Search

Adoption provides a unique opportunity to establish stable family relationships and enhance the social safety net. In India, adoptions are governed by the Hindu Adoption and Maintenance Act, 1956, and the Juvenile Justice (Care and Protection of Children) Act, 2015, each with distinct eligibility criteria. Currently, approximately 33,870 Indian couples are registered as prospective adoptive parents (PAPs), and this number is rising. The Central Adoption Resource Authority (CARA) website lists 2,140 children available for adoption, with 731 being categorized as normal and 1,409 as special needs. CARA, under the Ministry of Women and Child Development, oversees both domestic and international adoptions of legally free orphaned, abandoned, and surrendered children. The scope of adoption has expanded from primarily young infants to include older children, children with special needs, and foster care, in line with the National Child Policy. Pediatricians play a crucial role in the adoption process, understanding medical aspects within the legislative framework and acting in the child's best interests. This involves collaborating with multiple stakeholders, conducting comprehensive pre-adoption medical examinations, and providing ongoing medical and behavioral support post-adoption. This review emphasizes recent changes in adoption practices in India and highlights the evolving role of pediatricians as champions for these children and their adoptive families. [ABSTRACT FROM AUTHOR]

The current study explored the experiences of families including single mothers of multiple heritage children. Through narrative inquiry, interviews with a small number of single mothers and adult children from multiple heritage families explored how mothers educated their children about their culture and ethnicity and how children integrated cultural identity through their early development. Findings included narratives of mothers, adult children, and dialogues among the family dyads. Themes included Intersectional Cultural Identity, Ethnic Identity Development, Fostering Cultural Identity, and Seeking Belonging. This study contributes to understanding the cultural and ethnic identity formation of multiple heritage individuals and the implications for cultural awareness in working with families with diverse compositions and with multiple heritage members. Some highlights of the study include: the navigation of choices by single mothers in educating children about cultural history representing both sides of their family; children expressed pride in their identity by embracing all parts of their heritage, despite marginalization and discrimination; family relationships with fathers, sibling dynamics, and parenting styles influenced cultural identity development for children. [ABSTRACT FROM AUTHOR]

Adaptive parent–child interaction plays a major role in healthy child development. Caregiver mental health problems can negatively impact parent–child interaction. In turn, interactional quality is often studied as a predictor of child outcome. However, child characteristics supposedly shape parent–child interactions as well. Given associations between child and caregiver mental health and child temperament, this study aimed at differentiating their effects on dyadic interaction quality in adolescence. Child temperament and character at age 5 were investigated as longitudinal predictors of observed mother–adolescent interactional quality at age 14 in a community sample (N = 76). It was examined whether these effects were independent of maternal and child mental health and earlier dysfunctional interaction. Lower novelty seeking, higher reward dependence, and higher cooperativeness separately predicted higher dyadic interactional quality at age 14. Controlling regressions for dysfunctional interaction at age 5, which was a significant negative predictor of later interactional quality, cancelled out the effects of novelty seeking and cooperativeness. Past or concurrent maternal or child psychopathology did not explain variance in mother–adolescent interaction. Applying backward selection, a model including reward dependence and dysfunctional interaction at age 5 and concurrent maternal stress showed the best fit for explaining dyadic interaction quality. Results suggest that enduring rather than transient child features predict interactional quality in a community sample. Effects of temperament are not better explained by those of psychopathology, but a combination of child, maternal, and dyadic features predicted dyadic behaviour best. Selective prevention should target parenting in the context of challenging child characteristics specifically. [ABSTRACT FROM AUTHOR]

Social robots, owing to their embodied physical presence in human spaces and the ability to directly interact with the users and their environment, have a great potential to support children in various activities in education, healthcare and daily life. Child–Robot Interaction (CRI), as any domain involving children, inevitably faces the major challenge of designing generalized strategies to work with unique, turbulent and very diverse individuals. Addressing this challenging endeavor requires to combine the standpoint of the robot-centered perspective, i.e. what robots technically can and are best positioned to do, with that of the child-centered perspective, i.e. what children may gain from the robot and how the robot should act to best support them in reaching the goals of the interaction. This article aims to help researchers bridge the two perspectives and proposes to address the development of CRI scenarios with insights from child psychology and child development theories. To that end, we review the outcomes of the CRI studies, outline common trends and challenges, and identify two key factors from child psychology that impact child-robot interactions, especially in a long-term perspective: developmental stage and individual characteristics. For both of them we discuss prospective experiment designs which support building naturally engaging and sustainable interactions. [ABSTRACT FROM AUTHOR]

