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Part of the appeal of attachment language is that it feels near to our everyday experience, as terms like 'attachment', 'security' or 'disorganisation' feel readily recognisable. Yet, not one of these terms is used by academic attachment researchers in line with ordinary language. This has hindered the evidence-based use of attachment in practice, the feedback loop from practice to research and the dialogue between attachment researchers in developmental psychology and in social psychology. This paper pinpoints the difficulties arising from the existence of multiple versions of 'attachment theory' that use exactly the same terms, held by communities that assume that they are referring to the same thing and with little infrastructure to help them discover otherwise. When we talk past one another, the different communities with a stake in knowledge of attachment are obstructed from genuinely learning from one another, drawing on their respective strengths and pursuing collaborations. One factor contributing to this situation has been the use of attachment terminology with technical meanings, but often without setting out clear definitions. We here introduce a guide to attachment terminology used by the academic community, which has recently been published on the website of the Society for Emotion and Attachment Studies. The guide is meant for researchers, clinicians and everyone concerned with attachment to increase understanding of the technical meaning of important terminology used by researchers, and support the quality of discussions between researchers, and between researchers and clinicians and other publics. ispartof: JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY vol:64 issue:5 pages:839-843 ispartof: location:England status: published

Improving parenting, child attachment, and externalizing behaviors: Meta-analysis of the first 25 randomized controlled trials on the effects of Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). VIPP-SD combines support of parental sensitive responsiveness with coaching parents in sensitive limit setting. Here, we present meta-analyses of 25 RCTs conducted with more than 2,000 parents and caregivers. Parents or children had various risks. We examined its effectiveness in promoting parental cognitions and behavior regarding sensitive parenting and limit setting, in promoting secure child–parent attachment, and reducing externalizing child behavior. Web of Science, MEDLINE, PubMed, and recent reviews were searched for relevant trials (until May 10, 2021). Multilevel meta-analysis with META, METAFOR, and DMETAR in R took account of the 3-level structure of the datasets (studies, participants, measures). The meta-analyses showed substantial combined effect sizes for parenting behavior (r = .18) and attitudes (r = .16), and for child attachment security (r = .23), but not for child externalizing behavior (r = .07). In the subset of studies examining effects on both parenting and attachment, the association between effect sizes for parenting and for attachment amounted to r = .48. We consider the way in which VIPP-SD uses video-feedback an active intervention component. Whether VIPP-SD indeed stimulates secure attachment through enhanced positive parenting remains an outstanding question for further experimental study and individual participant data meta-analysis.

During adolescence, social cognition and the brain undergo major developments. Social interactions become more important, and adolescents must learn that not everyone can be trusted equally. Prior knowledge about the trustworthiness of an interaction partner may affect adolescents' expectations about the partner. However, the expectations based on prior knowledge can turn out to be incorrect, causing the need to respond adaptively during the interaction. In the current fMRI study, we investigated the effect of incorrect prior knowledge on adolescent trust behavior and on the neural processes of trust. Thirty-three adolescents (Mage = 17.2 years, SDage = 0.5 years) played two trust games with partners whose behavior was preprogrammed using an algorithm that modeled trustworthy behavior. Prior to the start of both games, participants received information suggesting that the partner in one game was untrustworthy (raising incorrect expectations) and the partner in the other game trustworthy (raising correct expectations). Results indicated that participants adapted their trust behavior following incorrect prior expectations. No evidence for a change in trust behavior was shown when prior expectations were correct. fMRI analyses revealed that when receiving the partner's response, activity in the dorsolateral prefrontal cortex and in the superior parietal gyrus were increased when participants had incorrect expectations about the partner compared to when participants had correct expectations. When making trust decisions, no significant differences in neural activity were found when comparing the two games. This study provides insight into how adolescent trust behavior and neural mechanisms are affected by expectations and provides an increased understanding of the factors that influence adolescent social interactions.

The transition from secondary to tertiary education varies from country to country. In many countries, secondary school is concluded with high-stakes, national exams, or high-stakes entry tests are used for admissions to tertiary education. In other countries, secondary-school grade point average (GPA) is the determining factor. In the Netherlands, both play a role. With administrative data of close to 180,000 students, we investigated whether national exam scores or secondary school GPA was a better predictor of tertiary first-year retention. For both university education and higher professional education, secondary school GPA was the better prediction of retention, to the extent that national exams did not explain any additional variance. Moreover, for students who failed their exam, being held back by the secondary school for an additional year and entering tertiary education one year later, GPA in the year of failure remained as predictive as for students who had passed their exams and started tertiary education immediately. National exam scores, on the other hand, had no predictive value at all for these students. It is concluded that secondary school GPA measures aspects of student performance that is not included in high-stakes national exams, but that are predictive of subsequent success in tertiary education.

Playing in natural environments is a popular activity for young children. In previous years, studies have shown benefits of playing in natural environment for children’s motor development and attention restoration. In this study, we explored the relation between playing in natural environments and children’s language use. A total of N = 18 children (4–7 years) from three Dutch primary schools participated. To measure children’s language use during outdoor play, we recorded their utterances for ten minutes while playing in a non-nature-based playground and a nature-based playground. Audio tapes were transcribed and coded using a coding scheme focusing on communicative functions. Findings indicated that children used more language and more complex language while playing in the nature-based playground. Additionally, four themes were identified: (1) Children used language to refer to their play situation, (2) Children used language to refer to the elements of their physical play environment. (3) Compared to the non-nature-based playground, children talked more about the objects of the nature-based playground, and (4) Children talked more about science and math concepts. Play in the nature-based playground appeared to be a richer conversational setting for language use than the non-nature-based playground, with a potential to scaffold and guide language use.

IntroductionMachine learning algorithms use data to identify at-risk students early on such that dropout can be prevented. Teachers, on the other hand, may have a perspective on a student’s chance, derived from their observations and previous experience. Are such subjective perspectives of teachers indeed predictive for identifying at-risk students, and can these perspectives help increase the prediction performance of machine learning algorithms? This study puts 9 teachers in an upper secondary vocational education program to the test.MethodsFor each of the 95 freshmen students enrolled in the program, these teachers were asked whether a student would drop out by the end of their freshman year. Teachers answered this question at the beginning of the program and again after the first 10 weeks of the program.ResultsTeachers predicted dropout better than the machine learning algorithms at the start of the program, in particular, because they were able to identify students with a very high likelihood of dropout that could not be identified by the algorithms. However, after the first period, even though prediction accuracy increased over time for both algorithms and teachers, algorithms outperformed the teachers. A ranking, combining the teachers composite and the random forest algorithm, had better sensitivity than each separately, though not better precision.

Interventions to support mentalizing abilities are relevant for all people to enhance social skills and well-being. For people with mild to borderline intellectual disabilities, learning mentalizing skills may be challenging, however, because of the abstract and complex nature of the construct. The application of serious games has the potential to teach and train in these skills and engage this target group in treatment. This study investigates the key elements of a design model for a serious game aimed at learning abstract skills, taking into account the needs and wishes of adults with mild to borderline intellectual disabilities. We first searched the literature for guidelines covering effective interventions and for game design elements with the potential to train in abstract skills and motivate this specific group. We then included co-researchers with mild to borderline intellectual disabilities in guiding the development of the serious game ‘You & I’. Here we describe application of the recommendations from the literature to the development of the game and the co-creation process. This process resulted in key elements described in a design model that provides more structured knowledge for future studies of teaching abstract skills using a serious game in this population.

BackgroundExperimental work in animals has shown that DNA methylation (DNAm), an epigenetic mechanism regulating gene expression, is influenced by typical variation in maternal care. While emerging research in humans supports a similar association, studies to date have been limited to candidate gene and cross-sectional approaches, with a focus on extreme deviations in the caregiving environment.MethodsHere, we explored the prospective association between typical variation in maternal sensitivity and offspring epigenome-wide DNAm, in a population-based cohort of children (N = 235). Maternal sensitivity was observed when children were 3- and 4-years-old. DNAm, quantified with the Infinium 450 K array, was extracted at age 6 (whole blood). The influence of methylation quantitative trait loci (mQTLs), DNAm at birth (cord blood), and confounders (socioeconomic status, maternal psychopathology) was considered in follow-up analyses.ResultsGenome-wide significant associations between maternal sensitivity and offspring DNAm were observed at 13 regions (p < 1.06 × 10−07), but not at single sites. Follow-up analyses indicated that associations at these regions were in part related to genetic factors, confounders, and baseline DNAm levels at birth, as evidenced by the presence of mQTLs at five regions and estimate attenuations. Robust associations with maternal sensitivity were found at four regions, annotated to ZBTB22, TAPBP, ZBTB12, and DOCK4.ConclusionsThese findings provide novel leads into the relationship between typical variation in maternal caregiving and offspring DNAm in humans, highlighting robust regions of associations, previously implicated in psychological and developmental problems, immune functioning, and stress responses.

