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Exploring international students' long-distance relationships with their back-home families is important for understanding how to support their stability and growth. Using qualitative interviews and surveys, this research explored perspectives from both international students and their parents about their remote interactions while oceans apart. Findings indicate three transformative shifts that enhanced the quality of student-parent relationships through their distance: a) incidental to intentionally motivated interactions, b) task-oriented to person-centered attention, and c) authoritarian to communally-oriented dispositions. These shifts fostered a greater sense of trust, support, and intimacy between international students and their back-home parents. Interweaving Construal Level Theory with the findings, this study offers implications for informing international students and their parents on developing effective, long-distance relationships.

As a social-interactional positive behavior, the flow of compassion (i.e., selfcompassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner's (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semistructured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.

Psychosexual functioning is an important aspect of human development and relationships. A previous study investigated psychosexual functioning of autistic adolescents using the Teen Transition Inventory (TTI), but there is a lack of comprehensive measurement of psychosexual functioning among autistic and non-autistic (NA) adults. To address this gap, the current study adapted the self-report TTI to the Psychosexual Functioning Survey (PSFS) and presented it to 131 autistic (n = 59) and NA adults (n = 72) in the U.S. Comparisons of psychometric properties between the original TTI and the PSFS are shared; the developmental relevancy among some items was changed, and the alphas indicated a difference in the content of certain scales. Differences emerged between autistic and NA adults in both the intra- and interpersonal domains of psychosexual functioning, but not in sexual and intimate behaviors. The findings suggest the persistence of differences from adolescence to adulthood between autistic and NA people and highlight the importance of understanding the unique experiences of adults in psychosexual functioning relative to diagnostic status.

Objective: This study explores the depressive symptoms and quality of life (QoL) of women in relationships with partners diagnosed with ADHD, as well as the role of engagement in health-promoting activities (HPA) on these outcomes, spotlighting the often-neglected perspective of these women. Methods: Employing a cross-sectional approach, the study used Structural Equation Modeling (SEM) to explore associations between partners' ADHD functional impairment, women's involvement in HPA, and their depressive symptoms and QoL. Results: Functional impairment in partners with ADHD was positively associated with women's depressive symptoms and negatively associated with their QoL, whereas women's engagement in HPA was positively associated with their QoL and negatively associated with their depressive symptoms. Conclusions: The findings suggest that women partnered with individuals diagnosed with ADHD may face an elevated risk of depressive symptoms and lowered QoL. The results highlight the potential need for a more comprehensive clinical approach to adult ADHD treatment that considers functional impairments and the experiences of partners. Incorporating HPA into therapeutic strategies appears beneficial. However, longitudinal research is needed to examine the direction of these associations and to develop potential interventions to support these women.

Feeling loved by one's parents is critical for children's health and well-being. How can such feelings be fostered? A vital feature of loving interactions is reciprocal self-disclosure, where individuals disclose intimate information about themselves. In a proof-of-concept experiment, we examined whether encouraging reciprocal self-disclosure in parent-child dyads would make children feel more loved during the conversation. Participants were 218 children (ages 8-13, 50% girls, 94% Dutch) and one of their parents (ages 28-56, 62% women, 90% Dutch). Parent-child dyads received a list of 14 questions and took turns asking them each other for 9 min. Dyads were assigned randomly to engage in self-disclosure (questions invoking escalated intimacy) or small talk (questions invoking minimal intimacy). Before and after, children reported how loved they felt by their parent during the conversation. Self-disclosure made children feel more loved during the conversation than did small talk. Compared to small talk, self-disclosure did not instigate conversations that were lengthier or more positive; rather, it instigated conversations that were more emotionally charged (reflecting anger, anxiety, and sadness), social (discussing family and friends), reflective (creating insight), and meaningful (addressing deeply personal topics, including the passing of loved ones). The dyad's gender composition did not significantly moderate these effects. Our research suggests that reciprocal self-disclosure can make children feel more loved in the moment, uncovers linguistic signatures of reciprocal self-disclosure, and offers developmental scientists a tool to examine causal effects of reciprocal self-disclosure in parent-child dyads. Future work should examine long-term effects in everyday parent-child interactions.

Feeling loved by one's caregiver is essential for individual flourishing (i.e., high levels of psychological well-being in multiple dimensions). Although similar constructs are found to benefit adolescent well-being, research that directly tests parental love as a feeling from the recipient's perspective is rare. Historically, parental love has been measured using single-assessment methods and assumed to be a stable, trait-like characteristic; yet, like any feeling, it may fluctuate in meaningful ways on a day-to-day basis--the implications of which are unknown. Using a sample of 150 adolescents (59.3% female; ages 14-16), this study estimated "level" (person's mean level across days) and "instability" (fluctuations across days) of feeling loved by a caregiver across 21 days for each adolescent, and then examined their prospective effects on adolescent flourishing 1 year later. After controlling for demographics (adolescent age, gender, family income, and parent's sex) and variable baseline levels, feeling more loved by one's caregiver in daily life significantly predicted higher levels of flourishing in two global measures 1 year later. Moreover, "level" and "instability" of feeling loved by one's caregiver played different roles for different dimensions of flourishing: higher "levels" significantly predicted higher levels of autonomy, purpose in life, and personal growth, whereas higher "instability" significantly predicted lower levels of positive relations with others and environmental mastery. Findings emphasized the importance of considering daily dynamics of feeling loved by one's caregiver and demonstrated that "level" (of feeling loved) is particularly important for intrapersonal aspects while "instability" is particularly important for interpersonal aspects of flourishing.

