Evaluation of the effects of metacognitions, coping skills, attachment, and social support on emotional and behavioral problems in juvenile delinquents

A juvenile delinquent (JD) is defined as a minor alleged to have committed an act constituting a criminal offense under the law, thereby becoming subject to investigation, prosecution, or the imposition of a security measure.Various studies have highlighted several psychiatric problems that lead children to engage in criminal behavior, such as attention problems, school and peer difficulties, and family-related issues. These psychiatric problems can broadly be classified under emotional-behavioral problems. This study is a case–control, cross-sectional research that evaluates the interactions between emotional-behavioral problems and metacognition, coping skills, attachment, and social support. 100 children were included in the study, 50 JDs and 50 controls aged 12–18 years. Participants were administered Metacognitions Questionnaire for Children and Adolescents, Kidcope, Inventory of Parent and Peer Attachment–Short Form, Social Support Appraisal Scale for Children, and Strengths and Difficulties Questionnaire–Adolescent Form. In addition, sociodemographic information of each participant was recorded. No significant differences were found between the case and control groups in terms of metacognition, coping skills, attachment, social support, and emotional–behavioral problems. Among JDs, negative meta-worry, maladaptive coping, and parental alienation were associated with increased emotional-behavioral problems, whereas active coping skills, secure attachment to parents, and social support received from family, peers, and teachers were found to reduce emotional-behavioral problems. The findings of the study indicate that emotional and behavioral problems in JDs are associated with metacognitions, coping skills, attachment, and social support. Results highlight the importance of incorporating metacognitive functions and coping into the assessment processes of mental health professionals working with JDs, as well as the value of attachment-based therapeutic approaches and psychoeducational programs aimed at families and teachers. Interventions may play a crucial role in preventing juvenile delinquency and supporting the reintegration of JDs into society.