Child maltreatment is a global public health concern since it causes severe and long-term effects on mental and physical health that can prolong into adulthood (Mills et al., 2013). The World Health Organization (WHO) defines child abuse as harassment, teasing and neglect in children aged below 18 years, which has severe long-term outcomes as a global concern. According to a report by WHO (2017), one in four children around the world have experienced physical violence. Twenty-six percent of children around the world have been abused, including sexual abuse: 18% of them were girls and 8% of them were boys. Also, about 41,000 children

We study the problem of learning a Bayesian network (BN) of a set of variables when structural side information about the system is available. It is well known that learning the structure of a general BN is both computationally and statistically challenging. However, often in many applications, side information about the underlying structure can potentially reduce the learning complexity. In this paper, we develop a recursive constraint-based algorithm that efficiently incorporates such knowledge (i.e., side information) into the learning process. In particular, we study two types of structural side information about the underlying BN: (I) an upper bound on its clique number is known, or (II) it is diamond-free. We provide theoretical guarantees for the learning algorithms, including the worst-case number of tests required in each scenario. As a consequence of our work, we show that bounded treewidth BNs can be learned with polynomial complexity. Furthermore, we evaluate the performance and the scalability of our algorithms in both synthetic and real-world structures and show that they outperform the state-of-the-art structure learning algorithms.

Adolescence is a critical period for developing neurobiological processes that create the basis for higher cognitive functions and emotional and social behaviour (Yurgelun-Todd, 2007). The adolescent's brain exhibits situational changes in structural and functional regions, especially the limbic and frontal cortex regions known to regulate emotions and functional processes (Ahmed et al., 2015). It is assumed that a developing brain reduces the ability of an adolescent to successfully regulate emotions and puts the adolescent at risk of anxiety and stress disorders (Powers & Casey, 2015). Moreover, physical and biological changes, the need for independence, and emotional and stressful reactions often follow academic pressure during this period (Ahmed et al., 2015;Hilt et al., 2011).

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