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KBG syndrome (KBGS; OMIM #148050) is a rare disease characterized by short stature, facial dysmorphism, macrodontia of the upper central incisors, skeletal anomalies, and neurodevelopmental disorder/intellectual disability. It is caused by a heterozygous variant or 16q24.3 microdeletions of the ANKRD11 gene (OMIM #611192), which plays a primary role in neuronal development. KBGS traits are variable, and mild expressions of the phenotype may complicate diagnosis. The present work aims at improving the characterization of KBGS in order to facilitate its recognition. A psychopathological evaluation of 17 subjects affected by KBGS found that 10 patients exhibited peculiar behavior related to "paper handling". These children and adolescents performed repetitive activities with paper, reminiscent of the hoarding and ordering behaviors characteristic of obsessive compulsive disorder. Their activities were time consuming and carried out in solitary, and forced interruption could generate intense emotional reactions. Paper handling may thus be understood as a potential distinct KBGS symptom akin to an obsessive compulsive symptom. Further research is needed to verify this claim. [ABSTRACT FROM AUTHOR]

This critical paper posits that an ongoing reconceptualising of educational aims and values is necessary and desirable, especially so given the multiple complexities of current times and the associated need to reappraise the overarching pedagogical principles that inform contemporary education. We propose that phenomenology can yield incisive insights that can inform and shape students' holistic learning experiences. We focus specifically on the contribution of Merleau-Ponty, as his work concentrates on an intersubjective interpretation of experience which constructively draws on a mix of self and shared, and cultural and environmental occurrences children share. We analyse the seldom explored content of Merleau-Ponty's Sorbonne Lectures on Child Psychology and Pedagogy and discuss these in relation to embodiment and intersubjectivity; matters which we see as pivotal to the realisation of a more rounded and nuanced education of the mind and body. We then conduct a review of methodological and pedagogical insights which highlight how embodied and intersubjective aspirations could be taken forward in contemporary school education. We argue that if effective, more eventful and at times optimistic pedagogical episodes could support whole school attempts to recover and construct new and enlivening educational opportunities.

An earlier version of this paper was read at the Journal of Child Psychotherapy Symposium on Ethical Publishing, 2022. The question under discussion was: how can we write about our patients in a safe and respectful way, while making a contribution to the development of our field. The author describes her experience of sharing a draft paper with a young person towards the end of the treatment, with a view to submitting the paper for publication. Some thought is given to the clinical and ethical complexity of this process, and the questions that arose through the process are explored. The paper proposes that it might sometimes be possible to aim for a collaborative form of writing that involves children, young people and families in writing up their stories. [ABSTRACT FROM AUTHOR]

This paper discusses how thinking about a playroom involves our thinking about the setting in psychoanalytical work with children in general the physical as well as the human aspects and how this encourages us to rethink some of the basic aims in psychoanalytic work. The paper describes the importance of the setting being such as to help the therapist to have the freedom to think and to feel what is going on in the child and himself. Links are then made with aspects of transference and counter transference, and brief examples given. [ABSTRACT FROM AUTHOR]

Introduction Enuresis (NE) is a socially stigmatising and stressful condition affecting children's and parent's quality of life. The aim of this review was to evaluate and summarize the current knowledge about the pharmacological and non-pharmacological traditional and innovative treatments in children with NE. Material and methods We examined the following bibliographic electronic databases: PubMed and the Cochrane Library, from January 2000 until July 2023. The search was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) (8) and was limited to English-language papers that focused on enuresis in patients under 18 years old. Each paper that met the eligibility criteria was reviewed and analyzed in full text by three authors and any discrepancies among them were solved by debate. Due to the heterogeneity of the articles examined, we focused on a qualitative analysis. Results Overall, we identified 560 records through database searching. As first step, we excluded 46 articles in non-English language, 6 records whose related articles were not available, 8 articles concerning ongoing trials and 210 duplicated papers. As second step, we eliminated 215 records by evaluating only title and abstract because they did not match the inclusive criteria we mentioned before. Of the remaining 75 studies, we excluded 34 through a further discussion among authors upon the reliability of data. Thus, 41 selected articles were included in the review. Conclusions Multiple treatment approaches, both pharmacological and non pharmacological, have been established and validated to reduce signs and symptoms of NE and improve quality of life and the social and emotional discomfort experienced by children. The aim of pediatrician is to identify the right therapy protocol for very single child, evaluating the best approach for him and the family. [ABSTRACT FROM AUTHOR]

