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Infant and early childhood mental health consultation (IECMHC) in early care and education (ECE) settings is a promising approach to support young children. Although research on the effects of IECMHC is encouraging, it is limited by the complexities of the systems in which IECMHC is implemented and the variability in IECMHC models. The current study aims to clearly articulate a statewide, child-focused, short-term IECMHC model, assess consultee satisfaction, examine the effects of consultation on children's functioning in the school and home settings, and evaluate changes in teacher perceptions associated with expulsion risk following consultation. In total, 268 children ages 1-5 (69% White, 75% male) and their family and school caregivers participated in consultation in a New England state, and 95 children and caregivers were included in an evaluation subsample. Of this subsample, teachers and ECE administrators, but not families, indicated significant improvement in children's functioning from referral to end of consultation. There was also a significant decrease in children's risk of expulsion, as measured by teachers' perceptions associated with expulsion decisions. This study contributes to the IECMHC literature by providing results specific to a child-focused model of consultation and highlighting the possible role of adult attributions for children in ECE., (© 2024 Michigan Association for Infant Mental Health.)

Ca 2+ -dependent K + (BK) channels at varicosities in Xenopus nerve-muscle cell cultures were used to quantify experimentally the instantaneous active zone [Ca 2+ ] AZ resulting from different rates and durations of Ca 2+ entry in the absence of extrinsic buffers and correlate this with neurotransmitter release. Ca 2+ tail currents produce mean peak [Ca 2+ ] AZ  ~ 30 μM; with continued influx, [Ca 2+ ] AZ reaches ~45-60 μM at different rates depending on Ca 2+ driving force and duration of influx. Both I BK and release are dependent on Ca 2+ microdomains composed of both N- and L-type Ca channels. Domains collapse with a time constant of ~0.6 ms. We have constructed an active zone (AZ) model that approximately fits this data, and depends on incorporation of the high-capacity, low-affinity fixed buffer represented by phospholipid charges in the plasma membrane. Our observations suggest that in this preparation, (1) some BK channels, but few if any of the Ca 2+ sensors that trigger release, are located within Ca 2+ nanodomains while a large fraction of both are located far enough from Ca channels to be blockable by EGTA, (2) the I BK is more sensitive than the excitatory postsynaptic current (EPSC) to [Ca 2+ ] AZ (K 1/2 -26 μM vs. ~36 μM [Ca 2+ ] AZ ); (3) with increasing [Ca 2+ ] AZ , the I BK grows with a Hill coefficient of 2.5, the EPSC with a coefficient of 3.9; (4) release is dependent on the highest [Ca 2+ ] achieved, independent of the time to reach it; (5) the varicosity synapses differ from mature frog nmjs in significant ways; and (6) BK channels are useful reporters of local [Ca 2+ ] AZ ., (© 2024 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.)

Youth with mental disorders are at elevated risk to experience violent victimization compared to the general population, and several risk factors have been identified. Less understood are factors that promote protection from victimization. Using the resilience perspective, the relationship between risk, protective factors, and violent victimization of youth with mental disorders are investigated. Because there are differential effects across sex on risk factors that are connected to victimization for this population, sex differences on risk and protective factors are also explored. Multivariate logistic regression and predicted probability models split on sex are used to explore how risk and protective factors impact violent victimization. Sex-specific differences in protective factors and violent victimization are discussed, and recommendations for policy and clinicians are explored. [ABSTRACT FROM AUTHOR]

Although a robust body of previous empirical studies investigated the long-term trend of child behavior problems, limited research discussed the influences of various types of neighborhood factors on such trajectory (e.g., neighborhood structural characteristics and collective efficacy). Using a nationally representative longitudinal dataset the Fragile Families and Child Wellbeing Study (FFCWS), with six waves from 1998 to 2017, this study captures the longitudinal effects of two types of early childhood neighborhood factors on the co-development of internalizing and externalizing symptoms. Data was collected at the focal child's age 3, age 5, age 9, age 15 (N = 2,385), and the parallel-process growth curve models were applied. Results suggest that the trajectories of both internalization and externalizing symptoms showed U-shape and bidirectional relationships among internalizing and externalizing problems. The long-term effects of neighborhood social cohesion and economic disadvantages were significantly associated with children's internalizing and externalizing symptoms. The implication of this study was further discussed. [ABSTRACT FROM AUTHOR]

Previous research has indicated that students' academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students' academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of students' positive academic emotions in the relationship between teacher emotional support and academic engagement among Chinese college students. Additionally, this study examined how mastery-approach goals moderated positive academic emotions. A survey instrument containing teacher emotional support, positive academic emotions, mastery-approach goals, and academic engagement was administered to 464 Chinese college students. The results demonstrated that students' emotional support from their teachers positively influenced their academic engagement. Positive academic emotions mediated the relationship between teacher emotional support and students' academic engagement. Furthermore, the mastery-approach goals moderated the mediating role of positive academic emotions. Finally, the implications for teachers in teaching for practice and the application prospects are discussed. [ABSTRACT FROM AUTHOR]

Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning. [ABSTRACT FROM AUTHOR]