Temporal preparation is the cognitive function that takes place when anticipating future events. This is commonly considered to involve a process that maximizes preparation at time points that yield a high hazard. However, despite their prominence in the literature, hazard-based theories fail to explain the full range of empirical preparation phenomena. Here, we present the formalized multiple trace theory of temporal preparation (fMTP), an integrative model which develops the alternative perspective that temporal preparation results from associative learning. fMTP builds on established computational principles from the domains of interval timing, motor planning, and associative memory. In fMTP, temporal preparation results from associative learning between a representation of time on the one hand and inhibitory and activating motor units on the other hand. Simulations demonstrate that fMTP can explain phenomena across a range of time scales, from sequential effects operating on a time scale of seconds to long-term memory effects occurring over weeks. We contrast fMTP with models that rely on the hazard function and show that fMTP’s learning mechanisms are essential to capture the full range of empirical effects. In a critical experiment using a Gaussian distribution of foreperiods, we show the data to be consistent with fMTP’s predictions and to deviate from the hazard function. Additionally, we demonstrate how changing fMTP’s parameters can account for participant-to-participant variations in preparation. In sum, with fMTP we put forward a unifying computational framework that explains a family of phenomena in temporal preparation that cannot be jointly explained by conventional theoretical frameworks.

Objective: The present study investigated the direction of the relation between oral communicative competence and social preference in early childhood classrooms. Additionally, we explored the role of dialogic classroom talk in this relation. Methods: N = 311 children (aged four to seven) participated. Oral communicative competence was measured with the Nijmegen Test for Pragmatics and social preference was assessed with a peer nomination method (both constructs measured at two timepoints). Results: Outcomes of cross-lagged analyses demonstrated a directional link from social preference to oral communicative competence, but not the other way around. There were no differences in the relation between the two constructs between classrooms in which dialogic classroom talk was implemented and classrooms in which it was not. Conclusion: This study seems to indicate the importance of children's social preference for developing adequate communicative abilities.

Nowadays, parents, caretakers, teachers and researchers have an increasing interest in the development and consequences of problematic social media use, especially among adolescents. A growing body of research investigates factors that may influence the development of problematic social media use. This study examined the role of the broader context of parental (time spent with parents and family support), peer (peer support and peer pressure), and individual factors (perceived self-control) in the development of adolescents' risky and problematic social media use (ref = normative), as well as the moderating role of self-control by using a longitudinal design. Adolescents (N = 1384) aged 11–19 years (Mage = 14.1, SD = 1.03) were included and completed a self-report questionnaire twice (6-month interval). A Multinomial Logistic Regression showed that parent and peer factors predicted risky social media use, but not problematic use of social media. Adolescents’ level of self-control did not modify these relationships. However, low self-control did increase the odds of developing risky or problematic social media use directly. In conclusion, this study provides preliminary evidence that general parent and peer factors can help to prevent risky social media use, but to a lesser extent problematic use of social media. For the latter, the individual factor self-control, however, seems to play a role.

How do hormonal levels in men change from pregnancy to after the birth of their firstborn child, and what is the role of oxytocin, alone or in interplay with other hormones, in explaining variance in their parenting quality? We explored in 73 first-time fathers the development of five hormones that have been suggested to play a role in parenting: oxytocin (OT), vasopressin (AVP), testosterone (T), oestradiol (E2) and cortisol (Cort). In an extended group of fathers (N = 152) we examined associations with fathers' behaviour with their 2-month-old infants. OT and E2 showed stability from the prenatal to the postnatal assessments, whereas AVP and T decreased significantly, and Cort decreased marginally. OT on its own or in interplay with other hormones was not related to paternal sensitivity. Using an exploratory approach, the interaction between T and E2 emerged as relevant for fathers' sensitive parenting. Among fathers with high E2, high T was associated with lower sensitivity. Although we did not find evidence for the importance of OT as stand-alone hormone or in interplay with other hormones in this important phase in men's lives, the interaction between T and E2 in explaining variation in paternal behaviour is a promising hypothesis for further research. This article is part of the theme issue 'Interplays between oxytocin and other neuromodulators in shaping complex social behaviours'. ispartof: Philosophical Transactions Of The Royal Society B-Biological Sciences vol:377 issue:1858 pages:1-11 ispartof: location:England status: published

The present study investigated associations between parents' secure base script knowledge and parental sensitivity and sensitive discipline in 461 families with 922 same-sex twin children ( M age = 7.00, SD = 2.18). In addition, we explored whether the strength of the associations between parents' secure base script knowledge and parental sensitivity and sensitive discipline were similar for mono- and dizygotic twin siblings. Parental sensitivity was observed during a computerized version of a structured cooperative drawing task (Etch-A-Sketch). Sensitive discipline was observed during a "Don't touch task" or during a "Do-Don't task". Parental sensitivity and discipline strategies were observed twice, once with each twin sibling. Parents' knowledge of the secure base script was measured with the Attachment Script Assessment. Linear mixed model analyses showed that parents with more secure base script knowledge interacted with their twin children in a more sensitive manner and showed more sensitive discipline. These findings show for the first time that parents' secure base script knowledge predicts not only parental sensitivity but also sensitive discipline. Associations between parents' secure base script knowledge and parental sensitivity and sensitive discipline were not impacted by children's similarity in genetic makeup. Future longitudinal studies utilizing multiple measures of sensitivity and discipline across the infancy, childhood, and early adolescence periods could provide more insight into the continuity of relations between secure base script knowledge and parental sensitivity and sensitive discipline. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Background Siblings of children with disabilities also need support. However, there are only a few evidence-based interventions for these siblings. The current study aims to assess the effectiveness of a newly developed serious game for young siblings of children with intellectual disability (ID) and/or visual impairment (VI). This serious game is hypothesized to improve sibling’s quality of life, adjustment to their brother’s or sister’s disability, and multiple aspects of psychosocial well-being. Methods The intervention consists of a serious game called “Broodles” (in Dutch: “Broedels”) that helps children to recognize and deal with thoughts, feelings, and difficult situations. The game consists of eight 20-minute levels that all have the same structure with eight game elements. Each level addresses a domain of sibling quality of life and combines animations, mini-documentaries, fun mini-games, and multiple-choice questions. In addition to the game, siblings make a worksheet after playing each level. In order to support the child, the parents or caregivers receive a short brochure with information and tips. The effectiveness of the intervention will be investigated among a sample of 154 children aged 6–9 years and their parents or caregivers, using a two-arm parallel RCT design. The experimental group will play the serious game “Broodles” over a period of 4 weeks, whereas the control group will be placed on a waiting list. Assessments will take place at three time points: pre-test (week 1), post-test (week 5), and follow-up (weeks 12–14). At each timepoint, children and parents will complete several questionnaires on quality of life and different aspects of psychosocial well-being. In addition, children will make drawings to assess the sibling relationship. Next to that, parents and children will answer closed and open-ended questions about the sibling adjustment to their brother or sister’s disability. Finally, parents and children will evaluate the serious game through closed and open-ended questions. Discussion This study contributes to the knowledge about sibling interventions and serious games. Additionally, if the serious game is proven to be effective, it will be a readily available, easily accessible, and free of charge intervention for siblings. Trial registration ClinicalTrials.gov, NCT05376007, registered prospectively on April 21, 2022.

Neuroscience research has increased our understanding of brain development, but little is known about how parents of adolescents engage with this neuroscientific information. Dutch parents completed a digital survey on neuromyths, neuroscience literacy and views of the adolescent brain and behaviour. These parents believed 44.7% of neuromyths and showed reasonable neuroscience literacy (79.8%). Stronger neuromyth belief predicted a more negative view on adolescent brain development. About 68% of the parents reported that they had changed their parenting behaviour based on their understanding of neuroscientific findings. These self-reported changes most often reflected changes to parents' own behaviour. The results of this study underline the importance for scientists and parents to engage in scientific activities to promote respectful and trusting relationships between them. These relationships have the potential to make communication about adolescent brain development between scientists and parents more effective and will empower parents to use correct information as a basis for their decisions around raising their adolescents.

BackgroundActive learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small-group active learning settings, teachers could be facilitated in effectively engaging their students.MethodsWe conducted a video-stimulated recall study to explore medical students' engagement during small-group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi-structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components.ResultsThe analysis uncovered three main findings: (1) In-class student engagement followed a spiral-like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable.DiscussionThis study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re-)engage students in their classrooms.