The importance of close social contacts in the educational process has been widely documented, but mainly for the school sector. The present article examines the importance of close relationships on university students' dropout tendencies. Using longitudinal panel data collected at a medium-sized German university, students (N = 7,169) were surveyed in four waves. The authors investigate how the family situation, partnerships and relations to peers correspond with students' dropout intentions. Data analyses revealed three main findings: First, parental educational aspirations negatively influence the tendency to dropout. Second, students living in partnerships display lower dropout intentions; however, a new partnership favors the tendency to drop out. Third, while close friends decrease students' dropout intentions, having a high proportion of friends from non-university life domains increases them.

Generative artificial intelligence (GAI) programs such as ChatGPT and other large language models are designed to engage in complex, responsive dialogues that feel like human interactions. The dialogic and responsive nature of GAI signals the potential for users to form relationships with GAI platforms or digital personalities created on these platforms. Given the degree to which language use and broader conceptual understandings are deeply embedded in social relationships, the relational nature of GAI has powerful implications for the future of literacy and learning. This speculative essay draws upon sociocultural, affective, and posthuman perspectives on literacy to explore key concerns regarding the nature of intimate relationships with GAI. The author highlights three central concerns for literacy researchers and educators: epistemological issues stemming from intimate relationships with GAI, the potential for students to (re)conceptualize human relationships through GAI, and the role of relational GAI in linguistic justice.

School-based supports, such as LGBTQ+ -themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+ -themed literature course at a grassroots public charter high school for the arts in a mid-sized Midwestern city. The larger study, from which this article is derived, is a hybrid of ethnography and practitioner inquiry. Therefore, this study draws on field notes, transcribed video recordings of class, transcribed audio recordings of interviews, and student assignments related to a young adult novel. Our analysis of gendered power relations suggests that oppression can hinder intimacy, intimacy can hinder activism, but intimacy can also foster activism. With the goal of leveraging opportunities to challenge gendered oppression, we argue that students and teachers must navigate intimacy and intersecting structures of oppression to enact activism.

Intimate partner violence and sexual assault are under-researched experiences in autistic people's lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were "'experiences of abuse'", "'autism used against you'", "'poor family models'", "'impact of/on friendships'", "'handling trauma'", and "'recommendations for future practice'". Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.

This study examined parental romantic attachment security as a mediator of prospective associations between hostile interparental conflict and parental discipline (i.e., power-assertive, permissive, and inductive discipline) for mothers and fathers of young children. Furthermore, this study utilized a novel, automatic assessment of romantic attachment security in examining whether romantic attachment assessed at controlled (i.e., self-reported) and automatic (i.e., a rapid word-sorting task) levels of representation differentially serve as spillover mechanisms. Participants included 235 mothers (62% White), fathers (55% White), and a target child between the ages of 2 and 4 (M[subscript age] = 2.97; 55% girls) recruited from a moderate-sized metropolitan area in the Northeastern United States. Families were assessed annually across three waves of data collection. Results from autoregressive structural equation model analyses revealed that romantic attachment operated as spillover mechanism for mothers. In particular, hostile interparental conflict was associated with power-assertive discipline through changes in mothers' automatic romantic attachment security. We also found that hostile interparental conflict was associated with inductive discipline through changes in mothers' romantic attachment avoidance. Neither controlled nor automatic romantic attachment representations served as spillover mechanisms for fathers. Findings are discussed within family systems and attachment frameworks.

PEERS® for Young Adults is an evidence-based program aimed at teaching social skills needed to establish and maintain close relationships, including friendship and romantic relationships. The study investigated the effects of the Polish adaptation of the curriculum on the social functioning of adults on the autism spectrum. Fifteen young adults (aged 18-32, M = 23.5) were randomly allocated to an immediate or delayed (control) treatment condition. By self and parent report, individuals who participated in the PEERS® program showed significant improvements in social skills, social cognition, and social knowledge, but limited gains in social engagement. The effects were maintained over six months after the treatment. The intervention was well-accepted and deemed feasible by young adults, their parents, and peers involved in the program.

Introduction/background: This study aims to determine the impact of a person with profound intellectual and multiple disabilities on peer relationships of their siblings. Methods: Information obtained from typically developing siblings of individuals with profound intellectual and multiple disabilities served as research material for this study. There were a total of 18 participants in the study. The analysis and interpretation were based on the procedures of grounded theory. Results and conclusion: The results of the study show that young adults with a brother or sister with profound intellectual and multiple disabilities have some difficulties in establishing relationships with their peers, especially those more intimate such as friendships or romantic endeavors. At the same time, research confirms that siblings of individuals with profound intellectual and multiple disabilities have high levels of empathy and understanding for others as well as sincere attachment to family.