High-quality supervision for teachers in early care and education (ECE) is essential for building positive teacher-child relationships and enhancing ECE program quality, which in turn promotes healthy social-emotional and academic development in young children. Reflective supervision (RS) is a process-oriented and relationship-centered supervisory approach that has growing empirical evidence supporting its use. As the evidence base for RS continues to expand, and early childhood-serving settings-including ECE-increasingly consider this approach, understanding whether RS is likely to be routinely used in ECE settings and what helps or hinders use of this approach is critically important. Thus, the aims of this study were to assess the feasibility, acceptability, and appropriateness of RS in state-funded pre-Kindergarten (state pre-K) programs, as well as delineate the implementation determinants that either advanced or challenged the use of RS in state pre-K. This study was informed and guided by the updated Consolidated Framework for Implementation Research (CFIR) and the CFIR Outcomes Addendum. Participants included 11 state pre-K program supervisors who had been trained in RS. Participants completed brief measures of feasibility, acceptability, and appropriateness of RS, and semi-structured interviews. Descriptive analyses of quantitative measures revealed that participants perceived RS as feasible to implement in their programs, highly acceptable, and highly appropriate, thereby suggesting that RS is likely to be implemented successfully in this setting. Qualitative data obtained from interviews and coded using the updated CFIR lent greater nuance to these results by specifying the facilitators and barriers affecting implementation. All participants reported great need for RS at the supervisor, teacher, and child/family level, and identified numerous other facilitating factors within four CFIR domains (i.e., Innovation, Outer Setting, Inner Setting, and Individuals), ranging from the relative advantage of RS to individual supervisor motivation and capability. Participants also cited barriers to using RS, most notably staffing difficulties, competing demands, and lack of policy and leadership support. Through theory-driven implementation frameworks applied to a real-world ECE setting, these findings extend prior research suggesting that RS may be an effective supervisory approach by highlighting the contextual factors that make RS more or less likely to be adopted, used, and sustained in state pre-K., (© 2024. Society for Prevention Research.)

Parenting programs have been shown to be effective in preventing and reducing externalising problems in young children. Despite their efficacy, the low rate of initial parental engagement in these programs is a major challenge for clinicians and researchers. Few studies have examined factors associated with rates of initial engagement in parenting prevention programs, most probably due to limited data on families refusing intervention. The purpose of this study was to examine the sociodemographic characteristics as well as child and parent characteristics in the prediction of parents' refusal to engage in a randomised control trial (RCT) evaluating the parenting program ÉQUIPE (French version of COPE) offered as a prevention intervention to families with preschool children (4-5 years) who showed low self-control at the age of 2 years. A total of 268 families were recruited from a longitudinal community sample followed from pregnancy (3D study), with 162 parents accepting to be randomised to a control or intervention group and 106 families refusing to engage in the RCT. Of the 83 families randomised to the intervention condition, 32 accepted, and 51 refused to participate in the intervention before or during the transition to formal schooling. ANOVAs and logistic regressions were used to examine factors associated with parents' refusal to engage in (1) the RCT and (2) the intervention. Results showed that parents who reported lower scores on perceived parental efficacy and higher perceived relationship quality had higher odds of refusing to participate in the study. Also, participating parents who refused to participate in the intervention were more likely parents of girls and reported significantly higher parental efficacy and impact. The findings of the current study could guide clinicians and researchers in improving parental recruitment strategies., (© 2024. Society for Prevention Research.)

Background: Peer interactions are critical to young children’s social development, and proximal-system has a direct influence on personal growth. The study aims to analyze the relationship between parental psychological control and young children’s peer interactions, as well as the moderating role of teachers’ emotional support in this association. Methods: A total of 241 children aged 3–6 years, alongside their parents, and 27 teachers, participated in the study. Teachers reported children’s peer interactions whilst parents reported their psychological control. The level of teachers’ emotional support was co-coded by two researchers. Results: The results of the study indicated that parental psychological control was significantly and negatively related to young children’s peer interactions; teachers’ emotional support was significantly and positively related to young children’s peer interactions; the cross-level moderating effect validates our hypothesis that teachers’ emotional support has a moderating effect between parental psychological control and young children’s peer interactions, buffering the impact of parental psychological control on young children’s peer interactions. Conclusion: These findings expand our comprehension of the association between parental psychological control, teachers’ emotional support, and young children’s peer interactions, and provide guidance for integrating the components of the proximal system and devising interventions to establish a home-school harmony environment that fosters children’s social development. [ABSTRACT FROM AUTHOR]

We examined father's parenting attitudes in association with teacher-child relationships and the mediating role of young children's self-regulation ability in this relationship. Participant fathers (n = 211), age range (below 30 to over 41 years of age) and teachers (n = 7), years of teaching experience (3 to 12 years) completed surveys of father-child pairs for 211 primary school children, with the teachers completing the children's self-regulation survey. Results following path analysis indicated that higher scores on the father's positive parenting attitudes were associated with stronger teacher-child relationships. The children's teachers reported that self-regulation ability fully mediated fathers' positive parenting attitudes to be stronger. These findings suggest a need for educators to engage with father parents to enhance children's self-regulation ability, and thus strengthen teacher-child relationships. [ABSTRACT FROM AUTHOR]

Child-teacher relationship is one of the determinants of students' behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students' behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students. [ABSTRACT FROM AUTHOR]

Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aryl hydrocarbon receptors (Ahrs) are evolutionarily conserved ligand‐dependent transcription factors that are activated by structurally diverse endogenous compounds as well as environmental chemicals such as polycyclic aromatic hydrocarbons and halogenated aromatic hydrocarbons. Activation of the Ahr leads to several transcriptional changes that can cause developmental toxicity resulting in mortality. Evidence was assembled and evaluated for two novel adverse outcome pathways (AOPs) which describe how Ahr activation (molecular initiating event) can lead to early–life stage mortality (adverse outcome), via either SOX9‐mediated craniofacial malformations (AOP 455) or cardiovascular toxicity (AOP 456). Using a key event relationship (KER)‐by‐KER approach, we collected evidence using both a narrative search and a systematic review based on detailed search terms. Weight of evidence for each KER was assessed to inform overall confidence of the AOPs. The AOPs link to previous descriptions of Ahr activation and connect them to two novel key events (KEs), increase in slincR expression, a newly characterized long noncoding RNA with regulatory functions, and suppression of SOX9, a critical transcription factor implicated in chondrogenesis and cardiac development. In general, confidence levels for KERs ranged between medium and strong, with few inconsistencies, as well as several opportunities for future research identified. While the majority of KEs have only been demonstrated in zebrafish with 2,3,7,8‐tetrachlorodibenzo‐p‐dioxin as an Ahr activator, evidence suggests that the two AOPs likely apply to most vertebrates and many Ahr‐activating chemicals. Addition of the AOPs into the AOP‐Wiki (https://aopwiki.org/) helps expand the growing Ahr‐related AOP network to 19 individual AOPs, of which six are endorsed or in progress and the remaining 13 relatively underdeveloped. Environ Toxicol Chem 2023;42:2063–2077. © 2023 SETAC. This article has been contributed to by U.S. Government employees and their work is in the public domain in the USA. [ABSTRACT FROM AUTHOR]