Contains fulltext : 238957.pdf (Publisher’s version ) (Open Access) Becoming a parent requires new skills and frequent task switching during daily childcare. Little is known about the paternal brain during the transition to fatherhood. The present study examined intrinsic neuronal network connectivity in a group of first-time expectant and new fathers (total N = 131) using amygdala seed-based resting-state functional connectivity analysis. Furthermore, we examined the association between paternal involvement (i.e. hours spent in childcare and real-time push notifications on smartphone) and connectivity within the parental brain network in new fathers. There were no significant differences in functional connectivity between expectant and new fathers. However, results show that in new fathers, time spent in childcare was positively related to amygdala connectivity with the supramarginal gyrus, postcentral gyrus and the superior parietal lobule - all regions within the cognition/mentalizing network that have been associated with empathy and social cognition. Our results suggest that fathers' time investment in childcare is related to connectivity networks in the parental brain. 8 p.

Social isolation has been suggested to foster paranoia. Here we investigate whether social company (i.e., being alone vs. not) and its nature (i.e., stranger/distant vs. familiar other) affects paranoia differently depending on psychosis risk. Social interactions and paranoid thinking in daily life were investigated in 29 patients with clinically stable non-affective psychotic disorders, 20 first-degree relatives, and 26 controls (n = 75), using the experience sampling method (ESM). ESM was completed up to ten times daily for 1 week. Patients experienced marginally greater paranoia than relatives [b = 0.47, p = 0.08, 95% CI (− 0.06, 1.0)] and significantly greater paranoia than controls [b = 0.55, p = 0.03, 95% CI (0.5, 1.0)], but controls and relatives did not differ [b = 0.07, p = 0.78, 95% CI (− 0.47, 0.61)]. Patients were more often alone [68.5% vs. 44.8% and 56.2%, respectively, p = 0.057] and experienced greater paranoia when alone than when in company [b = 0.11, p = 0.016, 95% CI (0.02, 0.19)]. In relatives this was reversed [b = − 0.17, p b = − 0.02, p = 0.67, 95% CI (− 0.09, 0.06)]. The time-lagged association between being in social company and subsequent paranoia was non-significant and paranoia did not predict the likelihood of being in social company over time (both p’s = 0.68). All groups experienced greater paranoia in company of strangers/distant others than familiar others [X2(2) = 4.56, p = 0.03] and being with familiar others was associated with lower paranoia over time [X2(2) = 4.9, p = 0.03]. Patients are frequently alone. Importantly, social company appears to limit their paranoia, particularly when being with familiar people. The findings stress the importance of interventions that foster social engagement and ties with family and friends.

Background Child mental health problems are a major public health concern associated with poor mental and physical health later in development. The study evaluates a new community-based intervention to promote sensitive parenting and reduce enduring mental health problems and unhealthy weight among vulnerable infants aged 9-24 months. Methods We use a step-wedge cluster randomized controlled trial design conducted within a home visiting program offered by community health nurses to infant families in Denmark. Sixteen municipalities are randomly allocated to implement the intervention starting at three successive time points from May 1, 2022 to January 1, 2023. A total of 900-1000 families will be included. A standardized program, Psykisk Udvikling og Funktion (PUF), is used to identify infants with major problems of eating, sleep, emotional or behavioral regulation or developmental problems. The intervention builds on the Video-Feedback Intervention to Promote Positive Parenting (VIPP) program, adapted to the PUF-context and named the VIPP-PUF. Children will be followed up at ages 18 and 24 months. Primary outcome measure is the Strengths and Difficulties Questionnaire (SDQ) at child age 24 months. The other outcome measures include body mass index z-scores, the Ages and Stages Questionnaire Social-Emotional (ASQ:SE2); the Child Behavior Checklist (CBCL 1½ -5); Eating behavior Questionnaires; the Being a Mother-questionnaire (BaM13); the Parental Stress Scale (PSS); and the WHO-5 well-being index (WHO-5). Data on child and family factors are obtained from National registries and the Child Health Database. Quantitative measures are applied to examine the effectiveness of the VIPP-PUF intervention and the implementation process. Qualitative measures include interviews with CHNs, parents and municipality stakeholders to explore factors that may influence the adherence and effectiveness of the intervention. Discussion The study examines a service-setting based intervention building on the promotion of sensitive parenting to vulnerable infants. We use a mixed methods approach to evaluate the intervention, taking into account the influences of COVID-19 pandemic running since March 2020. Overall, the study has potential to add to the knowledge on the possibilities of prevention within the municipality child health care to reduce the risk of mental health problems and unhealthy weight in early childhood. Trial registration www.ClinicalTrials.gov; IDNCT04601779; Protocol ID 95-110-21307. Registered 25 June 2021.

Promoting problem-solving in students is an important aim of secondary science education. There is a mismatch, however, between the complex, ill-structured nature of realistic scientific problems, versus the well-structured problems students are generally confronted with. The current study investigates a teaching-learning strategy that resolves this mismatch by combining a focus on hierarchical problem-solving strategies for complex, authentic problems with the use of domain-specific question agendas that represent scientific perspectives. Three design principles were applied to develop an exemplary lesson series that was implemented in two Dutch pre-university classes. A pre-/post-test research design was followed in which data was collected in the form of sets of student-generated research questions. Additionally, audio recordings of lessons and student interviews were collected and analysed. Results indicate that participating students became more proficient at applying hierarchical problem-solving strategies like (1) reducing complex ecological problems to more manageable subproblems by formulating productive research questions and (2) identifying types of ecological problems by connecting them to domain-specific question agendas (problem-abstraction). A qualitative analysis of the teaching-learning process and student interviews informed potential refinements of the design principles, namely the use of more diverse contexts and a greater focus on collaborative learning.

Special Issue: The ENIGMA Consortium: the first 10 years., Delineating the association of age and cortical thickness in healthy individuals is critical given the association of cortical thickness with cognition and behavior. Previous research has shown that robust estimates of the association between age and brain morphometry require large-scale studies. In response, we used cross-sectional data from 17,075 individuals aged 3–90 years from the Enhancing Neuroimaging Genetics through Meta-Analysis (ENIGMA) Consortium to infer age-related changes in cortical thickness. We used fractional polynomial (FP) regression to quantify the association between age and cortical thickness, and we computed normalized growth centiles using the parametric Lambda, Mu, and Sigma method. Interindividual variability was estimated using meta-analysis and one-way analysis of variance. For most regions, their highest cortical thickness value was observed in childhood. Age and cortical thickness showed a negative association; the slope was steeper up to the third decade of life and more gradual thereafter; notable exceptions to this general pattern were entorhinal, temporopolar, and anterior cingulate cortices. Interindividual variability was largest in temporal and frontal regions across the lifespan. Age and its FP combinations explained up to 59% variance in cortical thickness. These results may form the basis of further investigation on normative deviation in cortical thickness and its significance for behavioral and cognitive outcomes., European Community's Seventh Framework Programme, Grant/Award Numbers: 278948, 602450, 603016, 602805; US National Institute of Child Health and Human Development, Grant/Award Numbers: RO1HD050735, 1009064, 496682; QIMR Berghofer Medical Research Institute and the Centre for Advanced Imaging, University of Queensland; ICTSI NIH/NCRR, Grant/Award Number: RR025761; European Community's Horizon 2020 Programme, Grant/Award Numbers: 667302, 643051; Vici Innovation Program, Grant/Award Numbers: #91619115, 016-130-669; NWO Brain & Cognition Excellence Program, Grant/Award Number: 433-09-229; Biobanking and Biomolecular Resources Research Infrastructure (Netherlands) (BBMRI-NL); Spinozapremie, Grant/Award Number: NWO-56-464-14192; Biobanking and Biomolecular Resources Research Infrastructure, Grant/Award Numbers: 184.033.111, 184.021.007; Netherlands Organization for Health Research and Development (ZonMW), Grant/Award Numbers: 480-15-001/674, 024.001.003, 911-09-032, 056-32-010, 481-08-011, 016-115-035, 31160008, 400-07-080, 400-05-717, 451-04-034, 463-06-001, 480-04-004, 904-61-193, 912-10-020, 985-10-002, 904-61-090; NIMH, Grant/Award Number: R01 MH090553; Geestkracht programme of the Dutch Health Research Council, Grant/Award Number: 10-000-1001; FP7 Ideas: European Research Council; Nederlandse Organisatie voor Wetenschappelijk Onderzoek, Grant/Award Numbers: NWO/SPI 56-464-14192, NWO-MagW 480-04-004, 433-09-220, NWO 51.02.062, NWO 51.02.061; National Center for Advancing Translational Sciences, National Institutes of Health, Grant/Award Number: UL1 TR000153; National Center for Research Resources; National Center for Research Resources at the National Institutes of Health, Grant/Award Numbers: NIH 1U24 RR025736-01, NIH 1U24 RR021992; NIH Institutes contributing to the Big Data to Knowledge; U.S. National Institutes of Health, Grant/Award Numbers: R01 CA101318, P30 AG10133, R01 AG19771; Medical Research Council, Grant/Award Numbers: U54EB020403, G0500092; National Institute of Mental Health, Grant/Award Numbers: R01MH117014, R01MH042191; Fundación Instituto de Investigación Marqués de Valdecilla, Grant/Award Numbers: API07/011, NCT02534363, NCT0235832; Instituto de Salud Carlos III, Grant/Award Numbers: PI14/00918, PI14/00639, PI060507, PI050427, PI020499; Swedish Research Council, Grant/Award Numbers: 523-2014-3467, 2017-00949, 521-2014-3487; South-Eastern Norway Health Authority; the Research Council of Norway, Grant/Award Number: 223273; South Eastern Norway Regional Health Authority, Grant/Award Numbers: 2017-112, 2019107; Icahn School of Medicine at Mount Sinai; Seventh Framework Programme (FP7/2007-2013), Grant/Award Number: 602450; National Institutes of Health, Grant/Award Numbers: R01 MH116147, R01 MH113619, R01 MH104284; South London and Maudsley NHS Foundation Trust; the National Institute for Health Research (NIHR)

Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approaches in an 8-week intervention: (1) interactive book reading (comparison condition), (2) book reading with focused attention, and (3) book reading using mind maps. A total of 551 children aged 4–6 years from 23 early childhood classrooms participated in the current randomized quasi-experimental study. Multilevel models were used to examine differences between conditions and/or gains in children’s language competence. Research Findings: Results showed no significant differences between the three interactive book reading conditions, and no added effect of using mind maps during interactive book reading. However, our study does show that engaging young children in three different and relatively short interactive book reading interventions results in improved language competence. Practice and Policy: Findings confirm the importance of interactive book reading in education and indicate that teachers can alternate on traditional interactive reading, for example, by using mind maps.

Objective: Recent findings suggest that diminished processing of positive contextual information about others during interactions may contribute to social impairment in the schizophrenia spectrum. This could be due to general social context processing deficits or specific biases against positive information. We studied the impact of positive and negative social contextual information during social interactions using functional neuroimaging and probed whether these neural mechanisms were associated with real-life social functioning in schizophrenia spectrum disorders. Methods: Patients with a schizophrenia spectrum disorder ( N = 23) and controls disorder ( N = 25) played three multi-round trust games during functional magnetic resonance imaging scanning, with no, positive and negative information about the counterpart’s trustworthiness, while all counterparts were programmed to behave trustworthy. The main outcome variable was the height of the shared amount in the trust game, i.e. investment, representing an indication of trust. The first investment in the game was considered to be basic trust, since no behavioural feedback was given yet. We performed region-of-interest analyses and examined the association with real-life social functioning using the experience sampling method. Results: Social contextual information had no effect on patients’ first investments, whereas controls made the lowest investment after negative and the highest investments after positive contextual information was provided. Over trials, patients decreased investments, suggesting reduced social reward learning, whereas controls increased investments in response to behavioural feedback in the negative context. Patients engaged the dorsolateral prefrontal cortex less than controls during context presentation and showed reduced activity within the caudate during repayments. In patients, lower investments were associated with more time spent alone and social exclusion and lower caudate activation was marginally significantly associated with higher perceived social exclusion. Conclusion: The failure to adapt trust to positive and negative social contexts suggests that patients have a general insensitivity to prior social information, indicating top-down processing impairments. In addition, patients show reduced sensitivity to social reward, i.e. bottom-up processing deficits. Moreover, lower trust and lower neural activation were related to lower real-life social functioning. Together, these findings indicate that improving trust and social interactions in schizophrenia spectrum needs a multi-faceted approach that targets both mechanisms.

Early Warning Systems (EWS) in higher education accommodate student counsellors by identifying at-risk students and allow them to intervene in a timely manner to prevent student dropout. This study evaluates an EWS that shares student-specific risk information with student counsellors, which was implemented at a large Dutch university. A randomised field experiment was conducted to estimate the effect of EWS-assisted counselling on first-year student dropout and academic performance. The results show that the EWS accurately predicts at-risk students. Yet, EWSassisted counselling did not reduce dropout, nor improved academic performance. Solving the underlying problem of poor academic performance might require additional actionable feedback and recommended counselling practices.

Home-based parental involvement in early education is linked to beneficial outcomes in children’s development and may redress unequal educational outcomes associated with family background. The type of educational activities at home and the way parents provide their support may differ across parents with and without a migration background. It is unclear whether home-based parental involvement is measured as the same construct across different origin groups. In this study, the psychometric properties of two parent-report questionnaires on home-based parental involvement were evaluated in 131 Dutch mothers of kindergarten-aged children, of whom 47% had a migration background. The dimensional structure of both questionnaires was tested with Principal Component Analysis. Multi-group confirmatory factor analyses were conducted to test for measurement invariance of the ‘Parenting Questionnaire’ across migration background. Results supported the multidimensional nature of home-based parental involvement, as formal and informal activities formed distinct components in the involvement of this diverse parent sample. In addition, measurement invariance was largely confirmed, indicating that parent’s involvement style can be validly measured across parents with and without a migration background in the Dutch context. Incorporating both formal and informal activities with involvement styles is recommended when measuring home-based parental involvement in different origin groups.

Childhood adversity is associated with brain morphology and poor psychological outcomes, and evidence of protective factors counteracting childhood adversity effects on neurobiology is scarce. We examined the interplay of childhood adversity with protective factors in relation to brain morphology in two independent longitudinal cohorts, the Generation R Study (N = 3008) and the Mannheim Study of Children at Risk (MARS) (N = 179). Cumulative exposure to 12 adverse events was assessed across childhood until age 9 years in Generation R and 11 years in MARS. Protective factors (temperament, cognition, self-esteem, maternal sensitivity, friendship quality) were assessed at various time-points during childhood. Global brain volumes and volumes of amygdala, hippocampus, and the anterior cingulate, medial orbitofrontal and rostral middle frontal cortices were assessed with anatomical scans at 10 years in Generation R and at 25 years in MARS. Childhood adversity was related to smaller cortical grey matter, cerebral white matter, and cerebellar volumes in children. Also, no buffering effects of protective factors on the association between adversity and the brain outcomes survived multiple testing correction. We found no robust evidence for an interaction between protective factors and childhood adversity on broad brain structural measures. Small interaction effects observed in one cohort only warrant further investigation.

Recurrent processing is a crucial feature in human visual processing supporting perceptual grouping, figure-ground segmentation, and recognition under challenging conditions. There is a clear need to incorporate recurrent processing in deep convolutional neural networks (DCNNs) but the computations underlying recurrent processing remain unclear. In this paper, we tested a form of recurrence in deep residual networks (ResNets) to capture recurrent processing signals in the human brain. Though ResNets are feedforward networks, they approximate an excitatory additive form of recurrence. Essentially, this form of recurrence consists of repeating excitatory activations in response to a static stimulus. Here, we used ResNets of varying depths (reflecting varying levels of recurrent processing) to explain electroencephalography (EEG) activity within a visual masking paradigm. Sixty-two humans and fifty artificial agents (10 ResNet models of depths - 4, 6, 10, 18 and 34) completed an object categorization task. We show that deeper networks (ResNet-10, 18 and 34) explained more variance in brain activity compared to shallower networks (ResNet-4 and 6). Furthermore, all ResNets captured differences in brain activity between unmasked and masked trials, with differences starting at ∼98ms (from stimulus onset). These early differences indicated that EEG activity reflected ‘pure’ feedforward signals only briefly (up to ∼98ms). After ∼98ms, deeper networks showed a significant increase in explained variance which peaks at ∼200ms, but only within unmasked trials, not masked trials. In summary, we provided clear evidence that excitatory additive recurrent processing in ResNets captures some of the recurrent processing in humans.Significance statementThe challenge of modeling recurrent processes is not trivial and the operationalization of recurrent processing is highly contested. In this paper, we tested the ability of deep residual networks (ResNets) to explain recurrent processes in the human brain. Though ResNets are feedforward networks, they have been shown to equate operations in recurrent neural networks. In this study, we show that deeper networks explained more variance in brain activity than shallower networks. However, all networks still performed far from the noise ceiling. Thus, we conclude that recurrent processing in ResNets captures a form of recurrent processing in humans though other types of recurrent processing (inhibition, multiplicative) that are not present in current regular deep neural networks (alexnet, cornet, resnet) are necessary for building better visual models.