The aim of the study was to explore same-sex and opposite-sex friendship functions among 12 to 13- and 16 to 17-year-old Hungarian adolescents (n = 304). To explore perceptions of friendship functions, the McGill Friendship Questionnaire (MFQ, 30 items, 6 factors: stimulating companionship, help, intimacy, reliable alliance, self-validation, emotional security) was used. The confirmatory factor analysis did not support the theoretical structure of MFQ. Based on the exploratory factor analysis, the 26-item Hungarian version of MFQ can be used to measure adolescents (the original 6 factors were retained). The internal reliability indices of the MFQ versions (same and opposite sex) were adequate (Cronbach's [alpha]: 0.69-0.88). The results only partially confirmed the age and gender hypotheses. Based on the results, the older students are more likely to acknowledge the achievements and positives of a friend for both same-sex and opposite-sex friends, as well as intimacy for opposite-sex friends. Also among older students, we identified several significant gender differences: for girls, all features of friendship were more important, except self-validation in same-sex friendship. In the opposite-sex relationship, only stimulating companionship and reliable alliance are more important for girls. The results raise the possibility that friendship functions build on and reinforce each other with age.

Family child care professionals are a critical sector of the early care and education workforce. Utilizing critical race theory and Yosso's Community Cultural Wealth model, the current study seeks to examine the strengths and assets that family child care professionals of color bring to their early care and education work and to the children and families in their programs. The authors identified evidence of four types of cultural capital (aspirational, familial, navigational, and resistant) in the focus group narratives of family child care professionals of color across four regions in the USA. Their narratives describe an orientation to caring for children and families that counters exclusionary and biased systems. The family child care professionals of color envision themselves as educators and supporters of community advancement in opposition to racialized stereotypes of home-based child care work as babysitting (aspirational capital); they leverage the home as a place for racial healing and sustain intergenerational connections with families through practices of othermothering and an ethic of love (familial capital). The family child care professionals of color describe the ways they enact navigational and resistant capital in their perseverance and participation in licensing and quality systems, despite inequities. The family child care professionals' counternarratives of family child care work suggest their essential role in societal functioning and well-being. The study's findings hold implications for (re)defining early care and education quality and (re)designing systems that celebrate and recognize the strengths, resilience, and capacity of family child care professionals of color to support equitable futures for children, families, and communities.

This article traces the transnational circulation of socialist reforms in the field of sex education through the work of Monika Krause, a citizen of the German Democratic Republic (GDR) who migrated to Cuba and became the "Cuban Queen of Condoms." For Krause, the overarching goal of sex education was to "teach tenderness" to the people. The socialist state's mission to prepare the population for love, marriage, partnership, and family in Cuba and the GDR involved using complex measures. This paper describes these, contextualizes them in transnational debates, and explains some of the internal reasoning behind their institutionalization. It also explains why looking at state-level efforts to "teach tenderness to the people" matters for a transnational history of sex education.

This study has been conducted to analyse the mediating role of jealousy in the relationship between social interest and partner violence in romantic relationships. The research group consisted of 402 emerging adults who were reached by convenient sampling method, who had a romantic relationship and who were students of a state university in Turkey. The data were collected with "Multi-dimensional Jealousy Scale, Intimate Partner Violence Attitude Scale- Revised form and Adlerian Social Interest Scale- Romantic Relationship Form. Mediation analysis showed that jealousy had a mediating role in the relationship between social interest and partner violence. Positive correlation was found between jealousy and partner violence, while social interest and jealousy and partner violence were found to be negatively correlated. As a result of Multivariate Hotelling T2, the main effect of gender on social interest, partner violence and jealousy in romantic relationships scores were found to be significant. Men were found to have significantly higher jealousy and partner violence levels and lower social interest levels than women.

This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the COVID-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students' perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.

Introduction. Sexuality and equality education are considered areas of relevant pedagogical research and intervention within current educational contexts in view of the violence and inequalities derived from the patriarchal system. Aims. This paper presents the main results of a research study that seeks to analyze the competence in sexuality and equality of university students during teacher training in Spain (Castilla la Mancha University). Method. For this, the study used a quantitative methodology and administered a nine-dimension questionnaire to 371 students. Results. The study revealed the weak acquisition of competence in sexuality and equality and the persistence of stereotyped images of sexualities. Furthermore, these findings show that future teachers have a weak equality-based professional practice due to an educational approach that lacks a gender perspective. Conclusions. The main conclusions highlight the evident formative needs in sexuality and equality and the absence of transforming feminist knowledge. All this can affect the development of quality education in sexuality and equality in students' future educational practices.

This literature review seeks to offer understanding about how relationships and sexuality education (RSE) has evolved in the 21st century in Aotearoa New Zealand secondary schools. The perceived demand for schools to address significant social issues, such as how youth navigate the world of relationships and sexualities, can be a challenge for the education sector. A traditional-narrative review was conducted to investigate how the experiences of RSE have changed from 1999 to 2022 to understand if RSE is evolving adequately for young people. Thirteen empirical studies were analysed that explored experiences of RSE programmes, which were discussed alongside relevant literature. Findings in the literature highlight gaps in policy and practice, with suggestions for further work that could keep RSE heading in a direction that empowers youth.