Schools have a significant role in disaster education to children. This study investigates the research works about school-based education programs in order to discover challenges and best practices. We conducted a systematic review of English language papers published in peer-review journals. The search identified 2577 publications and 61 articles meeting selection criteria and included in the review. Reviewed studies indicated that disaster education in schools is effective but yet insufficient in many countries. Lack of equipment, financial resources, policy gaps, and teachers' knowledge are common problems in programs. Main outcomes of this systematic review are showing methods used for health emergency preparedness of children of different ages and gender differences in school-based disaster preparedness, as well as the difference in their lifesaving skills in disasters. This study shows that some disaster education programs reported in the papers reviewed were not high-quality enough, which may lead to insufficient preparedness of children in disasters and consequently may put their health at risk, considering the increasing number of natural hazards. [ABSTRACT FROM AUTHOR]

Objective: Unintentional injuries are the leading killer of children in the United States. Caregiver supervision decreases child injury risk; however, little research has examined the effects of distractions (e.g., cell phone use) on caregiver supervision and subsequent ability to protect children from injury. In particular, despite the prevalence of cell phone use, no research has examined the degree to which caregiver cell phone use may impair caregivers' ability to supervise their children effectively. The present study used a within-subjects design to examine whether caregiver cell phone use impacted caregiver vigilance and child engagement with potential hazards.Methods: A total of 51 caregiver-child dyads were observed in a pseudo hazards room across three conditions (cell phone distraction, pen-and-paper distraction, no distraction) to examine the effects of cell phone use on caregiver vigilance and child behavior (i.e., engagement with hazards) related to injury risk.Results: Caregiver vigilance was higher in the no distraction condition compared to the two distraction conditions (cell phone and pen-and-paper). Moreover, child engagement with hazards was lower in the no distraction condition than in the two distraction conditions. Although both distraction conditions impaired caregiver vigilance, caregivers were more impaired in the pen-and-paper condition compared to the cell phone condition.Discussion: Regardless the form, distracting tasks (both cell phone use and pen-and-paper task) impacted both caregiver and child behavior associated with injury risk. It is important that professionals working with parents educate them about the risks of supervising children while distracted and encourage mindful supervision to ensure safety. [ABSTRACT FROM AUTHOR]

The study of how children learn numbers has yielded one of the most productive research programs in cognitive development, spanning empirical and computational methods, as well as nativist and empiricist philosophies. This paper provides a tutorial on how to think computationally about learning models in a domain like number, where learners take finite data and go far beyond what they directly observe or perceive. To illustrate, this paper then outlines a model which acquires a counting procedure using observations of sets and words, extending the proposal of Piantadosi et al. (2012). This new version of the model responds to several critiques of the original work and outlines an approach which is likely appropriate for acquiring further aspects of mathematics. [ABSTRACT FROM AUTHOR]

Journal Activities and Accomplishments In order to make comparisons to prior editorial terms, I summarize data concerning the submissions and papers published during my editorial term, and when possible, have included comparison data from the last editor ([9]). Journal of Pediatric Psychology (JPP), 2008-2012: Editor's Vale Dictum. Journal of Pediatric Psychology (JPP), 1998-2002: Editor's Vale Dictum. Journal of Pediatric Psychology (JPP), 2003-2007: Editor's Vale Dictum. [Extracted from the article]

This paper takes as its premise the idea that transferential phenomena emerge out of the endless interactions between the wider social context, including myriad social injustices, and the inter and intra psychic events psychoanalytic therapists are more familiar with thinking about. Freud's was a neuro-psycho-social model of development, with the interrelationship between internal life and social practices carefully mapped in 'Totem and Taboo' (1913) and 'Civilisation and Its Discontents' (S. Freud, 1930). However, what Freud left undone, and is still only nascent in its development, is the work of mapping how this interaction between internal and external, between psycho and social, manifests in the consulting room. Focusing on race, as one aspect of identity that powerfully impacts transferential phenomena, the paper presents accounts of clinical events, one disguised, one fictionalised, to explore the meaning of the author's own Whiteness in this context. Using a Kleinian and post-Kleinian understanding of very early Oedipal struggles, 'Whiteness' is formulated as an anti-developmental merger with the ideal breast. [ABSTRACT FROM AUTHOR]