For over a century, stability of spatial context across related episodes has been considered a source of memory interference, impairing memory retrieval. However, contemporary memory integration theory generates a diametrically opposite prediction. Here, we aimed to resolve this discrepancy by manipulating local context similarity across temporally disparate but related episodes, and testing the direction and underlying mechanisms of memory change. A series of experiments show that contextual stability produces memory integration and marked reciprocal strengthening. Variable context, conversely, seemed to result in competition such that new memories become enhanced at the expense of original memories. Interestingly, these patterns were virtually inverted in an additional experiment where context was reinstated during recall. These observations (i) identify contextual similarity across original and new memories as an important determinant in the volatility of memory, (ii) present a challenge to classic and modern theories on episodic memory change, and (iii) indicate that sensitivity of context-induced memory changes to retrieval conditions may reconcile paradoxical predictions of interference and integration theory.

In order to think and talk about time, people often use the ego- or time-moving representation. In the ego-moving representation, the self travels through a temporal landscape, leaving past events behind and approaching future events; in the time-moving representation, the self is stationary and temporal events pass by. Several studies contest to the psychological ramifications of these two representations by, inter alia, demonstrating a link between them and event valence. These studies have, however, been limited to English speakers, even though language has been found to affect time representation. The present study therefore replicated Margolies and Crawford’s (2008) experiment on event valence and time representation amongst speakers of Dutch. Unlike Margolies and Crawford (2008), we do not find that positive valence leads to the endorsement of an ego-moving statement. Future studies will need to determine the ways through which language might moderate the relation between event valence and time representation.

Key points1 Maternity services across Europe during the pandemic has undergone changes to limit virus transmission; however, many changes are not evidence-based.2 Although these changes were introduced to keep women, babies and healthcare staff safe, the exclusion of companions and the separation of mothers and babies is particularly antithetical to a human rights-based approach to quality care.3 A poll of COST Action 18211 network members showed that inconsistency in the application of restrictions was high, and there were significant deviations from the recommendations of authoritative bodies.4 Concerns have emerged that restrictions in practice may have longer term negative impacts on mothers and their families and, in particular, may impact on the long-term health of babies.5 When practice changes deviate from evidence-based frameworks that underpin quality care, they must be monitored, appraised and evaluated to minimise unintended iatrogenic effects.

Research suggests that inter-individual differences in the degree of state attachment variability are related to differences in trait attachment and psychological problems between children. In this study, we tested whether such associations are also relevant at a within-person level, and if so, whether intra-individual fluctuations in the degree of variability were predictive of or predicted by intra-individual fluctuations in trait attachment and psychological problems. Children (N = 152, Mage = 10.41 years, SDage = 0.60 at time 1) were tested three times over a period of one year. At each timepoint, children reported on their expectations of maternal support in different distressing situations. Additionally, we administered measures of trait attachment to children and psychological problems to children and their mothers. We used Random-Intercept Cross-Lagged Panel Models to distinguish between-person from within-person associations between these constructs over time. The results revealed that the degree of state attachment variability was mainly relevant to understand differences between children in trait attachment and psychological problems: children who overall showed more state attachment variability were overall less securely attached at a trait-level and reported more psychological problems. Although evidence for within-person associations was less robust, there was some indication that the degree of state attachment variability might be related to the development of trust and psychological problems at a within-person level.

BackgroundOn 1 January 2020, the Care and Coercion Act came into effect in the Netherlands, subjecting involuntary care to more strict regulations and monitoring. This study tested changes in recordings of involuntary care during the transitional year of 2020 and after full implementation in 2021, which coincided with the first severe test of the new regulations, when COVID-19 lockdown measures were taken on 16 March 2020.MethodsData consisted of weekly counts of involuntary care from 1 January 2017 to 31 December 2021, taken from the care data of more than 3000 clients with intellectual disabilities and challenging behaviour of 's Heeren Loo, a large long-term care organisation in the Netherlands. An interrupted time series design was used to compare the period under the former law with the period under the new law and to the period during and after implementation, taking into account the impact of the COVID-19 lockdown measures on recordings of involuntary care.ResultsUnder the new act in Week 1 of 2020, a statistically significant drop occurred in involuntary care counts, after which these counts gradually decreased. The start of 2021, the year in which the act was fully implemented, showed an initial increase in counts of involuntary care, followed by a decrease (all Ps < .001). The introduction of the COVID-19 lockdown measures did not statistically affect the weekly counts of involuntary care.ConclusionsThe decrease in registered involuntary care after the Care and Coercion Act came into effect is a first indication of the efficacy of this new law that requires careful multidisciplinary consultations around the right of clients to respect their self-determination. Follow-up research should examine whether the impact of the new law aligns with clients' experiences of self-determination.

Following publication of the original article [1], the authors identified the errors in the author group. The given and the family names of the authors have been swapped in the original publication of the article. The incorrect author names: Liu Meimei and Ma Zenghui. The correct author names: Meimei Liu and Zenghui Ma. The author group has been updated above and the original article [1] has been corrected.

The Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is effective in increasing parental sensitivity and sensitive discipline, and aims to decrease child behavior problems. Changes in quality of parenting may be accompanied by effects on child stress levels. However, studies of VIPP-SD effects on child behavior problems have shown mixed results and there are no studies to date of the effect of the intervention on children’s stress levels, as measured by hair cortisol concentration (HCC). Furthermore, differences in intervention effectiveness may be explained by differential susceptibility factors. We hypothesized that the effects of the VIPP-SD on child behavior problems might be moderated by currently available child polygenic scores of differential susceptibility (PGS-DS). In the current pre-registered trial, we randomly assigned 40% of n = 445 families with school-aged twin children to the intervention group. The VIPP-SD was successful in decreasing both children’s conduct problems and HCC. Effects were not moderated by available child PGS-DS. We conclude that a brief, home-based video-feedback parenting intervention can decrease child behavior problems and affect the child’s stress-related neuroendocrine system as assessed with hair cortisol. In future studies, more specific PGS-DS for externalizing behaviors should be used as well as parental PGS-DS.

Background: Most of the literature on the relation between mindset and effort depends on subjective self-reports, which may not reliably capture the actual investment of effort. In the current study we (1) operationalized mental effort as the chosen and executed difficulty level in a self-adapted arithmetic task, and (2) combined variable-oriented and person-oriented analytic approaches, with the latter allowing us to explore qualitatively different profiles of effort investment. Methods: First-year Dutch high-school students (n = 299; aged 11–14 yrs) chose difficulty levels of arithmetic problems in 20 rounds. Linear Mixed Modeling (variable-oriented approach) and Latent-Profile Analysis (person-oriented approach) were used and associations with mindset, errors, gender, and school achievement (standardized arithmetic test, and math grades) were explored. Results: For male students, mindset affected their choices independently of errors, while for female students, mindset only played a role when they experienced the setback of errors. Only for males, effort mediated the relation between mindset and standardized arithmetic scores. Additionally, we identified five effort profiles: (1) Avoiders, (2) Exploring challengers, (3) Challengers, (4) Explorers and (5) Steady. Two profiles were more growth-oriented (2 and 3), and two more fixed-oriented (1 and 5). Conclusion: This study adds to the literature by demonstrating a gender-moderated relation between mindset and an objective measure of effort, but also important nuances as indicated by individual differences in effort strategies.

Children with chronic illness (CI) are at risk for internalizing problems, which reduce their quality of life, hamper treatment, and increase family stress. Accordingly, behavioral interventions are provided at the family level. However, the effects of parental involvement on child outcomes are not consistently beneficial. Therefore, it is relevant to study the working mechanisms. In the present study, we tested child coping and parenting stress as underlying mechanisms of the effect of an intervention for children and an additional group intervention for parents. Data were analyzed from a randomized controlled trial. Families of children with chronic illness (N = 120, child M age = 12.11 years, range 7.98–18.07) participated in a cognitive-behavioral-based group intervention and were randomized in the child-only intervention or parent–child intervention. Primary outcomes were parent- and child-reported internalizing problems, whereas the mediators were the use of child active coping skills and parenting stress. The causal model was tested with multilevel mediation analysis. Active coping skills and parenting stress stood out as significant mediators of the effect of the intervention on parent- and child-reported internalizing behavior (Cohen’s d effect size range 0.29–1.57). When parents were involved in the intervention, children increased their use of active coping skills and parents decreased in parenting stress, which in turn improved child internalizing problems. Knowing that coping skills and parenting stress underlie the benefit of involving parents can be used for optimizing interventions for children with CI and addressing the risk of internalizing problems.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic had brought negative consequences and new stressors to mothers. The current study aims to compare factors predicting maternal mental health during the COVID-19 lockdown in China, Italy, and the Netherlands.MethodsThe sample consisted of 900 Dutch, 641 Italian, and 922 Chinese mothers (age M = 36.74, s.d. = 5.58) who completed an online questionnaire during the lockdown. Ten-fold cross-validation models were applied to explore the predictive performance of related factors for maternal mental health, and also to test similarities and differences between the countries.ResultsCOVID-19-related stress and family conflict are risk factors and resilience is a protective factor in association with maternal mental health in each country. Despite these shared factors, unique best models were identified for each of the three countries. In Italy, maternal age and poor physical health were related to more mental health symptoms, while in the Netherlands maternal high education and unemployment were associated with mental health symptoms. In China, having more than one child, being married, and grandparental support for mothers were important protective factors lowering the risk for mental health symptoms. Moreover, high SES (mother's high education, high family income) and poor physical health were found to relate to high levels of mental health symptoms among Chinese mothers.ConclusionsThese findings are important for the identification of at-risk mothers and the development of mental health promotion programs during COVID-19 and future pandemics.