Previous studies have shown that peer victimization causes a great variety of severe adverse effects on children's development, and it is necessary to explore the influential factors and mechanisms of peer victimization. This study examined the associations between teacher–student relationships and peer victimization, as well as the roles of peer status and gender in China. The participants were 734 primary school students from Grades 5 ~ 6. Structural equation models were conducted to test the roles of peer status in the associations between teacher–student relationships and peer victimization, as well as the gender differences in the above associations. The findings showed that teacher–student closeness negatively predicted peer victimization, and teacher–student conflict positively predicted peer victimization. It was also found that teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization. The above associations did not vary across genders. The findings indicated that both teacher–student closeness and conflict were directly associated with children's peer victimization, and teacher–student conflict was indirectly associated with peer victimization via peer status. This implies that interventions for decreasing children's peer victimization should not only focus on improving teacher–student relationships but also target peer status. Practitioner points: Teacher–student closeness negatively predicted peer victimization and teacher–student conflict positively predicted peer victimization.Teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization.Associations among teacher–student relationships, peer status, and peer victimization did not vary across genders. [ABSTRACT FROM AUTHOR]

Consumption of salt (NaCl) and potassium (K+) has been completely modified, switching from a rich-K+/low-NaCl diet in the hunter--gatherer population to the opposite in the modern, westernized population. The ability to conserve K+ is crucial to maintain the plasma K+ concentration in a physiological range when dietary K+ intake is decreased. Moreover, a chronic reduction in the K+ intake is correlated with an increased blood pressure, an effectworsened by a high-Na+ diet. The renal adaptation to a low-K+ diet in order to maintain the plasma K+ level in the normal range is complex and interconnected with the mechanisms of the Na+ balance. In this short review, we will recapitulate the general mechanisms allowing the plasma K+ value to remain in the normal range, when there is a necessity to retain K+ (response to low-K+ diet and adaptation to gestation), by focusing on the processes occurring in the most distal part of the nephron. We will particularly outline the mechanisms of K+ reabsorption and discuss the consequences of its absence on the Na+ transport systems and the regulation of the extracellular compartment volume and blood pressure. [ABSTRACT FROM AUTHOR]

Student engagement promotes school learning and adaptation and can be a protective factor for children who are vulnerable to school failure. A longitudinal mixed‐methods study was conducted to identify individual, family and school predictors of children's school engagement as well as to explore the facilitators of and obstacles to student engagement at school amongst children with externalising problems. The sample consisted of 369 elementary school children (53.7% girls) and their parents as well as 35 teachers. Participants completed several measures to evaluate emotional and behavioural engagement at school, externalising behaviours, parental emotional support, parental involvement with the school and student–teacher relationships. Semi structured interviews were conducted with a subsample of 17 parents of children with high levels of externalising problems. Problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement. Parents' reports showed that family support, positive student–teacher relationships, and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems. Our study highlights the role played by externalising problems in school engagement. Limitations of the study and implications for prevention research and practice are discussed. Highlights: This study aimed to analyse individual, family and school predictors of children's school engagement and to explore the facilitators of and obstacles to school engagement in a subsample of children with high levels of externalising problems.A mixed method design consisting of a longitudinal quantitative and cross‐sectional qualitative approach was used.The quantitative results show that problems with externalising behaviours and student–teacher relationships were significant predictors of school engagement.The qualitative results show that family support, positive student–teacher relationships and positive relationships with peers are the main facilitators of school engagement in children with high levels of externalising problems [ABSTRACT FROM AUTHOR]

Orphan adolescents are regarded as at-risk population, but some of them are able to thrive with their vulnerability. Several factors contribute to the risk and it is necessary to explore those factors that help in mitigating the risk and enhancing the resilience among orphan and non-orphan adolescents. The present study attempts to find whether alienation, educational aspiration, peer acceptance, and student-instructor relationship predict resilience among orphan and non-orphan adolescents. A purposive sample of 300 orphan adolescents from seven orphanages and 300 non-orphan adolescents from a private school located in a mid-sized city in South India were included in the present study. The age group of the participants ranged from 12-17 years and included both boys and girls. The participants completed self-report measures of alienation, educational aspiration, peer acceptance, student-teacher relationship, and resilience. One-way ANOVA results revealed that there was significant difference among orphan and nonorphan adolescents on resilience. Orphan adolescents had low resilience than non-orphan adolescents. Multiple linear regression analyses results revealed that among non-orphans, girls had low resilience than boys. Among the dimensions of alienation, meaninglessness negatively predicted resilience among both orphan and non-orphan adolescents, while social isolation negatively predicted resilience among orphan adolescents. Educational aspiration positively predicted resilience among orphan and non-orphan adolescents. Instructor connectedness positively predicted resilience only among non-orphan adolescents. Orphan and non-orphan adolescents report similar protective factor, but additionally influence of teachers was seen to be more significant for non-orphan compared to orphan adolescents. Interestingly, peer group had no influence on resilience of both cohorts. [ABSTRACT FROM AUTHOR]

α-Synuclein (αSYN), a pivotal synaptic protein implicated in synucleinopathies such as Parkinson's disease and Lewy body dementia, undergoes protein phase separation. We reveal that vesicle-associated membrane protein 2 (VAMP2) orchestrates αSYN phase separation both in vitro and in cells. Electrostatic interactions, specifically mediated by VAMP2 via its juxtamembrane domain and the αSYN C-terminal region, drive phase separation. Condensate formation is specific for R-SNARE VAMP2 and dependent on αSYN lipid membrane binding. Our results delineate a regulatory mechanism for αSYN phase separation in cells. Furthermore, we show that αSYN condensates sequester vesicles and attract complexin-1 and -2, thus supporting a role in synaptic physiology and pathophysiology., (© 2024. The Author(s).)