Children's picture books are the first books that children come into contact with. They are an important carrier for children to contact and perceive the outside world and are essential for children to form subconscious and basic cognition of the world. Because of the particularity of picture books' audience, picture books must be specially processed before they can be recognized by children and parents, and as children's enlightening reading materials, their cultural attributes cannot be ignored. Compared with foreign countries, picture books in China started late, drawing lessons from and imitating western picture books to a certain extent, which led to the shadow of western culture in picture book materials, which was not conducive to children's cognition and recognition of Chinese traditional culture, and even more detrimental to their cultural confidence. As future preschool educators, preschool education majors are the first teachers of children's culture and life and also users of children's picture books. Therefore, it is of practical significance for preschool education majors to know and understand children's picture books. Firstly, this paper points out the significance and main methods of studying children's picture books and summarizes the development status of picture books at home and abroad. Secondly, it expounds the important functions of children's picture books, explores the characteristics of children's psychology and behavior, and explores the development direction and related theories of children's picture books. Finally, from the perspective of preschool education majors, we understand the educational value of children's picture books that the design of picture books should meet the needs of children and point out that children's picture books are the enlightenment education of Chinese culture and revolutionary spirit. This paper discusses the related understanding of children's picture books from the perspective of preschool education majors and expounds the significance of children's picture books for children's enlightenment education from the aspects of picture book development, picture book function, education and enlightenment value, etc., to carry out theoretical research for the development of picture books in China and help the brand and product development of picture books. [ABSTRACT FROM AUTHOR]

Objective: In Northern Ireland, it is widely agreed that mental health service provision for children and young people is inadequate and that there is a need for much greater prioritisation and strategic planning in this area. Successive Governments have made commitments to improve services, and although progress has been made, considerable reform is still required. Using a child rights framework, this paper provides an overview of children and young people's direct experiences of accessing mental health services or support. Methods: An online survey was used to gather respondents experience of six statutory and non-statutory health services. Respondents were asked to rate services against nine rights-based service quality statements. A likert agreement rating scale was used to gather quantitative data and qualitative information was captured using open-ended questions. Excel and NVivo were used to analyse the data. Results: Overall, 607 children and young people aged 11–21 years old shared their experiences of mental health services. The survey results show that young people are reaching out to a wide range of services to access support. However, there was considerable variation in young people's satisfaction levels with different services. Conclusions: This paper brings a child rights focus to the research that exists on the child and adolescent mental health system by assessing it against a range of rights-based statements. This study found that although many services are improving, more is required to ensure that Northern Ireland has a rights compliant system. [ABSTRACT FROM AUTHOR]

This paper provides a preliminary exploration of recordkeeping contexts for young people in residential care experiencing criminalisation and at risk of exploitation. Within the Australian context, the paper explores the potential ramifications of certain recordkeeping processes - notably those of a deficit-based, accusatory or pejorative nature - on a young person's rights to privacy and dignity. An emergent hypothesis questions whether negative sentiments within these records might indirectly precipitate or amplify challenging behaviours that subsequently face criminalisation. While empirical research in this area remains limited, this discussion piece serves as a foundation to instigate conversations and further investigations into the interplay between recordkeeping, identity perception, and behavioural outcomes. As a foray into a relatively uncharted domain, this article aspires to be both a contribution and a call to action for the research community, underscoring the profound significance of records beyond mere administrative utility and their potential role in shaping the lives of children in the care system. [ABSTRACT FROM AUTHOR]

Childhood gender segregation, the tendency for children to form acquaintanceships and friendships with those of the same gender (Mehta & Smith, 2019), has been proposed to be a universal phenomenon (Maccoby, 1998; Maccoby & Jacklin, 1974). However, as socialization and peer culture vary cross-culturally (Munroe & Romney, 2006), gender segregation may vary according to cultural context. This paper uses a sociocontextual framework to review cross-cultural comparative research on childhood gender segregation, considering cultural similarities and variations in correlates of gender segregation, including behavioral compatibility, age, the homosocial norm, availability of playmates, familiarity with peers, and gendered societal norms and constraints. In closing, the paper reflects on what cross-cultural research tells us about gender segregation and offers recommendations for future research. [ABSTRACT FROM AUTHOR]