BACKGROUND: Research in a handful of countries found that women with intellectual disability (ID) faced barriers and risks regarding antenatal care and reproductive health. This study tested disparities between women in the Netherlands with and without ID in antenatal care, pregnancy rates and pregnancy outcomes.METHODS: Secondary analyses on the large representative panel of primary health patients in the Netherlands by the Netherlands Institute for Health Services Research (NIVEL) compared women in their reproductive age (18-49 years) with (n = 2397) and without (n = 228 608) indicators of ID. Bias due to underreporting and under-identification was reduced by linkage with an index of ID for the total Dutch population from Statistical Netherlands.RESULTS: Women with ID were more likely to receive contraceptive care [95% confidence interval (CI) for odds ratio (OR) = 1.37-1.61] and became somewhat more often pregnant (95% CI OR = 1.06-2.30) than women from the general population, adjusting for age difference and follow-up time. No statistical differences were found in medical complications during pregnancy, delivery and immediately after birth, but women with indicators of ID had a higher risk of losing their pregnancy, including through induced abortion (95% CI OR = 1.26-1.99).CONCLUSIONS: Women with ID have specific needs around contraceptive care and risks around their pregnancy that may require more awareness among practitioners and better understanding of the processes of care and decision-making.

Jonge kinderen zijn de toekomstige generatie. Om hen tot volle ontwikkeling te komen hebben zij de steun van hun opvoeders nodig. Niet alleen ouders, maar ook leerkrachten spelen een belangrijke rol in deze ontwikkeling. Voor leerkrachten is het soms best lastig om goed om te gaan met alle kinderen in de klas, ook de kinderen met wat lastiger gedrag. Om leerkrachten te ondersteunen in het bieden van een ondersteunend klimaat aan álle kinderen is de interventie VIPP-School ontwikkeld. VIPP-School is een doorontwikkeling van een video-feedback interventie voor ouders (VIPP-SD), die eerder effectief is bevonden. Voortbouwend op deze kennis hebben we in een pilot, samen met leerkrachten, VIPP-SD aangepast voor gebruik in de onderbouw op scholen. Deze poster beschrijft het proces van aanpassing, waaronder de ervaringen van de deelnemende leerkrachten. Momenteel onderzoeken we in een gerandomiseerd onderzoek of VIPP-School leerkrachten (groep 1 t/m 4) kan ondersteunen in hun interactie met leerlingen met lastig gedrag door de sensitiviteit van leerkrachten te bevorderen.

Although parenting interventions including expectant fathers are scarce, they yield promising results. The Prenatal Video-feedback Intervention to promote Positive Parenting (VIPP-PRE) is a recently developed intervention, that is both manualized and personalized, aiming to enhance paternal sensitivity and involvement before the birth of the baby. Illustrating the intervention process, the current study presents two case studies of expectant fathers receiving VIPP-PRE (clinical trial registration NL62696.058.17). The VIPP-PRE program is described along with the individual dyads' prenatal video fragments and feedback specific for each father-fetus dyad. In addition, changes in paternal sensitivity and involvement levels are presented, as well as fathers' and intervener's evaluation of the intervention. VIPP-PRE promises to be a feasible short-term and potentially effective parenting intervention for expectant fathers. Currently, a randomized controlled trial (RCT) is under review that systematically investigates the efficacy of the VIPP-PRE. Here we aim to provide further information on the intervention process, as well as fathers' and intervener's evaluations of this process, and the benefits of using ultrasound imaging in a parenting intervention.Aunque las intervenciones de crianza incluyendo a los papás en espera son escasas, las mismas producen resultados prometedores. La Intervención Prenatal de Información en Video para promover la Crianza Positiva (VIPP-PRE) es una intervención recientemente desarrollada, la cual es manejada a mano y personalizada, con el objetivo de mejorar la sensibilidad y la participación paterna antes del nacimiento del bebé. Demostrando el proceso de intervención, el presente estudio presenta dos casos de estudio de papás en espera que reciben VIPP-PRE (registro de ensayo clínico NL62696.058.17). El programa VIPP-PRE se describe junto con los fragmentos e información del video prenatal de las díadas individuales específicas para cada díada papá-feto. Adicionalmente, se presentan los cambios en los niveles de sensibilidad y participación paterna, así como también la evaluación de la intervención por parte de los papás y de quien condujo la intervención. VIPP-PRE promete ser una intervención de crianza factible a corto plazo y potencialmente efectiva para papás en espera. Actualmente, se encuentra bajo revisión un ensayo controlado al azar (RCT) que sistemáticamente investiga la efectividad de VIPP-PRE. Aquí nos proponemos ofrecer mayor información sobre el proceso de intervención, así como también las evaluaciones que del proceso hicieron los papás y quien condujo la intervención, y los beneficios de usar las imágenes de ultrasonido en una intervención de crianza.Bien que les interventions de parentage in incluent des futurs pères soient rares, elles donnent des résultats prometteurs. L'Intervention de Retour-Vidéo Prénatale pour promouvoir le Parentage Positif (abrégé en anglais VIPP-PRE) est une intervention récemment développée. Elle est à la fois manualisée et personnalisée, se donnant pour but de renforcer la sensibilité et l'engagement avant la naissance du bébé. Illustrant le processus d'intervention cette étude présente deux études de cas de futurs pères recevant la CVIP-PRE (enregistrement des essais cliniques NL62696.058.17). Le programme VIPP-PRE est décrit ainsi que les fragments vidéo prénatale des dyades individuelles et le retour spécifique pour chaque dyade père-fœtus. De plus les changements dans la sensibilité paternelle et dans les niveaux d'engagement sont présentés, ainsi que l’évaluation des pères et des intervenants de l'intervention. La VIPP-PRE promet d’être une intervention de parentage viable à court terme et potentiellement efficace pour les futurs pères. Pour l'instant un essai contrôlé randomisé est à l’étude, étudiant systématiquement l'efficacité de la VIPP-PRE. Ici nous nous donnons pour but d'offrir des informations plus amples sur le processus d'intervention, ainsi que sur les évaluations du processus faites par les pères et les intervenants, et sur les bénéfices qu'il y a à utiliser les images ultrasons dans une intervention de parentage.Die pränatale Video-Feedback-Intervention zur Förderung positiver Elternschaft für werdende Väter (VIPP-PRE): Zwei Fallstudien Es nur wenige Elterninterventionen, die für werdende Väter konzipiert sind, doch die Ergebnisse solcher Interventionen sind vielversprechend. Die pränatale Video-Feedback-Intervention zur Förderung positiver Elternschaft (Prenatal Video-feedback Intervention to promote Positive Parenting; VIPP-PRE) ist eine kürzlich entwickelte Intervention, die sowohl manualisiert als auch personalisiert ist und darauf abzielt, die väterliche Sensibilität und Beteiligung vor der Geburt des Kindes zu verbessern. Zur Veranschaulichung des Interventionsprozesses werden in der vorliegenden Arbeit zwei Fallstudien von werdenden Vätern vorgestellt, die VIPP-PRE durchlaufen haben (clinical trial registration NL62696.058.17). Das VIPP-PRE-Programm wird zusammen mit den pränatalen Videofragmenten der einzelnen Dyaden und dem für jede Vater-Fötus-Dyade spezifischen Feedback beschrieben. Darüber hinaus werden Veränderungen in der väterlichen Sensibilität und dem Grad der Beteiligung sowie eine Interventionsevaluation durch die Väter und die Durchführenden dargestellt. VIPP-PRE verspricht eine machbare, kurzfristige und potenziell wirksame Elternintervention für werdende Väter zu sein. Derzeit befindet sich eine randomisierte kontrollierte Studie (RCT) im Review, die systematisch die Wirksamkeit von VIPP-PRE untersucht. In der vorliegenden Arbeit möchten wir weitere Informationen über den Interventionsprozess, die Bewertung dieses Prozesses durch die Väter und die Durchführenden sowie über die Vorteile der Verwendung von Ultraschallbildern in einer Elternintervention geben.未来の父親に肯定的な子育てを促進するための出生前ビデオフィードバック介入 (VIPP-PRE) の2事例 未来の父親向けの育児介入は、非常に少ないが、有望な結果が得られている。肯定的な子育てを促進するための出生前ビデオフィードバック介入 (VIPP-PRE) は、子どもが生まれる前に父親の感受性と関与を高めることを目的とした、マニュアル化も個別化もされ、最近開発された介入法である。本研究では、VIPP-PRE (臨床試験登録NL62696.058.17) を受けた未来の父親の2つの事例を紹介し、介入の過程を説明する。VIPP-PREプログラムについて、各二人組の出生前のいくつかの短いビデオと各父親-胎児の組への個別フィードバックとともに説明する。さらに、父親の感受性と関与レベルの変化、および父親と介入者の介入に対する評価も提示した。VIPP-PREは、未来の父親にとって短期的に実現可能なかつ効果的な育児介入となる可能性があることが期待される。現在、VIPP-PREの有効性を系統的に検討する無作為化比較試験 (RCT) が検討されている。ここでは、介入のプロセス、それに対する父親と介入者の評価、子育て介入に超音波画像を使用することの利点について、さらなる情報を提供することを目的とする。.尽管包括准爸爸在内的育儿干预措施很少, 但它们产生了可喜的成果。促进积极育儿的“产前视频反馈干预” (VIPP-PRE) 是最近开发的的一项干预措施, 它既程式化又个性化, 旨在提高婴儿出生前父亲的敏感性和参与度。为了说明干预过程, 本研究介绍了两个接受VIPP-PRE (临床试验注册NL62696.058.17) 的准爸爸的案例研究。描述了VIPP-PRE程序与各个二人组的产前视频片段, 以及针对每个父亲-胎儿二人组的反馈。此外, 还介绍了父亲敏感性和参与度的变化, 以及父亲和干预者对干预措施的评价。VIPP-PRE有望成为一种短期可行的、潜在有效的准爸爸育儿干预措施。目前, 一项系统研究VIPP-PRE有效性的随机对照试验 (RCT) 正在审查中。在这项研究中, 我们旨在提供有关干预过程的更多信息, 父亲和干预者对这一过程的评价, 以及在育儿干预中使用超声成像的好处。.تدخل التغذية الراجعة بالفيديو قبل الولادة لتعزيز التربية الإيجابية للآباء المنتظرين (PRE-VIPP) دراستان حالة على الرغم من ندرة تدخلات التربية بما في ذلك الآباء المنتظرون ، إلا أنها تسفر عن نتائج واعدة. يعد تدخل التغذية الراجعة بالفيديو قبل الولادة لتعزيز التربية الإيجابيةPRE) -(VIPP تدخلاً تم تطويره مؤخرًا ، يدويًا وشخصيًا على حد سواء ، بهدف تعزيز حساسية الأب ومشاركته قبل ولادة الطفل. لتوضيح عملية التدخل ، تقدم الدراسة الحالية دراستي حالة للآباء المتوقعين الذين يتلقون (PRE-VIPP) (تسجيل التجربة السريرية NL62696.058.17). يتم وصف برنامجPRE -VIPP مع مقاطع فيديو ما قبل الولادة الخاصة بالثنائيات والتعليقات الخاصة بكل ثنائي من الأب والجنين. بالإضافة إلى ذلك ، يتم عرض التغييرات في حساسية الأب ومستويات المشاركة ، وكذلك تقييم الآباء والقائمين على البرنامج للتدخل. يعد برنامجPRE -VIPP بأن يكون تدخلاً عمليًا قصير الأجل وفعالاً للآباء المنتظرين. حاليًا ، تجري مراجعة تجربة معشاة ذات شواهد(RCT) تحقق بشكل منهجي في فعالية هذا البرنامج. نهدف في هذه الورقة إلى تقديم مزيد من المعلومات حول عملية التدخل ، بالإضافة إلى تقييمات الآباء والمتدخلين لهذه العملية ، وفوائد استخدام التصوير بالموجات فوق الصوتية في التدخلات الخاصة بالتربية الأبوية.

