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Developmental Coordination Disorder (DCD) is a neurodevelopmental condition impacting motor skill acquisition and competence. While previous studies have identified adverse psychosocial outcomes in DCD, they are limited by small or population-screened, community-based samples. To understand the psychosocial difficulties, parental concerns, and familial impacts of childhood DCD in a large population-based sample. Parents of 310 children aged 4 – 18 years with a diagnosis of DCD (or synonymous term) completed the Impact for DCD survey. Parent-rated measures of emotional problems, peer problems, and prosocial behaviour were compared to normative data. Parental concerns for the impact of DCD on participation, interaction, emotional well-being, and the family system were examined. Compared to typically developing children, children with DCD were rated significantly higher for emotional and peer problems, and significantly lower for prosocial behaviours. Parents most commonly reported concerns for their child's future and withdrawal from physical activity. The presence of one or more co-occurring disorders did not significantly influence outcomes. Findings highlight the poor psychosocial outcomes for children with DCD. Crucially, poor psychosocial outcomes were just as likely in those with a single diagnosis of DCD as those with DCD and multiple co-occurring diagnoses. Parents reported concerns for their child (i.e., non-participation and social withdrawal) that are not targeted in existing DCD intervention modalities and emphasised the impact of DCD on the whole family unit. This paper presents data from the largest parent-reported survey of children with a known diagnosis of DCD (or synonymous labels). It highlights the significant impact of DCD on psychosocial outcomes in children across age groups. The children in this study were rated by their parents to have significantly higher levels of emotional and peer problems, and lower prosocial behaviours, than similarly aged Australian children without DCD. It also challenges the misconception that poor psychosocial outcomes in DCD are the result of co-occurring disorders, with outcomes observed to be as poor in children with a sole diagnosis of DCD in this sample. Furthermore, findings highlighted the significant worry and concern that parents with DCD face, particularly around their child's participation and their emotional health. Finally, parents reported on the considerable impact that DCD had on their family unit, regularly causing worry and concern, influencing their choice of activities, and causing financial strain. These concerns and impacts are not addressed in current intervention models for DCD and highlight the need for support mechanisms moving forward. • Children with DCD face a heightened risk of poor psychosocial outcomes. • Psychosocial difficulties persist across males and females of all ages. • Psychosocial difficulties in DCD are not the result of co-occurring conditions. • DCD significantly increases parental care load and causes financial strain. • Half of the parents in the study 'always' worry about their child's future. [ABSTRACT FROM AUTHOR]

The emotional exhaustion component of burnout is concerningly prevalent in psychologists providing psychotherapy. Emotional labor is a known contributor to burnout through the pathway of emotional dissonance and is beginning to develop attention in psychologist wellbeing literature. Although the relationship between emotional dissonance and emotional exhaustion in psychologists has been observed previously, constructs within an individual's locus of control that affect this relationship are not known. We attempted to explore possible variables that may affect emotional dissonance's relationship with emotional exhaustion in psychologists to identify possible factors amenable to future interventions aimed at improving psychologist wellbeing. Specifically, we examined how self-compassion, psychological flexibility, and career experience may affect the relationship between emotional dissonance and emotional exhaustion. We conducted a path analysis on data gathered from 454 psychologists recruited internationally. Results indicated that self-compassion may affect burnout indirectly through the mechanism of emotional dissonance. Additionally, results suggest that psychological flexibility may exert a conditional effect on the relationship between emotional dissonance and emotional exhaustion such that higher rates of psychological flexibility may weaken this relationship. We found no evidence to support career experience's hypothesized conditional effects. Our findings provide the first examination of these constructs in this occupational group and support the potential role of self-compassion and psychological flexibility in assisting psychologists to improve their wellbeing. • Self-compassion may affect emotional exhaustion through the mechanism of emotional dissonance. • Psychological flexibility may weaken emotional dissonance's effect on emotional exhaustion. • Self-compassion and psychological flexibility may help manage emotional dissonance. • Self-compassion and psychological flexibility may improve psychologist wellbeing. [ABSTRACT FROM AUTHOR]

• There were no differences in perceptions of neglect of children with and without intellectual disabilities. • Women tended to rate neglect as more severe than men. • Lack of supervision was rated the most severe form of neglect. • Inability to provide or poverty-related neglect was considered the least severe form of neglect. • The public consider contextual information such as the family's financial situation important when making judgements about neglect scenarios. More than 1 in 5 children experience neglect, exposing them to several adverse consequences. Children with intellectual disability experience additional neglect related challenges. Public perceptions significantly influence the identification, intervention, and prevention of child neglect. This study applied a mixed methods approach exploring public perceptions of four subtypes of child neglect (lack of supervision, failure to provide, emotional, and educational neglect), associations with key demographic factors (age, gender, parental status, and contact with people with intellectual disability), and victim-survivor intellectual disability. The final sample of 399 Australian participants (48.87% female, M = 38.93 years, SD = 12.72 years) completed an online questionnaire and were recruited via Prolific. Participants rated 10 potential neglect scenarios on the degree of neglect severity, perpetrator and victim-survivor responsibility, likelihood of victim-survivor mental and physical health outcomes, and perpetrator intention. Five-short answer questions allowed for elaboration of participant perspectives. Multiple Factorial Analysis of Variance found that the child's intellectual disability had no bearing on perceptions of neglect, but participant gender was influential with women rating neglect as more severe than men. Lack of supervision was rated the most severe subtype of neglect and lack of providing as the least. Qualitative responses described the context of neglect as important. The public may understand neglect as abhorrent irrespective of whether the child has intellectual disability and may be less recognizable to men than women. The public tends to consider the families financial situation when evaluating neglectful situations. [ABSTRACT FROM AUTHOR]