The world is a different place than it was more than 2 years ago, at the start of the COVID‐19 pandemic. The times are always changing, but events of the recent past have radically shifted how we work, when and how we interact with each other, and how we understand our history. The papers in the current issue echo this spirit of change, challenging us to fundamentally re‐think how we conceptualize psychopathology, where we define boundaries between 'normal' and 'abnormal' (and, who gets to define those boundaries), and whether our current conceptual models are generalizable to ever more diverse groups. These challenges represent healthy and timely critiques of dominant paradigms. Collectively, the authors who contributed to the current Annual Research Review make the case that these new frameworks will have big pay‐offs in terms of improving clinical practice and policy. [ABSTRACT FROM AUTHOR]

Introduction: Mental health is an important component of children's health that affects almost every aspect of their lives. One in five children in the world experiences varying degrees of mental health disorders and the burden of morbidity and mortality from these causes is increasing. For these reasons, the mental health status of children poses a serious concern for health and the health system in general. The purpose of this paper review is to analyze literature of mental health as an important part of a child's overall health. In fact it has a significant impact on physical health as well as on children's ability to be successful in school, work and society. Mental health as well as physical health affects the way an individual thinks, feels and acts. Methodology: In order to fulfill this review are using methods of literature analysis, and is made combination and comparison of data from various works of authors varied. To successfully realize this review paper we studied and analyzed the contemporary scientific literature. The methods used are: literature analysis, physical activity mental health and recommendations. Recommendations: all the literature used can be clearly seen the importance of understanding mental health support is essential for addressing the phenomenon and its associated consequences, including, appropriate parental communication, mental health promotion, physical activity as well as specialized psychologist assistance and medical assistance. [ABSTRACT FROM AUTHOR]

By studying the behavioral psychology and needs of children, this paper analyzes the essence of child-friendly parks from the perspective of children, and discusses the design principles and key points of child-friendly parks, so as to provide a practical basis for the construction of child-friendly cities. [ABSTRACT FROM AUTHOR]

The aim of the project was to find out how the opinions of minor children are ascertained in proceedings in which they are participants, what techniques are used, and whether (and to what extent) the courts take the ascertained opinions into account when making decisions that affect the children's future life. The rights of children to adequate participation in court proceedings mainly results from the Convention on the Rights of the Child. The paper discusses how the child's opinion is ascertained depending on his or her age, the methods of ascertaining the child's opinion, including the specific techniques that may be used and, last but not least, the importance of ascertaining the child's opinion for the justification of the judgment. The results of the research show the crucial role of an authority of social and legal protection of children as a conflict guardian, and also point out that it's necessary to pay constant attention to the actual realization of the rights of minors. In the Czech Republic the determination of the opinions of minors is well anchored in the legislation, but reality does not always correspond to this. [ABSTRACT FROM AUTHOR]

Digital and social networking media have become an integral part of human life; people, even kids, spend significant time on digital and social media. Socialization, culture, communication and learning are deeply impacted by digital and social media. This research paper finds impact of digital and social media on children in the age group 3 to 6 years; it uses exploratory and confirmatory factor analysis (EFA and CFA) to study the impact of digital and social media on children. This research study concluded twenty variables grouped into five factors, having impact of digital and social media, grouped and named as child's behavior, child's psychology, academic development, socio-cultural development and parents' behavior. [ABSTRACT FROM AUTHOR]

Background: Advances in technology in the modern world, including improvements in digital technology and increasing access to them, have led to the public spending a lot of time with digital screens. Therefore, screen addiction in children presents a global challenge. In this paper, we aimed to investigate parents’ attitudes in this regard, mainly whether the behavior of parents and family members caused children's screen addiction. In particular, we studied children's dependence on digital screens during the pandemic. The research was conducted by sharing a questionnaire on an online platform. The investigation began on 5/6/2022 and ended on 12/6/2022. A total of 142 minors were interviewed. The questionnaire consisted of two parts. The first part was general questions, and the second was from the test by Kimberly Young, a professor of psychology, adapted for children. It determines the attitude, from lack of interest in the Internet to dependence on it. Based on the study, we have thought that it will be helpful to enrich specific preventive measures to confound digital addictions in children [ABSTRACT FROM AUTHOR]