Introduction: Given the high rate of trauma exposure among children and adolescents, it is important to understand the risk factors for post-traumatic stress disorder (PTSD). Anxiety sensitivity has been implicated in multiple anxiety disorders, and an emerging evidence base has explored the relationship between this construct and PTSD. The present review investigated the size of the relationship between anxiety sensitivity and PTSD symptoms among children and adolescents exposed to trauma. Method: A systematic search on multiple electronic databases (MEDLINE, PsycINFO, CINAHL and PTSDpubs) returned a total of 2916 records, among which six (n = 1331) met study inclusion criteria and were included in our random effects meta-analysis. Results: Our results indicated a large effect size (r =.56, 95% CI = 0.47 − 0.64) for the relationship between anxiety sensitivity and PTSD symptoms; there was significant between-study heterogeneity. Conclusion: This supported current cognitive models of anxiety and PTSD. Clinical implications, strengths and limitations of the review were discussed. [ABSTRACT FROM AUTHOR]

This text is an editorial introducing a special issue of the Clinical Child & Family Psychology Review. The issue marks the departure of the founding editors, Professor Ron Prinz and Professor Thomas Ollendick, after 26 years. The editorial pays tribute to their contributions and highlights the journal's reputation as a prestigious outlet for cutting-edge research in child development and family psychology. The new editor-in-chief expresses their commitment to maintaining the journal's quality and impact, and introduces new associate editors and members of the editorial board. The special issue focuses on the treatment and prevention of anxiety and behavioral problems in children and young people, with contributions from international leaders in the field. The text is a collection of thank-you messages from various individuals expressing their gratitude to Ron Prinz and Tom Ollendick for their contributions to the field of clinical child and family psychology. The messages highlight their leadership, mentorship, and the impact of the journal Clinical Child and Family Psychology Review, which they co-founded. The messages also acknowledge their support for young researchers and the journal's role in advancing research, practice, and policy in child and adolescent mental health. The messages express deep appreciation for their dedication and contributions to the field. [Extracted from the article]

Self-regulation includes the ability to control one's behavior as needed to meet social expectations and is associated with adaptive developmental outcomes. One tool for self-regulation is private speech; however, research has not examined if children's private speech is consistent across cognitively-focused and emotionally-focused contexts and if it is associated with regulatory abilities in similar ways. The goal of this study was to investigate relations between children's private speech and their regulation in three contexts with varying emotional and cognitive demands with children's age examined as a moderator of the association of private speech to regulation. Preschool-aged children's (n = 122) private speech (vocalizations, inaudible muttering, task-irrelevant, negatively valenced, and facilitative) was transcribed and coded in three contexts: selective attention where children matched pictures according to certain rules, emotion regulation where children's persistence in attempting to overcome an obstacle to achieve a goal was observed, and inhibitory control where the children were instructed to wait to color. Using linear mixed modeling, private speech did not significantly predict children's regulatory abilities in the selective attention task; however, meaningful associations were found between private speech and regulation in the emotion regulation and inhibitory control contexts. Furthermore, age moderated the association of private speech to regulation in the inhibitory control context. Our findings that associations between private speech and regulation outcomes differed across contexts highlight the importance of examining self-regulation as a multidimensional construct and emphasize the importance of considering both cognitive and emotional demands for supporting children's optimal self-regulation. Highlights: Preschoolers' private speech was associated with their regulation in emotion regulation and inhibitory control contexts. Associations between private speech and regulation differed across different regulatory contexts. It is important to emphasize both cognitive and emotional demands when investigating children's regulation. [ABSTRACT FROM AUTHOR]