Background: Well-being is a key aspect of children's education, yet measurement issues have limited studies in early primary school., Aims: The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school well-being and examines developmental links with academic self-concept and parent-rated prosocial behaviour., Sample(s): We tracked a sample of 206 children across the transition from the first (T1) to the second (T2) year of primary school (T1 child M age  = 5.3, SD = .46, 54.3% girls) and gathered ratings of well-being, prosocial behaviour and academic self-concept at both timepoints., Methods: We used cross-lagged analyses to investigate developmental links between these three constructs., Results: Parent and child reports of children's well-being showed similar temporal stability and converged over time, such that informants' reports showed a modest but significant correlation at T2. Girls reported greater well-being than boys at both timepoints and received higher parental ratings of well-being than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early well-being predicted later self-concept and prosocial behaviour, but the reciprocal associations were not significant., Conclusions: These findings support the validity of young children's self-reported well-being, highlight the early onset of gender differences in school well-being and demonstrate that early well-being heralds later prosocial behaviour and positive academic self-concepts., (© 2023 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Parenting interventions for parents and children facing risks associated with poverty have significant effects on children's social-emotional, behavioral and academic functioning, but they are threatened by low engagement, especially among families from underrepresented groups. The purpose of this study was to understand ways to enhance engagement in parenting programs among families in Head Start who are Spanish-Speaking in the United States. We used a conjoint analysis technique, namely a discrete choice experiment (DCE) (N = 73, 94% mothers, 31% single parents), to examine how Head Start parents who were Spanish-speaking prioritized key attributes of parenting programs when considering potential participation. Utility values and importance scores indicate that parents placed the highest priority on a program that optimized children's friendship skills, academics, the parent-child relationship and behavioral skills (rather than on incentives and the inclusion of child groups). Next, we used simulations or forecasting tools to estimate parents' preferences for types of programs. Seventy-three percent of parents preferred Outcome-focused Programs that fostered parents' understanding and practice of skills, whereas 27% prioritized Enhanced Support Programs offering logistic support, followed by child outcomes. Results from multivariate analyses of variance showed that parents preferring Outcome-focused Programs reported lower levels of children's mental health problems and higher child prosocial behaviors compared to parents preferring Enhanced Support Programs. MANOVAS and chi square analyses showed that the latter parents were more likely to have dropped out of a previous parenting program, less likely to have completed high school, reported higher levels of children's mental health problems, and/or reported fewer children's prosocial behaviors. Findings suggest ways to enhance accessibility and program reach, especially for families living in poverty speaking Spanish. Highlights: Parents most preferred programs that would optimize friendships and academics. Parents preferring Outcome-focused Programs reported lower child mental health problems and higher prosocial problems. Parents preferring Enhanced-Support Programs reported more child mental health problems and fewer prosocial behaviors. Programs that aim to optimize friendships and academics and/or provide logistical supports might enhance parents' uptake. [ABSTRACT FROM AUTHOR]

Traditional bulk stable isotope (δ18O and δ13C) and clumped isotope (Δ47) records from bivalve shells provide invaluable histories of Earth's local and global climate change. However, biologically driven isotopic fractionations (BioDIFs) can overprint primary environmental signals in the shell. Here, we explore how conventional measurements of δ18O, δ13C, and Δ47 in bivalve shells can be re‐interpreted to investigate these physiological processes deliberately. Using intrashell Δ47 and δ18O alignment as a proxy for equilibrium state, we separately examine fractionations and/or disequilibrium occurring in the two major stages of the biomineralisation process: the secretion of the extrapallial fluid (EPF) and the precipitation of shell material from the EPF. We measured δ18O, δ13C, and Δ47 in fossil shells representing five genera (Lahillia, Dozyia, Eselaevitrigonia, Nordenskjoldia, and Cucullaea) from the Maastrichtian age [66–69 million years ago (Ma)] López de Bertodano Formation on Seymour Island, Antarctica. Material was sampled from both the outer and inner shell layers (OSL and ISL, respectively), which precipitate from separate EPF reservoirs. We find consistent δ18O values across the five taxa, indicating that the composition of the OSL can be a reliable palaeoclimate proxy. However, relative to the OSL baseline, ISLs of all taxa show BioDIFs in one or more isotopic parameters. We discuss/hypothesise potential origins of these BioDIFs by synthesising isotope systematics with the physiological processes underlying shell biomineralisation. We propose a generalised analytical and interpretive framework that maximises the amount of palaeoenvironmental and palaeobiological information that can be derived from the isotopic composition of fossil shell material, even in the presence of previously confounding 'vital effects'. Applying this framework in deep time can expand the utility of δ18O, δ13C, and Δ47 measurements from proxies of past environments to proxies for certain biomineralisation strategies across space, time, and phylogeny among Bivalvia and other calcifying organisms. [ABSTRACT FROM AUTHOR]