The Psychologically Informed Partnership Approach (PIPA) is a partnership between North Yorkshire Council (NYC) and Tees, Esk and Wear Valleys NHS Foundation Trust (TEWV). PIPA aims to provide a flexible, psychological and trauma-informed service to meet a wide range of needs of vulnerable children across Children and Families Services (C&FS) within North Yorkshire. PIPA consists of Clinical and Forensic Psychologists, and Advanced Practitioners working across NYC. The service considers the individual needs, complexities and experiences of children, young people, family members and practitioners, whilst also holding in mind broader systemic and organisational perspectives. This paper outlines how PIPA applies a range of models and frameworks to support innovative, non-blaming approaches with children, young people and their families, and the outcome of this approach thus far. A variety of measures are used to evaluate how PIPA involvement has influenced a range of outcomes for children, young people and families, as seen in the Outcomes and Feedback section. Two case studies are also included to demonstrate how this approach works in practise. The paper concludes with reflections on our learning and recommendations for similar practices to be embedded across other children and families' services in the country. [ABSTRACT FROM AUTHOR]

Reviews on treating Posttraumatic Stress Disorder (PTSD) in children and adolescents consistently point to the good evidence base for these interventions and that they translate well from research trials to clinical practice. However, at the time of the Covid-19 pandemic there was no research into delivering these interventions online. This paper summarises an online intervention using Trauma-Focused Cognitive Behavioural Therapy (TF-CBT) with an eight year old boy (Archie) with PTSD and neurodevelopmental conditions. The intervention was born out of necessity as a result of Covid-19 as both parents were shielding due to underlying health conditions. It raised professional and ethical challenges for me as a clinician, including how open to be with families about trialling things for the first time, and whether waiting for the outcome of the neurodevelopmental assessment had been in Archie's best interest. Having a trauma-informed perspective was beneficial. Following successful completion of the intervention I obtained feedback from Archie and his mother as to their experience of completing this therapy online and what recommendations they would make to guide future practice. The learning from this experience and feedback early on during the Covid-19 pandemic was used to help shape service improvements. This paper summarises the impact of the learning from this work and the contribution it made to the subsequent developments in our service, moving to what is now a fully hybrid model of working. [ABSTRACT FROM AUTHOR]

Responding to a challenge raised by Douglas Robinson in the conclusion of his book Translationality (2017: 200–202), the recently launched EPISTRAN project1 uses concepts, methods and theories from Translation Studies to investigate the semiotic processes (verbal and nonverbal) involved in the transfer of information between different 'epistemic systems'. This paper, produced under its auspices, analyses a popular science article from the National Geographic magazine as an instance of inter-epistemic translation. Taking as its source text a research article previously published in the scientific journal Child Psychology, it compares the two with a view to determining the strategies used by the author to re-package the research for a new readership. It concludes that these are no different, in essence, to those employed in conventional interlingual translation, and argues that consideration of the processes involved can shed light not only on the 'operating norms' at work in the production of popular science but also on the construction of (specialised and non-specialised) discourses more broadly. [ABSTRACT FROM AUTHOR]

We aim to study the the reliability and factorial structure of the Postpartum Bonding Questionnaire (PBQ)administered through two different formats, offline (paper-and-pencil) and online. We also compared clinical, obstetrical, reproductive, and psychopathological variables related to poor mother infant bonding (MIB). A cross-sectional study was conducted on 1,269 mothers. The offline group included 812 women who attended a 40-day postpartum clinical appointment. The online group consisted of 457 women recruited during admission for delivery who volunteered to carry out the online protocol 40 days postpartum. All the participants individually completed the PBQ, the Edinburg Postnatal Depression Scale (EPDS) and other clinical and sociodemographic variables. The 4-factor solution proposed in the PBQ and its Spanish validation showed good model fit for both samples. Online participants reported higher levels of stress, depressive symptoms, and poor bonding, specifically on PBQ scores and the Rejection and Anger subscales. No differences were found in both samples regarding the type of statistical associations between PBQ and sociodemographic, reproductive, obstetric and psychological outcomes. Online assessment may be an appropriate option for detecting possible alterations in MIB due to the reduction of desirability bias, the increased perception of anonymity, and being a more cost-effective method. [ABSTRACT FROM AUTHOR]

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness. [ABSTRACT FROM AUTHOR]