Contains fulltext : 234925.pdf (Publisher’s version ) (Open Access) Previous studies on the impact of COVID-19 indicate that pandemic-related distress increases risks for child maltreatment, although data on the scope of this problem are still scarce. Here, we assessed whether parents with toddlers (n = 206) more often used harsh discipline during the lockdown in the Netherlands compared to a matched parent sample collected prior to the pandemic (n = 1,030). Parents were matched on background characteristics using propensity score matching. We found that harsh parenting levels were significantly elevated compared to pre-pandemic levels. Harsh parenting behaviors with a low prevalence before COVID-19 increased most strongly: shaking, calling names, and calling the child stupid. These results suggest that parental tolerance for children’s disobedience is lower under the adverse circumstances of COVID-19 and, as a result, abusive parenting responses are more difficult to inhibit. Thus, a lockdown seems to increase risks for child maltreatment, underscoring the need for effective support strategies for at-risk families. 7 p.

Key Points Question Does a brief video-feedback parenting intervention delivered in a routine health context improve behavior outcomes for at-risk children aged 12 to 36 months? Findings This randomized clinical trial that included 300 children and their caregivers found lower levels of behavior problems among families allocated to receive the intervention vs those who received usual care. In particular, conduct problems decreased. Meaning This brief parenting intervention can benefit the mental health of very young children and can be delivered by frontline staff in a routine community health service setting., Importance Behavior problems are one of the most common mental health disorders in childhood and can undermine children’s health, education, and employment outcomes into adulthood. There are few effective interventions for early childhood. Objective To test the clinical effectiveness of a brief parenting intervention, the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), in reducing behavior problems in children aged 12 to 36 months. Design, Setting, and Participants The Healthy Start, Happy Start study was a 2-group, parallel-group, researcher-blind, multisite randomized clinical trial conducted via health visiting services in 6 National Health Service trusts in England. Baseline and 5-month follow-up data were collected between July 30, 2015, and April 27, 2018. Of 818 eligible families, 227 declined to participate, and 300 were randomized into the trial. Target participants were caregivers of children who scored in the top 20% for behavior problems on the Strengths and Difficulties Questionnaire. Participants were randomly allocated on a 1:1 basis to receive either VIPP-SD (n = 151) or usual care (n = 149), stratified by site and number of participating caregivers. Analysis was performed on an intention-to-treat basis. Statistical analysis was performed from September 5, 2019, to January 17, 2020. Interventions All families continued to access usual care. Families allocated to VIPP-SD were offered 6 home-based video-feedback sessions of 1 to 2 hours’ duration every 2 weeks. Main Outcomes and Measures The primary outcome was the score on an early childhood version of the Preschool Parental Account of Children’s Symptoms, a semistructured interview of behavior symptoms, at 5 months after randomization. Secondary outcomes included caregiver-reported behavior problems on the Child Behavior Checklist and the Strengths and Difficulties Questionnaire. Results Among 300 participating children (163 boys [54%]; mean [SD] age, 23.0 [6.7] months), primary outcome data were available for 140 of 151 VIPP-SD participants (93%) and 146 of 149 usual care participants (98%). There was a mean difference in the total Preschool Parental Account of Children’s Symptoms score of 2.03 (95% CI, 0.06-4.01; P = .04; Cohen d = 0.20 [95% CI, 0.01-0.40]) between trial groups, with fewer behavior problems in the VIPP-SD group, particularly conduct symptoms (mean difference, 1.61 [95% CI, 0.44-2.78]; P = .007; d = 0.30 [95% CI, 0.08-0.51]). Other child behavior outcomes showed similar evidence favoring VIPP-SD. No treatment or trial-related adverse events were reported. Conclusions and Relevance This study found that VIPP-SD was effective in reducing symptoms of early behavior problems in young children when delivered in a routine health service context. Trial Registration isrctn.org Identifier: ISRCTN58327365, This randomized clinical trial tests the clinical effectiveness of a brief video feedback–based parenting intervention in reducing behavior problems in children aged 12 to 36 months.