Purpose: The aim of the present review is to analyze dynamic interactions between nutrigenomics, environmental cues, and parental influence, which can all lead to children's neophobic reactions and its persistence in time. Methods: We reviewed studies available on electronic databases, conducted on children aged from birth to 18 years. We also considered official websites of Italian Institutions, providing advice on healthy eating during infancy. Results: Modern day societies are faced with an eating paradox, which has severe and ever-growing implications for health. In face of a wider availability of healthy foods, individuals instead often choose processed foods high in fat, salt and sugar content. Economic reasons surely influence consumers' access to foods. However, there is mounting evidence that food choices depend on the interplay between social learning and genetic predispositions (e.g., individual eating traits and food schemata). Neophobia, the behavioral avoidance of new foods, represents an interesting trait, which can significantly influence children's food refusal. Early sensory experiences and negative cognitive schemata, in the context of primary caregiver–child interactions, importantly contribute to the priming of children's food rejection. Conclusions: As neophobia strongly affects consumption of healthy foods, it will be relevant to rule definitively out its role in the genesis of maladaptive food choices and weight status in longitudinal studies tracking to adulthood and, in meanwhile, implement early in life effective social learning strategies, to reduce long-term effects of neophobia on dietary patterns and weight status. Level of evidence: Level II, controlled trials without randomization. [ABSTRACT FROM AUTHOR]

The association between maternal pre-pregnancy obesity and child behavior problems has been widely researched, leaving a gap in understanding the positive aspects of children's mental health. The present study aimed to investigate the association between maternal pre-pregnancy body mass index (BMI) and resilience and prosociality among 6–7 year-old children in Japan. A retrospective cohort study was conducted using data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study, a population-based study in 2017 and 2019 including all first-grade students in public schools in Adachi, Tokyo, Japan (n = 7328, response rate = 84.7%). Resilience and prosociality were measured by the Children's Resilient Coping Scale and the Strength and Difficulties Questionnaire, respectively. Maternal pre-pregnancy weight and height were reported based on the Mother and Child Health Handbook, and BMI was categorized as underweight (BMI < 18.5), normal weight (BMI 18.5–24.9), overweight (BMI 25.0–29.9), and obesity (BMI ≥ 30). Linear regression models were employed to control for covariates. Maternal pre-pregnancy obesity was found to be negatively associated with child resilience (coefficient: − 3.29; 95% CI − 6.42–-0.15), while maternal underweight was negatively associated with child prosociality (coefficient: − 0.12; 95% CI − 0.24–-0.005) compared to mothers of pre-pregnancy normal BMI. Perinatal factors, such as gestational weight gain, gestational age, and birth weight, did not mediate the association. Our findings suggest that maternal pre-pregnancy obesity is linked to decreased resilience and maternal underweight is linked to decreased prosociality in children aged 6–7 years. Maintaining an appropriate BMI range before pregnancy may be crucial for enhancing resilience and prosociality of offspring. [ABSTRACT FROM AUTHOR]

A changing view of children, accelerated by the Convention of the Rights of the Child (UN in Convention on the rights of the child, UN Doc. A/RES/44/25, 1989, http://www..ohchr.org/english/law/pdf/crc.pdf) has shifted the landscape of child and family research over the last few decades. Once viewed with low credibility and operating outside the interpretive framework of adult researchers, the rights-bearing child is increasingly recognized not only as having the capacity but also the right to participate in research. More recently, this movement has transitioned from the direct engagement of children as research participants—now considered commonplace, although less so for those who are structurally vulnerable—to the involvement of children in research design, review, conduct, and dissemination. Yet, both practical and ethical challenges remain. While children have the right to participation, they also have the right to protection. In this commentary, we set out to: (i) lay forth epistemic, child rights, and child sociology arguments for doing research about, with and by children and youth; (ii) recount our own journey of including children and youth in research to demonstrate the unique knowledge and insights gained through these approaches; and (iii) offer lessons learned on how to engage children and youth in research, including the involvement of structurally vulnerable groups. [ABSTRACT FROM AUTHOR]