This paper addresses one of the biggest challenges facing Pastoral Care in Education today: the impact of Covid-19 on children's wellbeing. The negative effects on children's wellbeing and mental health are already being widely reported (e.g.; Loades et al. 2020). Therefore, this paper will outline both the impact of Covid-19 on children's wellbeing and how this challenge might be addressed. This paper argues for additional support for children's wellbeing and considers the opportunity for rethinking educational practice and future research directions. [ABSTRACT FROM AUTHOR]

Works for children are filled with a myriad of creatures that are often used by writers to convey certain messages to the young readers/audiences. From tamed to wild, real and imaginary beings, such creatures emerge either as benevolent or evil forces. This study seeks to highlight the role of humorous, benevolent monsters in works for children showing how their presence is laden with meanings. For this purpose, two plays for children are selected: The Monsters under the Bed (2007) by Fr. Dominic Garramone and Osb and the St.Bede Theater Troupe, and The Boy Who Loved Monsters and the Girl Who Loved Peas (2013) by Jonathan Graham. Drawing upon humor studies, monster studies, and child psychology, the paper attempts to analyze the use of humor in portraying friendly monsters in the selected works reflecting how it is through them that the children protagonists revisit their views of monsters and understand that they are a reflection of themselves (their needs/fears). The analysis of these benevolent monsters and their effect on the protagonists will be carried out in relation to the different theatrical elements and the verbal and visual signs which clarify and affirm the benevolence of such creatures and the humorous touch added to their roles. [ABSTRACT FROM AUTHOR]

Comprehensive sexuality education (known as Relationships and Sex Education (RSE) in England), which is age-appropriate, accurate, realistic and non-judgemental, is a tool that enables children and young people to make informed decisions about their sexual health, sexuality and well-being. As such, it is crucial towards the realisation of many of the rights of children under the UN Convention on the Rights of the Child, such as, but not limited to, the rights to information, education and health. However, in the English guidance on RSE, there is very little consideration of children's rights, and the requirement to involve parents in the shaping of RSE curricula as well as the right for parents to withdraw children from sex education lessons potentially hinders children's access to RSE. In this paper, we discuss the views and experiences of teachers and professional educators to ascertain the position of children's rights in the National Guidance on RSE and in the everyday practice of teaching RSE. Their views and experiences assist us in understanding some of the motivators and barriers to teaching RSE from the perspective of children's rights. In analysing the English approach to RSE, we used Bourke, Mallon and Maunsell's framework and considered RSE rights under the UNCRC from the perspective of the right to education; rights in education and rights through RSE. [ABSTRACT FROM AUTHOR]

Various imaging techniques as well as parasympathetic and sympathetic nervous system measurement methods have allowed for the increasingly sophisticated investigation of the psychophysiology that underlies the psychopathic personality and its dimensions including Conduct Disorder. With this special section, we were interested in whether the dimensions separately tell us anything different regarding the underlying mechanisms or processes involved in the specific phenotypic expression(s) of psychopathy. Seven empirical articles address this question by examining the psychobiology of psychopathy from a multicomponent perspective. Four articles examined the heart functioning and/or skin conductance of those with elevated psychopathic traits and two studies used EEG to index and image the brain. A single study tested heart functioning in relation to the environment. Findings from the papers indicate differences with respect to psychophysiology across the dimensions and thus signal benefits to examining the broader construct of psychopathy as well as its underpinning dimensions. Those with elevated GM traits appear to have aberrations with respect to self-referential processing and fealessness in adulthood but limited impairments otherwise, whereas those with elevated CU and DI traits show impairment in associative learning and potentially fear processing and arousal. Findings from the special section articles may have implications for the etiology, treatment, and eventually diagnostic manuals (i.e., DSM-5, ICD-11). We hope that these studies in this special section lead to additional multicomponent investigations that ultimately improve our understanding of the psychobiological mechanisms of psychopathy. [ABSTRACT FROM AUTHOR]

