Infographics with information on emotion regulation development, emotion regulation strategies, and strategies for managing interpersonal conflict, including when different strategies are more or less effective will be provided to participants via email.

The CBQ consists of 20 true-false questions regarding how well parent and adolescents get along, get angry at each other, and behaviors that occur during arguments. The CBQ total score ranges from 0-20 with higher scores indicating more parent-adolescent conflict.

Parent and adolescent report on the CCNES Adolescent Version will be collected to assess changes in parent emotion socialization. The CCNES-Adolescent consists of 9 hypothetical situations, each with 6 possible responses for how parents would react rated on a 7-point Likert scale ranging from 1 - Very Unlikely to 7 - Very Likely. These 6 response types each become a subscale (distress, punitive, expressive encouragement, emotion-focused, problem-focused, and minimization), with each subscale score representing the mean rating across the 9 items. These 6 subscales can be further collapsed into supportive (expressive encouragement, emotion-focused, problem-focused) and non-supportive (distress, punitive, minimization) responses, with higher scores indicating a greater likelihood a parent will use that particular response type.

Adolescent self-report on the SCARED will be used to measure adolescent anxiety symptoms. The SCARED consists of 41 items rated on a 3-point scale (0 = Not True or Hardly Ever True, 2 = Very True or Often True). The SCARED measures overall anxiety symptoms, Panic Disorder, Generalized Anxiety Disorder, Separation Anxiety, Social Anxiety, and School Avoidance. Higher scores on each subscale represent more anxiety symptoms. The overall anxiety total score will be used in the current study; scores can range from 0-82, with higher scores indicating more anxiety symptoms and a total score of ≥ 25 indicating the possible presence of an Anxiety Disorder.

The PRAM will be used to measure adolescent self-reported proactive and reactive aggression. The PRAM consists of 6 items that differentiate between reactive aggression (3 items; e.g., "When I have been teased or threatened I get angry easily and strike back") and proactive aggression (3 items; e.g., "I threaten or bully others in order to get my way."). Items are anchored on a 5-point scale (1 = never, 5 = almost always). The two subscales range from 3 - 15 points; the total aggression score ranges from 6 - 30 points, with higher scores indicating the presence of more aggression in the adolescent.

Adolescent report on a questionnaire developed from the Self-Injurious Thoughts and Behaviors Interview will be used to assess suicide ideation, plans, gestures, and attempts, and non-suicidal self-injury. First, adolescents are asked if they have ever had thoughts of killing themselves. If they answer yes, they are asked how old they were the first time they had thoughts of killing themself, how often (# of weeks in last year) they have had such thoughts, and the last time they had thoughts of killing themself. Next, they are asked if they ever wish they were dead followed by if they ever made a plan to kill themself; if they respond yes to either or both, the same 3 follow-up questions are asked for each. Then they are asked if they have ever attempted suicide. If they answer yes, they are asked how old they were at the first attempt, how many attempts they have had, the last attempt, and the method used for the attempts. Finally, injury resulting from attempts or NSSI is assessed.

The VARS will be used to assess parent report of ADHD, ODD, and CD symptoms, and social and academic impairment. The VARS consists of 40 symptom items (18 ADHD, 8 ODD, 14 CD) rated on a 4-point scale ranging from 0 - Never to 3 - Very Often. Any item endorsed as happening Often or Very Often is counted as a clinical symptom for that disorder, with the symptom count for each disorder being used and higher values indicating more symptom severity. Finally, 8 impairment items are asked on which the parents rate how much various areas (School Performance; Relationships with Parents, Siblings, Peers; Participation in Organized Activities) problems for the child on a 5-point scale ranging from 1 - Excellent Performance to 5 - Problematic. A total impairment score can be calculated by summing the 8 items (range = 8 - 40), with higher scores indicating more impairment in each domain.

Academic performance will be measured using parent report on the HPQ. The HPQ items are on a 7-point Likert scale ranging from 0 (Never/Rarely, 0-10% of the time) to 6 (Almost Always/Always, 91% to 100% of the time). Percentages indicate how often a behavior occurs, with items worded in the positive such that 91-100% means the adolescent does that behavior consistently well. Thus, higher scores indicate less impairment.

The DASS-21 will be used to assess parents' report of their own depression, anxiety, and stress symptoms, given evidence that parent depression and stress is related to child emotional and behavioral outcomes and ratings of child behavior. The 21 items are rated on a 4-point scale ranging from 0 - Did not apply to me at all to 3 - Applied to me very much, or most of the time, indicating how often over the past week they have experienced the various symptoms. Each subscale (depression, anxiety, stress) consists of 7 items (range = 0 - 21), with the DASS-21 total score ranging from 0 - 63, with higher scores indicating more severe internalizing symptoms (scores of 28+ are considered extremely severe on this measure).

The APQ-9 will be used to assess changes in parent and adolescent report on global parenting behaviors. Each of the 9 items are rated on a 5-point scale ranging from Never (1) to Always (5). The scores for each of the three subscales are added together to create three subscale scores: Positive parenting (Items 1, 6 and 7), Inconsistent discipline (Items 2, 4, and 9), and Poor supervision (items 3, 5, 8), which values ranging from 3 - 15 for each subscale and higher values indicating a greater likelihood that these parenting behaviors typically occur in their home.