Research Findings: Trust is considered to be a crucial element of effective parent-preschool partnerships and an important prerequisite of parental involvement in their children's educational processes. The present study examines the role of child and family characteristics and aspects of parent-preschool communication in parents' trust. 735 families at 169 preschools participated in the study. All data were obtained in the context of the evaluation of a governmental preschool initiative in Germany. As well as trust, child and family characteristics were assessed using questionnaires. Aspects of parent-preschool communication were assessed with questionnaires and standardized observations. Structural equation modeling analyses indicate that a child's behavioral disorder and their family's language predict parents' trust in their child's preschool. In addition, the results highlight that the quality of informal communication during transition times is crucial in trusting relationships. Thus, all aspects of parent-preschool communication (parents' perceived quality of communication, parents' satisfaction with communication, and observed interaction quality between parents and professionals) are positively related to parental trust. Practice or Policy: Consequently, training programs should make use of these results to enhance professionals' communication strategies and thereby to establish a trustful relationship with all parents. [ABSTRACT FROM AUTHOR]

Behavioral problems are commonly observed in primary school children, yet the educational contexts in which children's behaviors occur vary across regions of the world. Thus, culturally adapted and context-specific behavioral assessments are needed to successfully identify and support children at risk for severe behavior problems. This study examines behavior problems in a nationally representative sample (N = 700) of primary school students in Trinidad and Tobago using the Adjustment Scales for Children and Adolescents, a contextually-based assessment that has been adapted and standardized for use with this population. We applied latent profile analysis, a person-centered approach, to identify distinct patterns of behavior problems and contexts in which behaviors occurred. The resultant 6-profile model consisted of two profiles of adjusted children making up 60% of the sample and four profiles of at-risk children with elevated underactive and/or overactive behavior problems associated with different classroom contexts. Profiles were differentially associated with classroom learning behaviors and reading ability. The most vulnerable subgroup of primary school students showed high levels of under- and overactive behaviors in peer, learning, and teacher contexts, deficits in reading fluency, problem-solving, and motivation. [ABSTRACT FROM AUTHOR]

Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed. [ABSTRACT FROM AUTHOR]

The gut microbiota modulates neurobiological activity in various animal lineages. This is often proposed to occur through interactions with neurotransmitters and other neuromodulatory molecules in the host. Our commentary will discuss recent research that establishes microbiota–neurotransmitter connections, gaps in current understanding, and outstanding questions that may guide future advances in the field of microbiota–nervous system interactions. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the perspective of multiple attachments, children establish significant relationships with individuals outside their family, such as teachers and peers. The aim of this research was to observe which dimensions of attachment behaviors that preschoolers show toward their teachers are associated with greater social preference and social impact regarding peers. Research Findings: This study involved 261 children in preschool (49.0% female; age: M = 49.6 months; SD = 9.7) and their teachers. Independent observers assessed the children using the Italian version of the Attachment Q-Sort (AQS). Furthermore, peer social preference and social impact were measured using the peer nomination technique. The results indicate an association between children's organization of attachment behaviors with teachers and social preference. In general, our data support the idea that children's attachment behavior toward their teacher is associated with both social preference and social influence. Specifically, the types of attachment behavior that are more strongly associated with social preference and social affect are those related to avoidance, positive negotiation, and difficult negotiation with the teacher. Practice and Policy: This paper also discusses the results from a theoretical point of view along with the research limitations, directions for future investigations, and possible interventions. [ABSTRACT FROM AUTHOR]

In this paper we examined the impact of the quality of teacher-student relationships at age 10 on young people's delinquency at ages 13, 15, and 17 utilizing propensity-score matching. The young people were matched based on 105 characteristics, measured at ages 7 to 10. The sample comprised 1483 (49.4% female) adolescents representing around 80 different countries of origin, residing in Zurich, Switzerland. We found that young people who reported a better relationship with their teacher at age 10, engaged in fewer delinquent acts at ages 13, 15, and 17. These findings suggest that when young people perceive a better relationship with their teachers this serves as a protective factor against their engagement in delinquency up to 7 years later. [ABSTRACT FROM AUTHOR]

Objective: We aim to investigate the association between undergoing behavioural screening and having a diagnosis of behavioural problems and to explore factors associated with receiving treatment with counselling versus medication in children 3 to 5 years old. Methods: This cross‐sectional data analysis consisted of children 3–5 years old from the US National Study of Children's Health, 2017–2018. Pearson's χ2 test was used to assess the association between formal and informal screening and having a behavioural problem. Prevalence of behavioural screening, behavioural problems, and covariates were calculated. Survey binomial logistic regression was used to evaluate the association between formal and informal screening and treatment with counselling versus medication in children with behavioural problems. Results: A total of 7837 children 3–5 years old were included in the analysis. Combined formal and informal screening for behavioural problems was 18.1%, 12.3% of children had informal screening only, and 10.8% had formal screening, as reported by parents. Five percent of children had a diagnosis of behavioural problem, for which 6.8% had formal screening only, 16.5% had informal screening only, and 58% had both. Children who had both types of screening were about 10 times as likely to have behavioural problems, and about 4 times as likely if they only had informal screening. Children with behavioural problems who had both types of screening were about 5 times as likely to be treated with medication. Conclusion: Formal behavioural screening was low in children 3 to 5 years old but, when done in conjunction with informal screening such as addressing parental concerns, was associated with a diagnosis of behavioural problems and receipt of treatment with medication. [ABSTRACT FROM AUTHOR]

Affective teacher–child relationships have frequently been investigated in school settings, but less attention has been devoted to these relationships in after-school care. This study explored caregiver- (N = 90) and child-informed reports (N = 90) of the affective caregiver–child relationship (N = 180 dyads) in Dutch after-school care, exploring gender differences at caregiver and child level and the relationship with a gender match between children and caregivers. The caregivers and children reported relatively high levels of closeness and relatively low level of conflict and dependency/autonomy support, irrespective of gender. Multilevel regression analyses revealed that a gender match between child and caregiver was associated with teacher-reported closeness: levels were highest in female-girl dyads and lowest in male-boy dyads. Further, boys indicated the highest levels of autonomy in male-boy dyads, whereas girls indicated the lowest levels in female-girl dyads. Masculinity of staff was associated with more child-reported autonomy support, whereas femininity predicted caregiver-reported closeness in the relationship. [ABSTRACT FROM AUTHOR]