Background: Tree of Life Groups (a narrative therapy technique) have been used successfully in a number of paediatric populations. The group intervention aims to give children a space to express their difficulties whilst also holding in mind their strengths and hopes, thereby creating a preferred identity incorporating their physical health condition. No studies were identified which described this approach in a paediatric epilepsy population or involving siblings, families and the multidisciplinary team. Methods: The current paper describes a pilot intervention to facilitate a one-day psychoeducational Tree of Life group for children with epilepsy, their siblings and parents. Separate parent and sibling groups were facilitated concurrently. The groups were co-facilitated by Paediatric Psychology and Paediatric Epilepsy team members. Quantitative feedback was completed by the patient group. Patients, siblings, and parents provided qualitative feedback. Results: A total of 6 patients, 14 siblings and 15 parents attended the group. Quantitative feedback indicated some improvement in patients' confidence and knowledge of managing epilepsy, as well as some improvements in psychological adjustment and thoughts about epilepsy. 87.5% of patients and siblings detailed that they would recommend the group to others. Qualitative feedback from patients, siblings and parents indicated the helpfulness of relating to others and safely expressing difficulties. Conclusions: The results indicated that this pilot group intervention was well received by children with epilepsy and their families. Future studies incorporating a larger sample are warranted to explore this further. [ABSTRACT FROM AUTHOR]

This paper examines children's opportunities to participate in everyday child–parent conflicts as revealed in young boys' fictional narratives. The data were collected from 19 boys aged 3–6 years using the Story Magician's Play Time method. Narrative analysis yielded four story types: ignored participation stories, parent‐directed participation stories, child‐directed participation stories and dialogical participation stories. The study illustrates that when considering children's participation in child–parent conflicts, differences between children in their opportunities to participate in resolving conflicts should be taken into account. The boys' stories draw attention to the importance of children's right to a voice and influence in child–parent conflicts. [ABSTRACT FROM AUTHOR]

In this paper, we analyse a group of 6 and 7 year olds' interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality, and how these discourses are enacted. Our guiding question was: How did discourses of gender/sex/uality circulate in this group of young children's multimodal and playful responses to a literacy event? By considering the relationship between reader response, play and gender/sex/uality, we gained insight into how children's responses to texts are connected to their own identities and lived experiences. We used critical multimodal discourse analysis to understand the children's meaning-making processes. This revealed how the children were drawing from varying scripts to inform their play and creative processes. The children referenced gender/sex/uality to collaborate, to compete and to seek inclusion or status in the group. We discuss four children who drove this collective dialogue and who guided the group's interactions. Another child's responses pushed against and evolved in tandem with the emerging consensus. This study deepened and expanded our consciousness of children's enactments of gender/sex/uality and how such enactments reinforced heteronormativity. The children's artefacts, actions and talk are testimony of dominant discourses that guided and ultimately led them to adopt storylines that aligned with heteronormative scripts. Our analysis of how the children's responses unfolded revealed how power asymmetries were reinforced and hegemonic ideologies persisted. Understanding the influences of social norms during interactive literacy events may help educators create opportunities for all learners to write themselves into these events and classroom interactions more broadly. [ABSTRACT FROM AUTHOR]

This paper discusses how thinking about a playroom involves our thinking about the setting in psychoanalytical work with children in general the physical as well as the human aspects and how this encourages us to rethink some of the basic aims in psychoanalytic work. The paper describes the importance of the setting being such as to help the therapist to have the freedom to think and to feel what is going on in the child and himself. Links are then made with aspects of transference and counter transference, and brief examples given. [ABSTRACT FROM AUTHOR]

With this paper, we present an autoethnographic account of how two higher education teachers have navigated the classroom as they deal with their own traumatic experiences. This includes discussions of how each individual's trauma developed and manifests in the classroom, as well as discussions of various pedagogical implications/strategies for other higher education teachers dealing with trauma. To begin, we outline the research on trauma, highlighting the ways in which the research landscape characteristically looks at how teachers (typically K-12) might better educate students dealing with trauma and adverse childhood experiences (ACEs). Next, we discuss autoethnography as one methodology that articulates embedded experience that is informed by power and personal reactions, responses, and experiences. We then discuss how these traumatic experiences impact our pedagogy and overall feelings of safety on college campuses, which also includes strategies that we use to mitigate the harmful effects of our traumas. [ABSTRACT FROM AUTHOR]