Most undergraduate students in universities are in the young adulthood stage of development, in which intimate relationships are part of key tasks. Central to intimate relationships are emotions, which play a crucial role in determining whether a relationship flourishes or decays. Capacity to manage emotions of self and others-also known as social-emotional intelligence-powered by its dimensions; emotional perception, utilization, and management of self and others-has been found to enhance individual capacity to relate with others, enhancing the possibilities of experiencing relationship satisfaction. However, most past studies have recorded inconsistent social-emotional intelligence (SEI) levels, gender-based differences, and context have differed from that of intimate relationships. The study was an attempt to investigate if there are significant gender differences in social-emotional intelligence in a sample of (n = 399) undergraduate students in universities engaged in intimate relationships in Nairobi County, Kenya. A survey design was used, and multistage sampling was used to select 234 female and 186 male students. Analysis of the data indicate moderate levels of social-emotional intelligence among undergraduate students in intimate relationships. The emotional perception dimension of social-emotional intelligence shows a statistically significant difference between the genders. However, the study findings reveal that gender should not be a deterrent when exposing students to social-emotional learning.

The article presents the development and validation of a new measurement tool, the scale of Jealousy in romantic relationship (JRRS), designed to assess romantic jealousy in individuals aged 18 and above with or without a romantic relationship. The scale was developed through a literature review and tailored to the Turkish culture. The exploratory factor analysis revealed a three-dimensional structure, with the first dimension explaining 32.94% of the total variance, the second dimension explaining 11.34%, and the third dimension explaining 9.21%. The total variance explained by all three dimensions was 53.50%. The moderate correlation between the Anxious Attachment subdimension of the Experiences in Close Relationships Scale-Short Form (ECRS-SF) and the JRRS provided evidence of criterion-related validity, consistent with previous findings in the literature. As a result of the reliability analysis, the reliability value of the measurement tool was found to be 0.85 according to the Cronbach alpha. According to the sub-dimensions, reliability results were obtained as 0.83 for the social environment and past relationships factor, 0.83 for the jealousy perception factor and 0.71 for the perception of the waist factor. The JRRS was compared to other established scales measuring jealousy in romantic relationships, and the results further supported its reliability and validity. Overall, the study showed that the JRRS is a valid and reliable tool for assessing romantic jealousy in individuals.

The experience of childhood trauma is known to predict health-relevant outcomes across the lifespan. Previous reviews summarize existing knowledge of the implications of childhood trauma for health in young adults and adults more generally. The current theoretical review aims to integrate the existing literature on the relationship between childhood trauma and health-relevant outcomes specifically in college students, consolidating findings across specific health domains. Further, the following theoretical review highlights the need for more research in this area and discusses how college campuses may use the knowledge in this area of work to develop targeted interventions aimed at improving the health of college students who experienced trauma in childhood.

Objective: This study examined the state of mental health, partnerships, and sexual activity of German university students after the third wave of the COVID-19 pandemic. Participants and methods: In June and July 2021, 928 students (23.6 years; 63.5% female) from four universities in Germany participated in an online survey that assessed depressive and anxiety symptoms as well as data on partnerships and sexuality. Results: Of the students, 56.4% were above the cutoff for clinically relevant depressive symptoms and 35.7% were above the cutoff for clinically relevant anxiety symptoms. Female gender, higher academic-related stress, lower financial resources, higher strain due to COVID-19, and more loneliness were associated with more severe symptoms. A quarter of the students each reported an improvement or deterioration in their partnerships. Conclusions: Student mental health appears to be worse compared to pre-pandemic and first wave data. It should be examined whether symptoms decrease when universities reopen.

This study investigates the goal-oriented nature of deceptive communication enacted through faking orgasms for people in diverse relationships that they perceived as less common or less accepted than more normative relationships (n = 501) using Multiple Goals Theory as a lens. Findings revealed that just over half the sample (52.4%) reported having faked an orgasm at some point in their lives, and approximately one third (32.3%) of the sample reported having faked an orgasm with their current partner. Results from qualitative analyses reveal that instrumental, identity, and personal goals characterized the reported motivations for faking orgasms, which primarily included faking an orgasm to end the activity or to benefit the partner. Implications for sexuality educators and future research are discussed.

This study investigated the role of anger expression and control in the relationships between mindfulness and romantic relationship quality. 237 emerging adults (167 females and 70 males) who had been in a relationship for at least three weeks (range = 3 weeks - 84 months) completed a set of questionnaires that assessed mindfulness, anger expression and control, and romantic relationship quality. Mediation analysis demonstrated that anger control strategies, which involve attempts to remain calm and reduce angry feelings mediated the relationship between mindfulness and romantic relationship quality. Bootstrap analyses also revealed that anger expression did not play a mediating role in the association between mindfulness and romantic relationship quality. A higher level of mindfulness may contribute to romantic relationship quality via increased anger control, but not via expressing anger externally or internally. The importance of examining different facets of anger and mindfulness and the implications for intervention programmes are discussed.

What might femme pedagogy offer to sexuality education? Inspired by Jessica Fields's (2023) observation that femme pedagogies create intellectual, powerful, and intimate possibilities marked by love and care, we theorize how a femme pedagogy might be used to disrupt the cis-heteronormative, deficit spaces of conventional sexuality education. Centrally, we expand this pedagogy through four key concepts that routinely appear in our own sexuality research and teaching as two queer femmes: bodies, desire, joy, and love and care. In our analysis, we incorporate visual data we created alongside pre-service teachers who we taught in the course Comprehensive Sexuality Education Methods at a university in New Brunswick, Canada in 2023. We describe how art production informs what femme pedagogy looks like in our own sexuality education practice. We suggest that femme pedagogy can be used to mobilize and highlight queer sexualities in sensuous, imaginative, and creative ways--calling upon us to reconsider what sexuality education could be otherwise.

Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying" pedagogical practices in special education by centering 2 Black and Brown girls in attendance in K-12 classrooms, "storying" together/two-gather transformative teaching-learning wisdom. We propose that "storying" involves explicit engagement with and highlighting of the student's voice, and we would center spirit and emotionality. The girls' storying illustrates praxical research through the lens of Black Womanist/Feminist and Disability Justice. The girls will show ways to support their learning. We introduce 5 "storying" pedagogical practices related to access-intimacy as interdependence, voicing intersectional knowledge for anti-racist and anti-ableist praxis in special education. Finally, we share how these practices lead to justice in education by reframing the master narratives for our readers to access and determine a reflexive accessibility praxis (everyday life) for their pedagogy.

What does it mean to feel passionately for the subject one teaches? What does such a passion entail for those involved in the teaching-learning situation? This study focuses on the teacher's passion for their subject. Nine scholarly texts were reviewed, which allowed for four distinct notions of passion to be discerned: i.e., romantic, friendly, erotic, and divine love. Findings showed also combinations of these notions as well as ontological variations. Inductively created themes revealed that the foundations of these different notions of passion ranged from love of the Truth and the Good to a calling from the subject, and that the character of these notions ranged from them being about intellectual and emotional allure to being about their being disclosed and brought to fulfilment. It also revealed what the different notions of love entailed for the teacher, the student, and the subject itself: for the teacher-from a demand to seek the good in the subject to a requirement to perceive the subject as a voice, the subject in turn making their life meaningful; for the student-from becoming part of the community of "we who love subject X" to a "homecoming of self-hood"; and for the subject itself-from beginning to reveal itself to holding teachers and students accountable. The usefulness of the findings for teacher education and research on teacher-student relations is discussed.

In China, parents, teachers, and society generally oppose adolescent romance, believing it impedes youth from academic success. However, research that investigates factors influencing one's involvement in adolescent romance is scarce, especially among rural Chinese youth. Drawing upon 1,262 youth and their mothers in rural Gansu province, China, this study examined how gender and parenting practices in the family and community contexts influence adolescent romance among Chinese rural youth. In 2004, mothers completed questionnaires about warmth, parental punitiveness, community parenting, and parental networking. In 2009, the youth sample, of which the average age was 20 and of which 46% were females, reported their romantic histories retrospectively. The study showed that 6.89 percent of youth were involved in an adolescent romantic relationship. The results of the multilevel logistic regression model suggested that girls were less likely to engage in adolescent romance than boys. Higher parental punitiveness was associated with a lower likelihood of engaging in adolescent romance. However, with the increase in parental punitiveness, girls were more likely to initiate adolescent romance. Neither parental warmth, community parenting, nor parental networking had a significant relationship with the likelihood of engaging in adolescent romantic relationships. The findings provide a holistic and nuanced understanding of individual, family, and community factors influencing rural Chinese youth's involvement in adolescent romance.

This paper illuminates how teachers are influenced by age, gender and sexuality in teaching about sex and relationships. In this analysis grounded in feminist theory, age, gender and sexuality are considered to be enacted as doings. Six interviews with teachers working with sexuality education in K-12 schools in Sweden were chosen from of a larger body of material consisting of 21 interviews with professionals engaged in school-based sexuality education. The six interviewees were selected because they explicitly addressed how teachers' age, gender and/or sexuality come to matter in the classroom. Findings show how male and female teachers organise their teaching in relation to normative expectations of age, gender and sexuality. In sexuality education, the diverse life-courses of (hetero)sexual women offer a wide range of pedagogic possibilities for female teachers to address issues of sexuality, consent and relationships whereas male teachers are constrained to doing safe(r) forms of masculinity by directing attention away from their bodies and experiences. In understanding these results, I argue that the figure of the "tant" has been key in forming the pedagogic backdrop to Swedish sexuality education, hence embedding a normative 'who' in the 'how' to teach sexuality education.

In recent years, there has been a growth in the amount of literature and a resurgence of interest in what Jools Page identified as 'professional love'. This research builds upon and extends Page's work considering what love looks like in practice and describing a 'loving pedagogy'. Despite recent research, love is still seldom talked about in the context of early childhood education and very few studies have considered what love looks like on a day-to-day basis within an early childhood setting. This small case study has identified that love is, indeed, present there in practice. Loving interactions were observed between adults and children in a preschool setting and how love manifests itself discussed with three educators during intimate conversations. This study compares observed practice with the educators' understanding of love and shows that a loving pedagogy exists within daily interactions and that there is a place for love within an early childhood setting.