Problematic behaviors impede young children's ability to succeed in the classroom. Examining individual patterns of behavior problems allows researchers to identify profiles of students most in need of support. This study applied latent profile analysis (LPA) among a national sample (N = 2764) of American prekindergarten children and found six distinct behavior profiles, which differed in the severity and type (underactive vs. overactive) of behavior problems and the classroom contexts in which problem behaviors arose (peer, learning, and teacher contexts). About two‐thirds of children displayed positive behaviors across classroom contexts, performed well on assessments of early academic ability, and maintained positive relationships with their teachers, indicating generally appropriate adjustment to the preschool environment. Yet, 24% of children were classified into three risk profiles as they demonstrated elevated and pervasive underactive or overactive behavior problems in multiple classroom settings. Children with these profiles were deemed the most vulnerable in the sample, as those with underactive problems had the lowest academic proficiency, and those with overactive problems showed the most negative relationships with teachers and parents. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Betacellulin (BTC) is a peptide ligand that belongs to the epidermal growth factor family, the members of which have been implicated in skin morphogenesis, homeostasis, repair, and angiogenesis; however, the role of BTC in the regulation of the skin barrier remains unknown. To examine the role of BTC in skin barrier function, we analyzed atopic dermatitis (AD) transcriptomic data from Gene Expression Omnibus (GEO) datasets, performed BTC immunohistochemistry using human skin tissues, and evaluated the effects of BTC on primary human keratinocytes by real-time PCR, Western blotting, and assay of the transepidermal electrical resistance (TER), a functional parameter to monitor the tight junction barrier. We found that the gene expression of BTC was downregulated in skin lesions from patients with AD, and this downregulated expression recovered following biological treatments. Consistently, the BTC protein levels were downregulated in the lesional skin of AD patients compared with the normal skin of healthy participants, suggesting that the BTC levels in skin might be a biomarker for the diagnosis and therapy of AD. Furthermore, in human keratinocytes, BTC knockdown reduced the levels of skin-derived antimicrobial peptides and skin barrier-related genes, whereas BTC addition enhanced their levels. Importantly, in human skin equivalents, BTC restored the increased tight junction permeability induced by Th2 cytokine IL-4/IL-13 treatment. In addition, specific inhibitors of epidermal growth factor receptor (EGFR) and protein kinase C (PKC) abolished the BTC-mediated improvement in skin barrier-related proteins in keratinocyte monolayers. Collectively, our findings suggest that treatment with BTC might improve the Th2-type cytokine-mediated impairment of skin barrier function through the EGFR/PKC axis and that BTC might be a novel potential biomarker and therapeutic target for the treatment of skin conditions characterized by the overproduction of Th2 cytokines and dysfunctional skin barriers, such as AD. [ABSTRACT FROM AUTHOR]

Objective: To investigate the expression of triggering receptor expressed on myeloid cells 2 (TREM‐2) in the healthy and diseased tissue, including gingivitis or periodontitis, and then to assess whether it has an impact on the development of periodontitis. Methods and materials: The gingival tissues from healthy controls, gingivitis, and periodontitis underwent hematoxylin–eosin and immunohistochemical staining, and the association of TREM‐2 expression or TREM‐2+ cell counts with clinical parameters was assessed. An anti‐TREM‐2 antibody was used to block the osteoclastogenesis in vitro and during the experimental periodontitis by injection into the gingiva. The relative gene expression of TREM‐2 in different gingival tissues was analyzed by quantitative PCR. Results: In the gingival tissues of periodontitis, TREM‐2 expression and TREM‐2+ cell counts were significantly higher than those of gingivitis and healthy controls (p<0.05). In the group of periodontitis showing moderate signs, the gingival tissues displayed significantly lower TREM‐2 expression, in contrast with the group with advanced periodontal symptoms (p < 0.05). Consistently, blocking TREM‐2 significantly decreased osteoclast formation both in vitro and in vivo (p < 0.05). Conclusion: Increased TREM‐2 expression and TREM‐2+ cells were positively associated with the development of periodontitis. Osteoclast differentiation and stimulating alveolar bone loss were partly relied on TREM‐2, which could be a target to be blocked for attenuating osteoclastogenesis in periodontitits. [ABSTRACT FROM AUTHOR]

Reflective practice is a core component of Infant Mental Health (IMH) training and work in the form of reflective supervision/consultation (RS/C). RS/C supports and facilitates relationship-based practice, and is considered to help prevent burnout and promote work satisfaction. In response to an identified gap in empirical research on RS/C, this scoping review aimed to give an overview of the broad range of study designs and outcomes by systematically charting empirical studies on RS/C in IMH-based work with children and families. Searches of Academic Search Complete, CINAHL, MEDLINE, APA PsychArticles, APA PsycInfo, and Web of Science were supplemented with a Google Scholar search and citation searching. Following title/abstract screening (n = 233) and full-text review (n = 168), 35 reports met criteria for inclusion. Key findings were organized into four categories: Essential components and processes of RS/C; Experiences and outcomes of RS/C; Emerging issues in RS/C literature; and Measuring, researching, and reporting on RS/C. Results describe the components and experience of engaging in quality RS/C, and show that practitioners generally experience RS/C as supportive and beneficial. The existing literature has some methodological limitations and further empirical research is needed on outcomes of RS/C. Practice implications and potential future research directions are discussed., (© 2023 Michigan Association for Infant Mental Health.)

Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator's response to the threat, focusing on the student's needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators' points of view. [ABSTRACT FROM AUTHOR]

Research Findings: This study examines the development of problem behavior in classroom contexts characterized by peer interaction among a nationally representative sample (N = 3,827) of U.S. low-income children from preschool entry to first grade. Latent growth mixture modeling was employed to identify unobserved subpopulations (latent classes) with shared trajectories of change, examine subpopulation members' social and academic outcomes in first grade, and identify demographic characteristics that serve as risk or protective factors for membership in different trajectory classes. Analyses reveal four common change trajectories (Progressive Optimal Adjustment, Stable Good Adjustment, Stable Adequate Adjustment, Progressive At-Risk Adjustment), which are differentiated by higher versus lower levels of problem behavior and relative change versus relative stability of the problem behavior trajectory. Classes with greater peer context behavior problems had typically poorer student-teacher relationships, greater parent-observed behavior problems, and lower reading and math skills at the end of first grade. Multiple child and family characteristics were differentially associated with class membership. Practice or Policy: These findings highlight the transition to formal schooling as a critical period in the development of peer context behavior for some—but not all—children, and suggest that children with peer context behavior problems may benefit from targeted academic and social-emotional support before entering first grade. [ABSTRACT FROM AUTHOR]

Epoxydiazocines belong to the rare class of small V-shaped molecules, closely related to Tröger's base. Due to their intriguing, unique structure, they could serve as molecular building blocks for supramolecular chemistry. An extensive review on their synthesis is contained in this article. Moreover, our recent findings devoted to efficient and easily scalable synthesis of fluorinated epoxy[1,5][ b , f ]diazocines through solvent-free base-catalyzed condensation of ortho -aminophenones is provided. The unique V-shaped structure was confirmed by X-ray crystal structure analysis. Furthermore, the rigidity of the epoxy-diazocine skeleton allowed for racemate separation and the configuration of enantiomers was established by combining quantum chemical calculations and chiroptical methods. 1 Introduction 2 Synthetic Efforts Towards Epoxydibenzo[ b , f ][1,5]diazocines 3 Synthetic Efforts Towards Fluorinated Epoxydibenzo[ b , f ][1,5]diazocines 4 Conclusion [ABSTRACT FROM AUTHOR]

This study explored longitudinal associations between student-teacher closeness in Early Childhood Education and Care (ECEC) at 5 years of age and children's externalising problems at 3, 5 and 8 years, and its potential dependency on teachers' perceived competence regarding children's behavioural and social problems. We applied structural equation modelling to data from 7478 children (50.2% boys) from the Norwegian Mother Father and Child Cohort study. Results show that teachers' reports of close relationships in ECEC are beneficial for reduced externalising problems at 8 years, as reported by mothers. Yet, early externalising problems at 3 years compose a risk for low closeness in ECEC. Insufficient competence among teachers about children's social and behavioural problems increases this risk, especially in the presence of student-teacher conflict. When teachers perceive their competence as sufficient, the risk of low closeness is reduced for these children. [ABSTRACT FROM AUTHOR]

Coronavirus disease 2019 (COVID-19), a pandemic disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection, can affect almost all systems and organs of the human body, including those responsible for reproductive function in women. The multisystem inflammatory response in COVID-19 shows many analogies with mast cell activation syndrome (MCAS), and MCAS may be an important component in the course of COVID-19. Of note, the female sex hormones estradiol (E2) and progesterone (P4) significantly influence mast cell (MC) behavior. This review presents the importance of MCs and the mediators from their granules in the female reproductive system, including pregnancy, and discusses the mechanism of potential disorders related to MCAS. Then, the available data on COVID-19 in the context of hormonal disorders, the course of endometriosis, female fertility, and the course of pregnancy were compiled to verify intuitively predicted threats. Surprisingly, although COVID-19 hyperinflammation and post-COVID-19 illness may be rooted in MCAS, the available clinical data do not provide grounds for treating this mechanism as significantly increasing the risk of abnormal female reproductive function, including pregnancy. Further studies in the context of post COVID-19 condition (long COVID), where inflammation and a procoagulative state resemble many aspects of MCAS, are needed. [ABSTRACT FROM AUTHOR]

The transformation of a single fertilised egg into an adult human consisting of tens of trillions of highly diverse cell types is a marvel of biology. The expansion is largely achieved by cell duplication through the process of mitosis. Mitosis is essential for normal growth, development, and tissue repair and is one of the most tightly regulated biological processes studied. This regulation is designed to ensure accurate segregation of chromosomes into each new daughter cell since errors in this process can lead to genetic imbalances, aneuploidy, that can lead to diseases including cancer. Understanding how mitosis operates and the molecular mechanisms that ensure its fidelity are therefore not only of significant intellectual value but provide unique insights into disease pathology. The purpose of this review is to revisit historical evidence that mitosis can be influenced by the ubiquitous second messenger calcium and to discuss this in the context of new findings revealing exciting new information about its role in cell division. [ABSTRACT FROM AUTHOR]

Aim: The aim was to investigate the evolutionary origins of the striking biodiversity contrast between high‐ and low‐latitude regions in the present day. Is this a relatively recent phenomenon, causally linked in some way to the greenhouse–icehouse transition and onset of global cooling c. 34 Myr ago, or does it have deeper temporal roots and thus other potential causes? Location: Early Cenozoic fossil assemblages from two tropical and one polar region, and modern counterparts from various tropical localities and Antarctica. Time period: The Cretaceous–Palaeogene (K/Pg) mass extinction event, Early Cenozoic (Palaeocene–Eocene) and the present day. Major taxa studied: Shelf‐depth marine Mollusca; the four richest modern benthic clades: Imparidentia, Pteriomorphia, Neogastropoda and Littorinimorpha. Methods: The K/Pg mass extinction and subsequent recovery was compared between two tropical and one polar region at four distinct stratigraphic intervals. Taxa were identified to species level and assigned to principal families within the four largest benthic molluscan clades. Taxon counts were compared between the three regions at each level and also compared with standardized tropical and polar modern faunas. Results: The mass extinction was followed by a distinct 25 Myr phase of evolutionary radiation, during which the tropical–polar contrast in the taxonomic composition of all four clades was strongly enhanced; as the global molluscan fauna expanded, it differentiated into distinct low‐ and high‐latitude components. Main conclusions: A marked differentiation of tropical and polar molluscan faunas occurred in the immediate aftermath of the K/Pg mass extinction; it is likely that, at least for the two bivalve clades investigated, this differentiation was initiated well within the Mesozoic era. The greater antiquity of the tropical–polar split suggests that it was not the product of any single controlling factor during the Cenozoic. [ABSTRACT FROM AUTHOR]