Helping family members engaged in the change process of therapy is an essential task of the therapist in the early part of the therapeutic process. Research demonstrates that fathers are frequently the least engaged family member in family therapy, but qualitative research into the nature of father engagement in family therapy is infrequent at best. This study aimed to understand factors that help or hinder fathers from becoming as fully engaged in therapy as mothers, in the fathers' own words. The primary question that guided the development and execution of the study was, "What do fathers perceive as primary influences (i.e., barriers and facilitators) to their engagement in the therapeutic process?" A grounded-theory qualitative approach was used to assess what fathers with a child in family therapy believe makes therapeutic engagement easier or more difficult. The study used semi-structured interviews with 10 fathers whose child was the identified patient (IP) in family therapy to learn about their therapeutic experiences. These voices subsequently came together to demonstrate therapeutic influences in seven themes: the role of the therapist, the structure of therapy, fear of the unknown, the inherently difficult process of therapy, observation of therapeutic change, the child's enthusiasm about therapy, and fathers' role in therapy. Those themes led to a revised conceptual map that may lay the groundwork for a theory of therapist influence, helping therapists better identify the areas where they may have more influence and action about father engagement. Implications for further research and improved therapeutic engagement of fathers is discussed, including further studying the proposed conceptual map. [ABSTRACT FROM AUTHOR]

Parenting children with conduct problems (CP) is challenging, yet very little research has examined parenting using both quantitative and qualitative methods, from the perspective of the child and their parent/caregiver, and separately for those with high vs. low levels of callous-unemotional traits (HCU vs. LCU). One hundred and forty-six boys aged 11–16 [Typically developing (TD) n = 31; CP/HCU n = 35; CP/LCU n = 35] and their parents/caregivers completed the Alabama Parenting Questionnaire and provided a written qualitative statement describing their respective experiences of parenting/being parented. Parents/caregivers of CP/HCU boys reported more difficulty with child monitoring and supervision than parents of TD boys. This was echoed in qualitative reports of parents of CP/HCU boys reporting concerns regarding their child's safety. Parents/caregivers of both groups of CP boys reported more inconsistent discipline than parents of TD boys. Parental qualitative descriptions of challenging behavior in CP/HCU boys, and difficulties with setting boundaries and motivating CP/LCU boys, provided further insight to the potential triggers for inconsistent discipline. Qualitative reports from boys with CP indicated that they understood the parenting challenges their parents/caregivers faced. These findings replicate and extend previous work on the associations between parenting and CP. Children with CP/HCU and CP/LCU show some commonalities and differences in their parenting experiences and CP children and their parents/caregivers do not necessarily share all the same perceptions or concerns. CP interventions often involve parent/family engagement and this research highlights the continued importance of examining both parent and child perspectives. [ABSTRACT FROM AUTHOR]

This qualitative study examines the role of childhood experiences and memories in shaping individuals' gender identities, expressions, and life trajectories. Whilst some research has examined the role of gender stereotypes in people's life trajectories, no research has focused on people's retrospective accounts of their gender socialisation about their current understanding of (their own) gender. We conducted eight semi-structured interviews with 20–30-year-olds living in the UK to do this. We employed interpretative phenomenological analysis to analyse our data, which enabled us to investigate participants' memories of their gender socialisations, observations, and internalisations in childhood and their interpretation of these experiences. Using insights from social learning theory, this study provides further insights into the processes of observations, internalisations, and subsequent challenges to gender based on their retrospective accounts. We show the impact of hegemonic gender stereotypes in the participants' life trajectories and hobbies (mainly sports), showing the limitations created by the gender binary system. Notably, the present findings support social learning theory, as it shows how the internalisation of gender can be challenged by new forms of gender resocialisation, including the promotion of gender equity in sports, the possibilities of gender expressions and identities beyond the binary, and the free articulation and expression of these concerns in society. By showing how gender internalisations can be malleable, this research provides practical recommendations for tackling unnecessary gender divisions in childhood settings. [ABSTRACT FROM AUTHOR]