The quality of young children's peer relationships is important for their development, and it is assumed that parenting and self-regulation skills shape children's behavior when interacting with peers. In this multi-informant-multi-method study, we examined the direct and mediated associations between preschool parenting, children's behavioral self-regulation, and peer aggression and peer relationship problems in elementary school-aged children and extended previous work by examining both positive and negative parenting of both mothers and fathers. In a large community sample (n = 698) of parents and children who were between 1 and 6 years old, we obtained information on observed maternal sensitivity, mother- and father-reported harsh discipline, observed child self-regulation, and child-reported aggression towards peers, peer rejection and victimization. Results from a structural equation model showed that maternal sensitivity was prospectively associated with children's behavioral self-regulation and that lower levels of behavioral self-regulation were associated with higher levels of children's peer aggression and peer relationship problems. However, children's behavioral self-regulation did not mediate the association between maternal sensitivity and peer relationship problems. In addition, higher levels of paternal, but not maternal, harsh discipline were directly associated with more peer relationship problems, but again no mediation was found. The results highlight the importance of maternal sensitivity for children's behavioral self-regulation and the role of paternal harsh discipline for the quality of children's later peer relationships. Our findings suggest it is important to take maternal and paternal parenting practices into account as they might have different effects on the child.

In recent years, the technical possibilities of educational technologies regarding online peer feedback have developed rapidly. However, the impact of online peer feedback activities compared to traditional offline variants has not specifically been meta-analyzed. Therefore, the aim of the current meta-analysis is to do an in-depth comparison between online versus offline peer feedback approaches. An earlier and broader meta-analysis focusing on technology-facilitated peer feedback in general, was used as a starting point. We synthesized 12 comparisons between online and offline peer feedback in higher education, from 10 different studies. Moreover, we reviewed student perceptions of online peer feedback when these were included in the studies. The results show that online peer feedback is more effective than offline peer feedback, with an effect size of 0.33. Moreover, online peer feedback is more effective when the outcome measure is competence rather than self-efficacy for skills. In addition, students are mostly positive towards online peer feedback but also list several downsides. Finally, implications for online peer feedback in teaching practice are discussed and leads are identified for further research on this topic.

Background: Psychological stress has repeatedly been found to be associated with pro-inflammatory markers in blood, and neuro-inflammation may play a role in the development of psychopathology after early life stress. Salivary immune testing is a novel method to non-invasively assess immune functioning. We examined a large range of salivary immune markers in relation to self-reported childhood maltreatment and psychopathology in an adult sample. Methods: Participants (N = 118, 51% female, mean age = 46.6 yrs, range 22–64) were drawn from a cross-sectional three-generation study, and supplied 2 ml of saliva via passive drool. They reported on childhood maltreatment experiences and on psychopathological symptoms in the last 6 months. Hair cortisol was additionally assessed in a subsample (n = 68). Levels of IL1ß, IL6, IL8, IFNγ, TNFα, tIgE, sIgA, FLCƛ, and FLCƙ were assessed. Results: Linear mixed model analyses showed that several salivary immune markers were associated with age (sIgA and IgE), BMI (sIgA, IL1ß, and IL6), sex (FLCs and IgE), and bad health (IL6, IL8, TNFα). No associations with (anti-inflammatory) medication use or oral health problems were found. Notably, no associations between the immune markers and self-reported childhood maltreatment, psychopathology, or hair cortisol were found. Conclusions: Salivary immune measures were found to be sensitive to individual differences in age, sex, health and BMI. However. in the current sample there was no indication of inflammation in relation to chronic psychological stress. Larger studies, including participants with higher stress levels, are needed to further examine associations between salivary immune markers and psychological stress.

Fathers have finally become more than bit players in research on parenting. In the past, studies tended to focus exclusively on mothers, or included fathers’ education, absence, or support as reported by the mother only as a covariate. Fathers have now joined mothers in the spotlights, as evident from the current special issue on observational father data. And for good reasons: They have become more visible for their own children as well. Over one generation, there has been a 3- to 6-fold increase in fathers’ time spent on child care compared to what their own fathers typically did (Bakermans-Kranenburg, Lotz, Alyousefi-van Dijk & Van IJzendoorn, 2019). It is thus crucial for researchers to include them in studies on parenting and child development, also from a family systems perspective (Cowan & Cowan, 2019). The set of studies in this special issue demonstrates that understanding child development is greatly enriched by incorporating observational father data (or secondary caregiver data in the case of gay and lesbian families; Ellis-Davies et al., 2021).

Summary Part I centred around the definition and operationalization of home-based parental involvement in early childhood education. In Chapter 2 we reviewed the operationalizations of home-based parental involvement as described in the measures sections of empirical papers (k = 67) identified in a systematic search. Through an iterative process of constant comparison, five themes were extracted that together give a comprehensive, evidence-based description of home based parental involvement. This description includes the activities undertaken, appropriate instructions and climate in which these activities take place, and includes the child as autonomous actor. In Chapter 3 we evaluated the psychometric properties of two parent report questionnaires on home-based parental involvement for their use across parents with and without a migration background. Through the use of Principal Component Analysis it was found that in the Quantitative Home-based Involvement Questionnaire formal and informal involvement formed distinct components of home-based parental involvement in kindergarten aged children. Additionally, multi-group confirmatory factor analyses showed that the second instrument (the Parenting Questionnaire) can be validly used to measure home based parental involvement style across parents with and without a migration background in the Dutch context. Part II concerns School Learning Communities (SLCs) as an intervention to develop or improve educational partnerships. In Chapter 4 we gave more insight into the working mechanisms of SLCs by exploring how equality and diversity were expressed by parents and teachers in SLCs and to what extent they reflected on their views and practices. Thematic coding of transcripts from the SLC meetings revealed that equality and attention for diversity became important topics in these meetings. Equality in communication was for example discussed in the context of ‘creating more two-way communication’. Attention to individual experiences and differences was, for example, discussed both within context of the SLC as well as in the context of daily practice. Parents and teachers reflected on their opinions and practices, most notably regarding ‘communication’. Reflection was more or less thorough, depending on the school context. Additionally, SLC participants developed practical output, such as an introductory meeting format for new parents, and applied these practical outputs in everyday practices. In Chapter 5 we tested the effectiveness of the intervention by evaluating the efficacy of SLCs on improving teachers’ perceptions of the parent-teacher relationship. Results of the growth models with multilevel analyses in SPSS suggest that the quality of the parent-teacher relationship increased over time. As expected, the parent-teacher relationships as rated by teachers who took part in the program in the first year showed a larger increase in quality than those of teachers in the waitlist group. Specifically, the relationships of teachers with parents who had an ethnic background different from their own benefited more from the SLCs than relationships with same ethnicity parents.

The way people gesture impacts problem-solving performance. Particularly gestures that are incompatible with the actions required for subsequent problem-solving slow down problem-solving performance (i.e. interference effect). We investigated whether this interference effect holds if the task allows for only one type of movement (left-to-right movement) instead of a mixture of movement types. Additionally, we studied whether gestures compatible with the actions required for problem-solving facilitate subsequent problem-solving performance. Participants solved a Tower of Hanoi (TOH), then explained the problem-solution with gestures or did not explain the problem-solution, and solved the TOH again. During the second TOH, half of the participants solved the TOH in the same direction (left-to-right), the other half in the opposite direction (right-to-left). Results showed that compatible gestures resulted in faster problem-solving (facilitation effect) but incompatible gestures did not slow down performance (no interference effect). Our study shows that gesturing supports but does not interfere with problem-solving.

This randomized, double-blind, placebo-controlled within-subject study examined the effects of intranasal administration of oxytocin and vasopressin on fathers' sensitive and challenging parenting behaviors. Furthermore, we examined the moderating role of fathers' early childhood experiences. The sample consisted of 70 fathers with their 2- to 12-month-old infants. All fathers were assigned to each of the three experimental sessions (oxytocin, vasopressin, and placebo), on three separate days, with random order and intervening periods of one to two weeks. Sensitive and challenging parenting behaviors (CPB) were observed during a 10-minute free play task. Results showed no effects of vasopressin administration on paternal sensitivity. Fathers in the oxytocin condition were less sensitive than fathers in the placebo condition, and this effect was moderated by fathers' own childhood experiences: Fathers who reported higher levels of experienced parental love withdrawal were less sensitive in the oxytocin condition as compared to the placebo condition, whereas fathers with less experienced parental love withdrawal showed no difference in sensitivity between the oxytocin and placebo condition. No effects were found of oxytocin and vasopressin administration on fathers' CPB. Our results, although partly unexpected, are largely in line with previous literature showing that oxytocin administration can exert negative effects in individuals with adverse childhood experiences. ispartof: Hormones And Behavior vol:142 pages:1-11 ispartof: location:United States status: published