Spinal cord injury (SCI) is a disabling condition with significant morbidity and mortality. Currently, no effective SCI treatment exists. This study aimed to identify potential biomarkers and characterize the properties of immune cell infiltration during this pathological event. To eliminate batch effects, we concurrently analyzed two mouse SCI datasets (GSE5296, GSE47681) from the GEO database. First, we identified differentially expressed genes (DEGs) using linear models for microarray data (LIMMA) and performed functional enrichment studies on those DEGs. Next, we employed bioinformatics and machine-learning methods to identify and define the characteristic genes of SCI. Finally, we validated them using immunofluorescence and qRT-PCR. Additionally, this study assessed the inflammatory status of SCI by identifying cell types using CIBERSORT. Furthermore, we investigated the link between key markers and infiltrating immune cells. In total, we identified 561 robust DEGs. We identified Rab20 and Klf6 as SCI-specific biomarkers and demonstrated their significance using qRT-PCR in the mouse model. According to the examination of immune cell infiltration, M0, M1, and M2 macrophages, along with naive CD8, dendritic cell-activated, and CD4 Follicular T cells may have a role in the progression of SCI. Therefore, Rab20 and Klf6 could be accessible targets for diagnosing and treating SCI. Moreover, as previously stated, immune cell infiltration may significantly impact the development and progression of SCI. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hydrobiology is the property of Editorial Department of Journal of Hydrobiology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bivalve shells serve as powerful high-resolution paleoclimate archives. However, the number of reliable temperature proxies is limited. It has remained particularly difficult to extract temperature signals from shell Sr/Ca, although Sr is routinely employed in other biogenic aragonites. In bivalves, Sr/Ca is linked to the prevailing microstructure and is sometimes affected by kinetics. Here, the hypothesis is tested that temperature can be reconstructed from shell Sr/Ca once microstructure and/or growth-rate-related bias has been mathematically eliminated. Therefore, the relationship between Sr/Ca and increment width, as well as biomineral unit size, has been studied in three different shell portions of field-grown Arctica islandica specimens. Subsequently, microstructure and/or growth-rate-related variation was removed from Sr/Ca data and residuals compared to temperature. As demonstrated, the hypothesis could not be verified. Even after detrending, Sr/Ca remained positively correlated to water temperature, which contradicts thermodynamic expectations and findings from inorganic aragonite. Any temperature signal potentially recorded by shell Sr/Ca is overprinted by other environmental forcings. Unless these variables are identified, it will remain impossible to infer temperature from Sr/Ca. Given the coupling with the biomineral unit size, a detailed characterization of the microstructure should remain an integral part of subsequent attempts to reconstruct temperature from Sr/Ca. [ABSTRACT FROM AUTHOR]

It is now well established that ischemia/reperfusion (I/R) injury is associated with the compromised recovery of cardiac contractile function. Such an adverse effect of I/R injury in the heart is attributed to the development of oxidative stress and intracellular Ca2+-overload, which are known to induce remodeling of subcellular organelles such as sarcolemma, sarcoplasmic reticulum, mitochondria and myofibrils. However, repeated episodes of brief periods of ischemia followed by reperfusion or ischemic preconditioning (IP) have been shown to improve cardiac function and exert cardioprotective actions against the adverse effects of prolonged I/R injury. This protective action of IP in attenuating myocardial damage and subcellular remodeling is likely to be due to marked reductions in the occurrence of oxidative stress and intracellular Ca2+-overload in cardiomyocytes. In addition, the beneficial actions of IP have been attributed to the depression of proteolytic activities and inflammatory levels of cytokines as well as the activation of the nuclear factor erythroid factor 2-mediated signal transduction pathway. Accordingly, this review is intended to describe some of the changes in subcellular organelles, which are induced in cardiomyocytes by I/R for the occurrence of oxidative stress and intracellular Ca2+-overload and highlight some of the mechanisms for explaining the cardioprotective effects of IP. [ABSTRACT FROM AUTHOR]

According to bioecological theory, children's experiences in one developmental setting are meaningful for their adjustment in other settings. In the current study, the quality of children's relationships with classroom teachers, afterschool program staff, and mothers in 1st grade (n = 137) were examined in relation to their academic, social-emotional, and behavioral adjustment at school in 2nd grade. Closeness and conflict varied across these three adult-child relationships. Our hypotheses were partially supported such that higher teacher-child conflict in 1st grade related to poorer work habits and cooperation in 2nd grade. More conflict with afterschool staff in 1st grade was associated with lower social self-control and more externalizing behaviors at school in 2nd grade. Closeness was not related to children's adjustment in 2nd grade. These findings highlight the potential negative implications of conflictual relationships with teachers and afterschool staff for children's school adjustment. [ABSTRACT FROM AUTHOR]

Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A close student–teacher relationship is a protective factor for students' psychological well-being, and it is associated with students' internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children's hope in the relationship between teachers' perceived closeness in the student–teacher relationship and children's internalizing and externalizing symptoms. Participants consisted of 562 Italian students ages 4 to 9 years and 48 Italian teachers ages 26 to 60 years. Results indicated that the children's hope played the mediating role between closeness and children's internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed. [ABSTRACT FROM AUTHOR]