Children with electrical status epilepticus in sleep (ESES) often present with cognitive deficits and behavioral difficulties. Children that present with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), intellectual disability, and ESES would be expected to manifest more complex symptoms and increased behavioral difficulties given the nature of these disorders. Despite the complex presentation, there is little research to support effective treatments that manage behavior challenges and associated symptoms of ASD in such patients. In the present case report, the authors implemented a validated parent management training intervention, The Research Unit on Behavioral Interventions (RUBI) Autism Network Parent Training program (RUBI-PT) via telemedicine to manage symptoms of ADHD, ASD, and disruptive behaviors in an 8-year-old South-Asian boy with ESES and associated mild intellectual disability. The family participated in 15 RUBI-PT sessions over 22 weeks. Parent report and ratings using the clinical global impression, improvement scale (CGI-I) indicated reductions in challenging behavior and improvement in adaptive skills. The current case report demonstrates the utility of RUBI-PT in the treatment of behavioral difficulties in a patient with ASD, ADHD, and ESES. Further, the present study explores future directions for the use of RUBI-PT to address behavioral challenges associated with ESES and commonly co-occurring conditions and highlights the importance of cultural responsive practice in the context of parent management training. [ABSTRACT FROM AUTHOR]

Maternal health is a critical component of optimal child health and development. Consequently, the American Academy of Pediatrics added postpartum depression (PPD) screening to their psychosocial screening guidelines in 2017. The Healthy Mothers, Healthy Children Project (HMHCP) was an interprofessional initiative aimed at preparing for, then implementing and maintaining pediatrician-completed PPD screening at 1-month well visits in a pediatric primary care clinic. Roles of pediatric psychology and rates of PPD screening were examined. Pediatric psychologists actively participated as leaders and collaborators in a variety of non-clinical roles from HMHCP preparation through maintenance. The clinic achieved high and continuously improving PPD screening rates following HMHCP implementation. Importantly, PPD screening rates were equitable across race and gender. The current study outlines feasible non-clinical roles that pediatric psychologists can fulfill in support of routine PPD screening within pediatric primary care. It also highlights associated benefits and outcomes for the clinic, providers, and patients. [ABSTRACT FROM AUTHOR]

The study analyzed modern e-learning and flipped classroom methods in inclusive education, focusing on their impact on motivation, academic performance, and the effectiveness of the educational process. The experiment involved 648 first- and second-year students from Abai Kazakh National Pedagogical University, the Elabuga Institute (Branch) of Kazan Federal University, and I.M. Sechenov First Moscow State Medical University. According to the survey conducted in the first phase, 66% of students reported using e-learning and flipped classroom methods, while 34% indicated that these methods were not employed. Furthermore, 50% of respondents rated the development of these methods in their universities as low, suggesting a lack of attention, familiarity among teachers, or reluctance to adopt them. To study the psychopathology of language and cognitive functions among children with special needs, the authors used the ASEBA questionnaire algorithm. It allowed for a survey among children from specialized classes, mixed classes (E-learning and flipped classroom), and control classes. Each group consisted of 50 people, there were three classes in each category. The ASEBA questionnaire revealed information about various aspects of the psychological functioning of children, including their behavior, emotional state, social adaptation, as well as problems with language and communication. The use of the questionnaire in different types of classes helped to compare the results between groups and identify features and differences in the psychopathology of language and cognitive functions in children with special needs. The findings can contribute to a deeper understanding of the psychopathology of language and cognitive functions in this category of children. [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]

A correction notice was issued for the article "Determinants of Exposure Therapy Implementation in Clinical Practice for the Treatment of Anxiety, OCD, and PTSD: A Systematic Review" published in Clinical Child & Family Psychology Review. The original version of the article contained errors in Figure 1, which has now been corrected. The corrected article can be accessed online, and the authors have been credited for the report. [Extracted from the article]

Copyright of International Journal of Early Childhood is the property of Springer Nature 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 International Journal of Early Childhood is the property of Springer Nature 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.)