Recent scholarship on anti-fascist education has stressed the role of everyday manifestations of power and oppression as the locus of molecular or microfascism, a term coined by Deleuze and Guattari. While identifying the ways in which power structures operate at the quotidian level is undoubtedly an important educational task, this paper argues that an anti-fascist educational approach must also account for the ways in which such structures are connected to concrete political manifestations of fascism. To this end, it explores the potential contributions and challenges of an Arendtian conception of love in the context of anti-fascist education. Drawing on Arendt's polemical interactions about love with Israeli scholar Gershom Scholem, this paper suggests that Arendt's conception of love as belonging outside the realm of the political, and her rejection of a love for the nation and for collectivities in general, can serve as important pedagogical tools in uncovering and critiquing specific affective appeals characteristic of fascist and neo-fascist rhetoric. While in Arendt's own work love is not explicitly associated with an analysis of fascism, her thinking about love brings us back to questions about the very meaning of politics, questions that are foundational to any meaningful attempt to establish an anti-fascist pedagogy.[AQ]

Intimate partner violence (IPV) among college students is a significant problem that negatively affects their physical and emotional health. This study aimed at examining risk factors, especially childhood adversities at the individual, relationship, and community levels, of IPV perpetration among college students. Methods: The sample from seven universities in the U.S. and Canada (N = 3,725) completed an online survey. Major variables included IPV perpetration, five types of childhood adversities, alcohol and drug use, depression, and demographic information. Logistic regression was performed. Results: Peer violence victimization, witnessing parental IPV, experiencing child maltreatment, drug use, and depression were associated with a higher odd of perpetrating IPV. Conclusions: Research and practice must account for exposure to multiple risk factors when intervening with college students. An integrative approach that combines trauma-informed interventions with substance use and mental health treatment may be most successful at IPV perpetration prevention and intervention among college students.

In this article I describe the transition of a group of university students in Australia into an online learning environment during COVID-19 pandemic disruptions. I reflect upon my intersubjective experiences as the lecturer in an unexpected situation of urgency and physical distancing. Research has acknowledged synchronous virtual learning contexts as less psychologically distancing than previously thought. I argue that these contexts can foster profound intimacy between participants through linguistic and multimodal means. I use an auto-ethnographic narrative inquiry approach to share observations gained retrospectively through multimodal, critically reflexive, social semiotic discourse analysis of audio-visual recordings of synchronous workshops conducted in 2020. I attempt to fill the gap in research on intimacy in online educational settings by suggesting that intimacy can be created by "linguaplay, personal testimonies," and "contrived chaotic material ecologies." I advocate moving away from an obsession with standardising and generating student knowledge in formal online learning to a stance that values intimacy, connection, and spontaneity.

Although many scholars have examined moral values in Indonesian primary school textbooks, there is a paucity of literature on the theme of adopting a combination of systemic functional linguistics-informed language appraisal and moral foundation theories. To fill this lacuna, the present study aims to analyse the representation of moral values in the thematic textbook through the main characters in the stories. This research adopts language appraisal by Martin and White (2005) and the moral foundation theory by Graham et al. (2013). The findings showcase that moral values of the main characters in thematic textbooks encompass individualising foundations and binding foundations. Individualising foundations consist of care and fairness values, which promote individual protection and cooperation; meanwhile, binding foundations encompass loyalty, authority, and sanctity, which unite individuals to their social groups.

This paper delves into the intricate realm of Shakespearean characters in love, employing a psychoanalytical lens to unravel the depths of their emotions, desires, and conflicts. Drawing on psychoanalytic theories, particularly those of Sigmund Freud and Carl Jung, this paper aims to dissect the subconscious motivations and psychological intricacies of characters such as Romeo and Juliet, Orsino and Viola, and other iconic figures. Through this analysis, the paper seeks to offer a nuanced understanding of how Shakespeare masterfully crafted characters whose emotional journeys resonate with universal human experiences. In addition to exploring the psychoanalytical aspects of Shakespearean characters' love, this paper also investigates the socio-cultural influences shaping their romantic dynamics. By examining the historical context in which these plays were written and performed, it aims to illuminate the ways in which societal norms and expectations intersect with individual psychology to influence characters' behaviors and choices. Furthermore, it analyzes how Shakespeare's portrayal of love reflects broader themes of power, gender, and identity, shedding light on the complex interplay between personal desire and societal constraints in Renaissance England. Through this multidimensional approach, it endeavors to provide a comprehensive examination of Shakespearean love that resonates with contemporary audiences while honoring the timeless brilliance of the Bard's storytelling.

Young adults explore sexuality through social media, using smartphones to conduct their intimate social relationships. This includes sexting behaviors that may have negative repercussions, such as bullying or non-consensual dissemination of content. Our study examines the connections between emotion regulation, moral judgment, and sexting behavior (with instant messages) among young adults. We tested the research variables--sexting, emotional regulation, and moral judgment--in a sample population of 682 young Israeli adults, ages 18-25. The study's findings indicate that 45.9% of the sample population of young adults have sent sexual messages and 47.9% have received such messages. No disparities in sexting behavior were found between young men and young women. Higher use of sexting was found among those who were in an intimate relationship. Difficulty in emotion regulation was found to correlate with lower capacity for ethical/humane moral judgment, which in turn signaled a higher likelihood of sexting behavior.

Recruiting cisgender, heterosexual young men for research participation can be a difficult endeavour. This is more challenging with qualitative research studies that require substantial time commitment, or be of a sensitive nature, such as discussions of sex, intimacy, and emotion. These challenges can be amplified with the shift to online data collection procedures due to COVID-19. In this paper I reflect on the process of recruiting cisgender, heterosexual men for a qualitative study on sex and intimacy that relied solely on online advertising during the ongoing COVID-19 pandemic. I build on a critical men and masculinity (CMM) studies framework by considering a 'sex-as-dirty-work' approach which centres the uncomfortable practice of talking about and researching sex. I highlight the success of this approach that counters recommended best practice in getting men to participate. I conclude with a discussion of the implications of this approach, and suggestions for researchers.

