. However, longitudinal evidence linking early autonomic development to long-term outcomes remains limited. This longitudinal study investigated the interplay between birth-related factors, early autonomic activity, and psychosocial outcomes across development. Methods The sample comprised 101 participants followed from two weeks to 14 years of age, with heart rate (HR) and vagally ediated heart rate variability (vmHRV) assessed at 2 weeks, 6 weeks, 3 months, 14 months, and 14 years. Linear models were used to examine associations between birth-related factors and early HR and vmHRV, as well as whether HR and vmHRV trajectories during the first 14 months predicted psychosocial outcomes at 5 and 14 years. Results Multiple birth-related factors significantly predicted HR and vmHRV at two weeks after birth. Moreover, flatter age-related increases in vmHRV and weaker decreases in HR during infancy predicted higher maternally reported psychosocial difficulties at 14 years in males only, with no such effects at 5 years or in females. Conclusions These findings underscore the importance of early autonomic maturation in shaping later psychosocial functioning, with effects on adolescent outcomes observed in males only. Early ANS trajectories may represent meaningful predictors of neurodevelopmental outcomes, highlighting their potential relevance for early identification of later psychosocial risk in a sex-specific manner.

Kidstime workshops were conceptualized as a low-threshold intervention for children of parents with mental illness (COPMI). Kidstime workshops were set up at eleven locations throughout Germany. The multi-center eligibility study employed a pre-post-design. In addition to selected capability items, clinical scales were analyzed. The preliminary results demonstrated significant improvements in the children’s distress and impairment as well as improvements in parental psychopathology and psychosocial functioning. There were also improvements in capability-based measures of psychological integrity and resilience, participation, life motivation and satisfaction in both children and parents. Our analysis suggests that Kidstime workshops can be more effective at improving capabilities, with better resource-benefit ratio compared with nationwide data of general child support interventions. The preliminary results suggest that Kidstime workshops show therapeutic potential by improving wellbeing and participation for both COPMI and their parents. The Kidstime workshops address an important gap in support for COPMI by implementing a multi-family-based approach in the families’ social environment and providing cross-system delivery with low costs and few hours of investment.

Background/Objectives: In the new conceptualization of personality disorders (PD) in ICD-11 and Diagnostic and Statistical Manual 5 Alternative Model of Personality Disorders (DSM-5 AMPD), identity development in terms of impaired personality functioning plays a central role in diagnostic guidelines and determining PD severity. On the one hand, there is a temporary identity crisis while keeping an integrated sense of identity and, on the other hand, there is pathological identity diffusion, which is associated with a high risk of a current or emerging PD. The latter is characteristic not only of borderline PD but of all personality disorders and should be detected as early as possible to prevent chronic illness and critical life courses. Maternal psychopathology is linked to several areas of child psychopathology (e.g., eating disorders, depression). In the current study, its potential to predict a child’s impaired identity development is investigated. Methods: A total of 101 mothers were asked about their health status 2 weeks after the birth of their child and when their child was 6 weeks, 4 months, 14 months and 5.5 years of age. Specifically, physical and psychological symptoms were assessed with SCL-90-R. In addition, their children were assessed in young adulthood regarding their identity development with the AIDA (Assessment of Identity Development in Adolescence) questionnaire. Linear regression models were used to investigate the amount of explanation of children’s identity diffusion by maternal symptom burden. Results: Maternal psychopathology significantly predicted identity diffusion at all time points with small effect sizes, while after 14 months, the explanation model showed a medium effect size. Conclusions: The present data suggest a relevant influence of maternal psychopathological symptoms on their children’s identity development in terms of functioning that has not yet been empirically shown in a longitudinal study. This finding highlights the importance of including further factors (particularly on the part of the child) in longitudinal studies and of investigating this clinically highly relevant relationship in greater depth.

This second Special Issue in Children on child abuse and neglect continues the intense scientific debates on the prevention, assessment, and treatment of different forms of maltreatment against children [...]

Parental adverse childhood experiences (ACEs) are linked to negative outcomes in children, including emotional and behavioral problems, developmental delays, and higher risk for psychopathology. Most research focuses on school-aged children or community samples, with few studies examining preschool-aged children in child psychiatric care. Understanding parental ACEs in this population is crucial, as early childhood is a sensitive developmental period, and intergenerational effects may be particularly pronounced in children already presenting with psychiatric symptoms. Background/Objectives: The goal of this study was to analyze how parents of patients in an early childhood (0–5.9 yrs) mental health outpatient clinic differ from the general population in terms of the frequency of ACEs. In addition, we investigated the connection between mental health disorders in young children and the specific ACE scores of their parents. Methods: A total of 116 caregivers (34.45 years (SD = 5.28)) and their children (71.6% boys, 28.4% girls) at an average age of 3.99 years (SD = 1.35, range = 0.31–5.95) were included in the analysis. The legal guardians completed the 10-item ACE questionnaire. The young children were diagnosed as part of outpatient treatment using the DC:0–5 classification system. We analyzed the ACE scores and diagnoses descriptively and in comparison to a community sample. Results: An average value of 2.38 parental ACEs was reported by our sample, and 68.1% (n = 79) reported at least one ACE. The high-risk group with four or more ACEs comprised 30.2% (n = 35). The most common diagnosis in young children was the Disorder of Dysregulated Anger and Aggression of Early Childhood, followed by global developmental delay. Adjustment disorder was third in terms of frequency. Among the examined child psychiatric diagnoses, adjustment disorder showed a significant correlation with parents being affected by the ACE category of neglect (OR = 2.54; 95% CI: 1.012–6.369; p = 0.047). Conclusions: Parents who presented their children at an early childhood mental health outpatient clinic reported significantly more ACEs as compared to representative data on ACEs in adulthood. These results highlight the need for further studies with larger samples to enable a more in-depth analysis of the general intergenerational transmission processes and the differential transmission of specific ACEs to specific diagnoses in preschool-aged children.

Regulating the "Inner Climate" in Times of Global Warming "Climate protection is child protection". This statement by the German Psychological Society ("DGPs-Stellungnahme_KiJu_Klima, 2023) vividly illustrates the negative effects of climate change on children's psyches. According to the Sinus-Youth study (Calmbach et al., 2024), climate anxiety ranks second in the hierarchy of adolescent anxieties, immediately following the fear of war. Asbrand, Peter, Calvano, and Dohm (2024) have demonstrated that young people are significantly burdened by climate fears. While there are numerous descriptions of the problem, this article focuses on potential solutions. The present article focusses on two such approaches: START (Stress-Traumasymptoms-Arousal-Regulation-Treatment) (Dixius u. Möhler, 2016) and START-Kids (Stress-Arousal-Regulation-Treatment for Kids) (Dixius u. Möhler, 2023). START is intended for adolescents aged 13 and above, while START-Kids is designed for children between the ages of 6 and 12. The feasibility of these programs has been demonstrated in clinical settings and in several schools (Munz et al., under review). In clinical evaluation studies, emotional strain and stress were found to be significantly reduced. This article provides a brief overview of these new resilience-promoting programs an example of the START-Kids working materials from a handout for families.