Child maltreatment is a serious problem affecting millions of children. Research on self-reporting of child maltreatment has shown a difference in reporting between caregivers and children. Increased understanding of this has implications for further evaluations of parenting programmes and assessment of violence and maltreatment. The purpose of this study was to explore caregiver-child reporting discrepancies on child maltreatment and emotional health before and after piloting of the International Child Development Program (ICDP) in the Philippines. Data was collected from caregivers and their children before and after caregiver participation in ICDP. Participants were selected from the Pantawid Pamilyang Pilipino Program in Leyte by Save the Children. Caregivers and children completed a questionnaire with some adapted items from the Conflict Tactics Scale Parent–Child version (CTSPC), some relevant complementary items on psychological aggression and items from the emotional problems subscale from the Strength and Difficulties Questionnaire (SDQ). Matching items, subscales and total count scores were compared using paired t-tests in STATA 14. Forty-six caregivers and 43 children aged from 5–13 years participated at baseline, and 44 caregivers and 42 children at endline. At baseline, children reported significantly more maltreatment than their caregivers. The groups reported similarly at baseline and endline on the items from the subscale on emotional problems. Both children and caregivers had lower scores on our harsh discipline scale at endline, indicating improved parenting strategies after the intervention. These results indicate a difference in reporting of child maltreatment between caregivers and children, with higher rates reported by the children before the intervention, but not after. This is important because it illustrates child and caregiver perspectives on maltreatment, and how they can differ. As such, our findings point towards a positive effect of ICDP on parenting. [ABSTRACT FROM AUTHOR]

Preschoolers commonly experience symptoms of ADHD and disruptive behavior problems. Behavioral parent management training (PMT) is an evidence-based intervention for addressing both ADHD and disruptive behaviors in this population; however, many PMT programs are burdensome in length and have limited data regarding long-term effectiveness for ADHD specific outcomes. This study examined outcomes up to 1 year following completion of a brief behavioral intervention (M = 6.51 sessions) for preschoolers. Participants were children aged 2–6 years with clinically significant disruptive behaviors and their parents. Results demonstrated significant improvements in parent-reported child hyperactivity and inattention from pre-to-post intervention, with sustained improvement at 6 months and 1 year post intervention. Teacher-reported hyperactivity and inattention also showed significant improvements from pre-to-post intervention, which were maintained across time points. These results were also found among a subset of participants with clinically significant ADHD symptoms at baseline. This study highlights the long-term effectiveness of a brief PMT program to address symptoms of ADHD and disruptive behaviors in preschoolers. Findings support the recommendation to offer PMT as a first-line intervention for preschoolers with ADHD symptoms to reduce the need for early intervention with stimulant medication and address comorbid disruptive behaviors. [ABSTRACT FROM AUTHOR]

Introduction and Objective: The risks and benefits of medication use in pregnancy are typically established through post-marketing observational studies. As there is currently no standardised or systematic approach to the post-marketing assessment of medication safety in pregnancy, data generated through pregnancy pharmacovigilance (PregPV) research can be heterogenous and difficult to interpret. The aim of this article is to describe the development of a reference framework of core data elements (CDEs) for collection in primary source PregPV studies that can be used to standardise data collection procedures and, thereby, improve data harmonisation and evidence synthesis capabilities. Methods: This CDE reference framework was developed within the Innovative Medicines Initiative (IMI) ConcePTION project by experts in pharmacovigilance, pharmacoepidemiology, medical statistics, risk–benefit communication, clinical teratology, reproductive toxicology, genetics, obstetrics, paediatrics, and child psychology. The framework was produced through a scoping review of data collection systems used by established PregPV datasets, followed by extensive discussion and debate around the value, definition, and derivation of each data item identified from these systems. Results: The finalised listing of CDEs comprises 98 individual data elements, arranged into 14 tables of related fields. These data elements are openly available on the European Network of Teratology Information Services (ENTIS) website (http://www.entis-org.eu/cde). Discussion: With this set of recommendations, we aim to standardise PregPV primary source data collection processes to improve the speed at which high-quality evidence-based statements can be provided about the safety of medication use in pregnancy. [ABSTRACT FROM AUTHOR]