Randomized response techniques (RRTs) are applied to reduce response biases in self-report surveys on sensitive research questions (e.g., on socially undesirable characteristics). However, there is evidence that they cannot completely eliminate self-protecting response strategies. To address this problem, there are RRTs specifically designed to measure the extent of such strategies. Here we assessed the recently devised unrelated question model - cheating extension (UQMC) in a preregistered online survey on intimate partner violence (IPV) victimization and perpetration during the first contact restrictions as containment measures for the outbreak of the coronavirus disease 2019 pandemic in Germany in early 2020. The UQMC accounting for self-protecting responses described the data better than its predecessor model which assumes instruction adherence. The resulting three-month prevalence estimates were about 10% and we found a high proportion of self-protecting responses in the group of female participants queried about IPV victimization. However, unexpected results concerning the differences in prevalence estimates across the groups queried about victimization and perpetration highlight the difficulty of investigating sensitive research questions even using methods that guarantee anonymity and the importance of interpreting the respective estimates with caution.

We believe that developing cultural competencies can help students learn mathematics and conversely that learning mathematical content can help students learn about themselves and others. Using frameworks introduced by Rendón (2009) and Gutiérrez (2018), we present a five-part bundle of activities for undergraduate differential equations course instructors, including one pre-activity reflection assignment, three modeling activities, and a final project. The Pre-Activity Assignment engages students to draw on their own personal and/or cultural experiences with the concept of love. Three activities focus on developing revision skills in mathematical modeling and practicing methods of solving systems of ordinary differential equations (ODEs). In these activities, students would collaborate to construct a relationship model consisting of a system of first-order linear ODEs and solve different model iterations with the characteristic polynomial, matrix form, or Laplace transform method. The final project connects the reflections in Pre-Activity Assignment with the skills developed in the three activities by inviting students to create a relationship scenario, model, revise, solve it, and present the conclusions. By engaging in this set of assignments, students connect personal and cultural experiences with the concept of love and perceive themselves and their peers in the curriculum, fostering a sense of belonging and relevance.

This study sought to advance the growing body of research on communication and instruction outside of the college classroom by exploring the rhetorical and relational goals of religious leaders facilitating premarital education about sex (i.e., sexuality, sexual health, and intimacy). Specifically, 47 evangelical Christians who had taught premarital education content (e.g., counseling, courses, and retreats) completed open-ended surveys regarding their goals when communicating about sex and the challenges or barriers to accomplishing their goals. Follow-up interviews were conducted with 16 of the 47 participants about their experiences with the topic. A thematic analysis revealed that participants sought to "counter myths and misconceptions," "teach the emotional-spiritual and redirect the physical," and "create a safe space." Moreover, the challenges they experienced included (couples') discomfort, limited time and expertise, and perceived conflicting teacher-student goals. In all, their efforts to teach "God's design" and the challenges they perceived were filtered through their Christian ideology, indicating the need to continue exploring the role of social identity in teaching-learning contexts.

Sexuality and relationship education (SRE) for trans young people is fraught with ongoing institutional and informational erasure, even as trans young people display considerable agency in navigating their SRE needs. This paper reports on a survey of 112 Australian trans young people, who shared their experiences of SRE (in terms of delivery and content), and their views on three story completion tasks where they were asked to respond to prompts about three fictional stories focused on trans young people (and for some their cisgender partners) and intimacy. Participants reported that SRE was delivered in class and focused on puberty and anatomy, although many participants accessed SRE information informally. Participants overwhelmingly reported the erasure of trans-specific SRE content and suggested that SRE content should include a trans focus. Responses to the story completion task emphasised the agency of the fictional trans young people in asserting their boundaries, deserving respect, being knowledgeable about their bodies and ensuring their safety. Fictional cisgender young people in the story completion tasks were expected to be respectful, and to be guided by trans people (but also to educate themselves). The paper concludes with recommendations for harnessing trans young people's agency in the context of SRE.

Unwanted pursuit behaviours (UPBs) are behaviours that are often intended to initiate a relationship or restore romantic relationships following a break-up. Research shows relatively high prevalence rates of UPBs in college students. In the current study, we tested a conceptual mediation model, where perceived parental warmth would be indirectly related to UPBs via emotional regulation difficulties. College students (n = 314) completed online measures of parental warmth, emotion regulation difficulties, and perpetration of UPBs. We found that perceived parental warmth was significantly negatively related to perpetration of UPBs, and only impulse control difficulties showed a significant indirect effect. Parental warmth was directly associated with UPBs even after accounting for emotion regulation difficulties, suggesting that other factors may also explain the relation. Findings encourage future research into other developmental correlates of UPBs in prevention and intervention efforts.