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This article expands the review of psychosocial treatments for adolescents with disruptive behavior (DB), published previously by this journal. That earlier review focused on DB treatment studies published 1966–2014; the current paper updates the evidence base by incorporating DB treatment studies published 2014–2021. A literature search and screening process identified 63 new studies for inclusion in this updated review. The 63 new studies were combined with 86 studies from the prior review and evaluated using Journal of Clinical Child and Adolescent Psychology level of support criteria, which classify studies as well established, probably efficacious, possibly efficacious, experimental, or of questionable efficacy based on the evidence. In total, 3 well-established, 7 probably efficacious, and 10 possibly efficacious treatments for adolescents with DB were identified. Further, 52 treatments were classified as experimental and 22 treatments were determined to have questionable efficacy. There continues to be a large body of literature building the evidence base for treatments of adolescent DB. With a few exceptions, treatments falling into the top three evidence levels utilized more than one theoretical approach, enhancing each treatment's ability to target DB from multiple angles. Key advances include broad representation of various demographic groups, countries of origin, treatment settings, and provider types in this body of research. Despite these advances, more research is needed to address key gaps in the field, including the need for more studies on treatments tailored to adolescents with DB who are not yet involved with the juvenile justice system. [ABSTRACT FROM AUTHOR]

Child maltreatment (or child abuse and neglect) is a common area of interest in clinical child psychology. Research has examined the causes and consequences as well as the myriad risk factors and interventions that are effective in supporting child maltreatment victims and families. Child maltreatment is unique, however, from the study of disorders and even other kinds of adversity in that the scientific interest is shared across many disciplines including but not limited to, social welfare, medicine, law, and biology. As a result, the current state of the field although robust, is limited by a lack of shared definitions, common approaches to research and inclusion of widely differing sample types making the results often nonreproducible and of limited generalizability. The goal of the current paper is to provide clinical child and adolescent psychologists a guide to the complexity of child maltreatment research and to suggest possible solutions to navigate the challenges associated with research on child maltreatment. The manuscript provides suggestions that researchers could follow to ensure that mistakes from the past are not repeated and so that clinical psychology can contribute to the field with the most robust research for this significantly important public health issue. [ABSTRACT FROM AUTHOR]

Play theory has been consistently regarded as a cornerstone of 20th century theoretical discourse in areas as diverse as philosophy, psychology, ethology and cultural studies. On the other hand, the rise of digital technology and the spread of video games on a broad cultural level have raised the necessity to reevaluate historical approaches to the multifarious phenomenon of play. Along with Johan Huizinga, another scholar of Dutch origin – the biologist and animal psychologist Frederik J. J. Buytendijk – developed a novel theory of play in the 1930s. Buytendijk’s attempt at theorising human and animal play has been variously defined as biological, psychological and psycho-dynamic due to this scholar’s background in the study of animal behaviour and his reliance on biological models to explain the mechanisms of play. However, Buytendijk’s ideas were shaped in a theoretical setting shared by German philosophical anthropology and he also borrowed heavily from prominent philosophers and phenomenologists such as Hungarian-born Melchior Palágyi, German neurologist and psychiatrist Erwin Straus and Catholic theologian Romano Guardini. This paper tries to provide an overview of Buytendijk’s conception of vital play by examining its original yet synthetic nature. Further emphasis is placed on the aesthetical and anthropological implications of Buytendijk’s contribution. [ABSTRACT FROM AUTHOR]

Schools have the potential to provide a place of education and sanctuary for children and young people of all backgrounds. The rise in mental health problems in children and young people in the wake of the COVID‐19 pandemic, particularly in relation to growing inequities, means that identifying ways in which schools can help respond to this growing mental health crisis demands urgent attention. This paper reports on case studies carried out in two London comprehensive schools, exploring how aspects of school culture impact (both positively and negatively) on student mental health. Methods comprised in‐depth interviews with school staff and parents, focus groups with students and documentary analysis of relevant materials. Fieldwork was conducted during spring 2021 as schools were returning to face‐to‐face learning following national periods of lockdown. Our study shows how schools might attempt to drive positive mental health outcomes through aspects of school culture and uses a system framework to explore complexities around cause and effect in this area. Key findings include the considerable differences in school mental health provision, challenges in the identification of student mental health needs and the importance of recognising how the mental health of teachers must be considered alongside that of students. Overall, we highlight particular dilemmas of the post‐lockdown era that our findings indicate for the education sector, and suggest there may be value in reframing the apparent conflict between 'attainment gaps' and personal development, moving towards an educational approach with greater complementarity of these aims. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)