Parental assistance with children's emotion regulation (ER) is a form of emotion socialization behavior that has recently been operationalized with the development of the Parent Assistance with Child Emotion Regulation (PACER) questionnaire. In line with Eisenberg et al.'s heuristic model of the socialization of emotion , this study sought to test the links between mothers' ER difficulties, their use of ER strategies with their child, and child irritability – a salient dimension of child regulatory difficulties. Cross-sectional data was collected online with mothers (N = 371) of children aged one month to 5 years (M = 2.07 years, S D = 1.25) and data were analysed using hierarchical multiple regression analysis. After controlling for child age and gender, maternal distress, and household income, we found small but significant associations between maternal ER difficulties and child irritability. However, maternal use of ER strategies did not account for further variance in child irritability. These findings suggest that there are meaningful associations between maternal ER and child irritability, although maternal strategies to support child ER appear independent of their own ER capacity. Whilst not associated with child irritability, maternal support for children's ER may be associated with other indicators of mental health risk and resilience. [ABSTRACT FROM AUTHOR]

Irritability is a transdiagnostic indicator of child and adolescent internalizing and externalizing problems that is measurable from early life. The objective of this systematic review was to determine the strength of the association between irritability measured from 0 to 5 years and later internalizing and externalizing problems, to identify mediators and moderators of these relationships, and to explore whether the strength of the association varied according to irritability operationalization. Relevant studies published in peer-reviewed, English-language journals between the years 2000 and 2021 were sought from EMBASE, PsycINFO, MEDLINE, CINAHL, and ERIC. We synthesized studies that included a measure of irritability within the first 5 years of life and reported associations with later internalizing and/or externalizing problems. Methodological quality was assessed using the JBI-SUMARI Critical Appraisal Checklist. Of 29,818 identified studies, 98 met inclusion criteria, with a total number of 932,229 participants. Meta-analysis was conducted on 70 studies (n = 831,913). Small, pooled associations were observed between infant irritability (0-12 months) and later internalizing (r = 0.14, 95% CI = 0.09, 0.20) and externalizing symptoms (r = 0.16, 95% CI = 0.11, 0.21) symptoms. For toddler/preschool irritability (13-60 months), small-to-moderate pooled associations were observed for internalizing (r = 0.21, 95% CI = 0.14, 0.28) and externalizing (r = 0.24, 95% CI = 0.18, 0.29) symptoms. These associations were not moderated by the lag between irritability and outcome assessment, although the strength of the associations varied according to irritability operationalization. Early irritability is a consistent transdiagnostic predictor of internalizing and externalizing symptoms in childhood and adolescence. More work is required to understand how to accurately characterize irritability across this developmental period, and to understand mechanisms underlying the relationship between early irritability and later mental health problems. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. One or more of the authors of this paper self-identifies as living with a disability. We actively worked to promote sex and gender balance in our author group. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. Early irritability as a transdiagnostic neurodevelopmental vulnerability to early onset mental health problems: A systematic review; https://www.crd.york.ac.uk/prospero/ ; CRD42020214658. [ABSTRACT FROM AUTHOR]

Abstract Learning analytics enable automated feedback to students through dashboards, reports and alerts. The underlying untested assumption is that providing analytics will be sufficient to improve self-regulated learning. Working within a feedback recipience framework, we begin to test this assumption by examining the impact of learning analytics messages on student affect and academic resilience. Three hundred and twenty undergraduate students completed an online survey and were exposed to three randomly assigned learning analytics alerts (High Distinction, Pass, and Fail grades). Multivariate analyses of variance indicated significant differences between grade levels (large effects), with higher positive affect and lower resilience in response to High Distinction alerts than Pass or Fail alerts. Within each hypothetical grade level, there were no differences in student affect and academic resilience. Based upon systematic changes in feedback sender, message style or whether comparative peer achievement was included or not. These findings indicate that grade level has the largest impact on both affect and academic resilience. The failure of message and sender characteristics to impact on activities that promote self-regulated learning suggests we need to look beyond these characteristics of individual messages to identify drivers of engaging students in self-regulated learning. Highlights • Learning analytics enable automated feedback to students through alerts. • Limited research has examined the impact of alerts on student affect and resilience. • We manipulated various features of hypothetical learning analytics alerts. • We found differences in student affect and resilience based on hypothetical grades. • Message content, style and sender did not impact on student affect and resilience. [ABSTRACT FROM AUTHOR]