The role of pedagogical love in second language (L2) education has long remained under-explored due to dogmatic religious and cultural beliefs. There is insufficient scholarship on this construct at undergraduate levels. To bridge this gap, the present study employed a phenomenographic design to uncover Iranian undergraduate students' perceptions of pedagogical love and its features, realizations, and determinant factors. It invited 22 undergraduate L2 learners to attend a semi-structured interview and complete a narrative frame. The results of content and thematic analysis attained through MAXQDA software (v. 20) revealed that the participants had different perceptions of pedagogical love. They considered it as a non-romantic intimacy and respect, deep care for students and their emotions, and pure love based on mutual trust. Furthermore, it was found that pedagogical love is essential for L2 education as characterized by a mutual trust and respect, kindness, care, bonding, intimacy, and forgiveness. Regarding its realizations, the results demonstrated that pedagogical love shows itself through intimacy, classroom engagement/participation, confidence, academic performance, and mutual care, respect, and responsibility. Moreover, it was identified that teachers' emotional literacy, teachers' pedagogical expertise, and positive classroom rapport facilitated the implementation of loving pedagogy at undergraduate level. Finally, the findings indicated that loving pedagogy practice was mostly precluded by strict religious beliefs, stigmatizing socio-cultural norms, emotion expression, fear, and traditional educational systems. Implications for L2 teachers and educators are discussed to augment their understanding of pedagogical love, as an opportunity to grasp the emotional side of language education.

In this article, we explore how people in conflict-affected societies use language to navigate the affective constraints that political conflicts impose. Specifically, we consider the role of multilingualism in enabling sexual and romantic intimacy between Jewish and Palestinian Israelis in Israel/Palestine. Our data are drawn from a close examination of the speech of Fadi Daeem, one of the protagonists in the 2015 documentary "Oriented." Building on studies of (in)securitization and everyday bordering, we show how the ongoing armed conflict between Israel and Palestine serves to instantiate a regime of affective checkpoints, a space in which sexual and romantic relations between Jewish Israelis and Palestinians are discursively blocked. We describe how Fadi and his friends use strategic instances of code-switching between Arabic, Hebrew, and English to navigate this ideologically fraught terrain. Our primary goal is to demonstrate how multilingualism can be employed as a resource for managing affect and desire in a conflict-ridden context like Israel/Palestine. In doing so, we further highlight how the intimate domain of romantic desire is inevitably situated within a broader matrix of power and constraint.

The experience of love plays an integral role in human development as adolescents transition into adulthood. However, little is known about whether early adults have a shared understanding about indicators of love in daily life in this transitional phase. Using Cultural Consensus Theory informed by developmental theory, this study examined whether college-attending early adults in the United States reach a consensus on what makes people feel loved. One hundred sixty-six college-attending early adults ages 18 to 22 responded to 60 items on everyday scenarios and decided whether they thought most people would think each scenario was loving or not. Bayesian cognitive psychometric analysis revealed that college-attending respondents converged on a shared belief on love that included a wide range of everyday scenarios. Moreover, we found those higher conscientiousness and extraversion scores were more knowledgeable about the consensus on felt love. We expand on the developmental implications of these findings.

In this scholarship, I present insights from a sensory ethnographic study on novice educators' embodied experiences of learning to teach sex education. I query how educators sense-make their role as knowledgeable sex educators in relation to the official and erotic discourses of sex education, and examine the experiential divisions between these discourses. Employing an arts-based approach to data generation and interpretation, my central argument proposes that increasing the permeability of the boundaries between official and erotic discourses in sex education can expand the ways learners' bodies are understood in erotic, relational, and intimate contexts within pedagogy. By presenting these arguments, I aim to contribute to addressing the enduring challenges of the discourse of erotics 'being' in K-12 sex education and suggests ways to support educators in delivering effective pedagogical practices.

Introduction: Improving students' experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity. Statement of the Problem: The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in remote learning, teachers need effective and feasible ways to improve student experiences. Literature Review: We reviewed traditional icebreaker activities and highlighted the potential for implementing the Fast Friends procedure in a remotely delivered synchronous class. This procedure involves a discussion guided by a series of increasingly intimate questions meant to enhance connection between unacquainted people. Teaching Implications: Undergraduate and graduate students reported having a positive experience and building connections from the procedure, including enhanced classroom motivation. We share materials so interested readers and teachers can easily implement this. Conclusion: The Fast Friends procedure is a promising icebreaker activity to include at the start of the semester that can help students have a positive experience and build connection with classmates.

While supportive relationships are important for probably everyone and while research indicates that supportive relationships contribute towards improved care-leaving outcomes for young people who grew up in care, there is no research that shows their contribution year by year over the first several years out of care. The aim of this study is to fill this gap, drawing on a sample of 100 residential care-leavers in South Africa, who were followed-up annually for as long as seven years. This paper presents quantitative findings from this study, viz. measures of 13 relational resilience resources just before aging out of care and 19 care-leaving outcomes (such as self-supporting accommodation, criminal activity and well-being) collected annually for up to seven years. Findings show that supportive relationships are particularly influential on care-leaving outcomes over the first three years out of care, and that their impact continues to be evident up to seven years. The study also shows the importance of the relational capacity of young people, such as empathy and teamwork. In light of these findings and other longitudinal studies on the contribution of supportive relationships to adult outcomes, a triangle of support is proposed, involving the relational capacity of young people, the availability of supportive others and the role of formal social services. When these three sides of the triangle operate optimally, sustained resilient outcomes are evident.