Youth from historically marginalized racial and/or ethnic backgrounds often face discrimination, oppression, prejudice, racism, and segregation (DOPRS). These experiences, in turn, impact well-being and psychological functioning. Though the field of clinical child psychology is on the path to address DOPRS in clinical practice, there is sparce guidance for clinicians. Liberation psychology aims to address oppression through understanding history, acknowledging and naming DOPRS, community solidarity, and healing. Liberation psychology may be a vehicle for clinical child psychologists to address the impacts of DOPRS and empower children and adolescents to promote joy and healing within clinical settings. The literature is reviewed and synthesized to provide practical guidance so clinical child psychologists may translate liberation psychology into clinical practice. Several conceptual frameworks are presented that may help in implementing liberation psychology. Suggestions are provided for how clinical child psychologists may move beyond notions of cultural competence to a psychologist-activist model. Specific methods to create a foundation of liberation psychology in mental health treatment are discussed, such as utilizing empowerment, community, critical consciousness, and ethnic-racial socialization. Finally, specific practice considerations are provided for clinical child psychologists when applying liberation psychology in treatment. [ABSTRACT FROM AUTHOR]

Parent–child communication represents an important variable in clinical child and family psychology due to its association with a variety of psychosocial outcomes. To give an overview of instruments designed to measure the quality of parent–child communication from the child's (8–21 years) perspective and to assess the psychometric quality of these instruments, we performed a systematic literature search in Medline and PsycInfo (last: February 25, 2022). Peer-reviewed journal articles published in English with a child-rated instrument measuring the quality of parent–child communication were included. Initial screening for eligibility and inclusion, subsequent data extraction, and quality assessment were conducted by couples of review team members. Based on the screening of 5115 articles, 106 studies reported in 126 papers were included. We identified 12 parent–child communication instruments across the studies. The Parent-Adolescent Communication Scale (PACS) was used in 75% of the studies. On average, the evidence for psychometric quality of the instruments was low. Few instruments were used in clinical and at-risk samples. Several instruments are available to rate parent–child communication from the child's perspective. However, their psychometric evidence is limited and the theoretical foundation is largely undocumented. This review has limitations with regard to selection criteria and language bias. Registration PROSPERO: CRD42021255264. [ABSTRACT FROM AUTHOR]

COVID-19 has presented a variety of challenges to the provision of psychology services. In the first month of the pandemic, pediatric consultation–liaison (CL) psychologists reported significant changes in methodology of service delivery (Steinberg et al. in Clin Pract Pediatr Psychol 9:1, 2020). To better understand how and if these changes persisted, as well as other emerging trends, a follow-up study examined changes and challenges six months into the pandemic. An anonymous questionnaire assessed topics related to pediatric CL psychology including practice changes, perception of changes, and institutional support. The questionnaire was sent to the APA Society of Pediatric Society's special interest group listservs. Thirty responses were analyzed. Quantitative results showed participants' beliefs that telemedicine is equally efficacious to in-person services for outpatient psychological care, but less effective for inpatient care. Participants reported their perception of how institutions supported their safety, psychology trainee safety and training goals, and patient care. Qualitative results demonstrated that most psychologists experienced changes related to their dynamics with medical teams, which included changes in team efficiency, workload, transition, and team collaboration. [ABSTRACT FROM AUTHOR]

Limited research has examined how anxiety affects the quality of life (QoL) of autistic individuals and their family. In this mixed-method study, we investigated the impact of anxiety symptoms on the lives of autistic children and family members, and the association between anxiety symptom severity, child QoL, family QoL, and caregiver stress. Twenty autistic youth with clinically significant anxiety aged 8–14 years of age and their caregivers completed questionnaires and in-depth interviews. Twenty themes emerged to highlight how anxiety significantly impacts autistic children and their families across various areas of life. Higher levels of anxiety were associated with lower child QoL. Implications for providing appropriate, evidence-based services to support families and promote positive QoL are discussed. Highlights: In-depth interviews with caregivers of autistic children were conducted focused on how children's lives would be different if anxiety were removed. Caregivers report that anxiety symptoms significantly impacted several major domains of their autistic child's life, including school, social, emotional, and physical functioning. Children's anxiety symptoms also affected the quantity and quality of time spent together as a family, and caregiver and sibling well-being. Findings from self- and caregiver-report questionnaires highlight that autistic children with heightened anxiety are susceptible to experiencing lower QoL. [ABSTRACT FROM AUTHOR]

Background: Parents' fear of negative evaluation (FNE) has been proposed to play a role in the intergenerational transmission of social anxiety. We investigated whether (1) parents' own FNE, a core belief of social anxiety, extends to their child's environment resulting in fear of negative child evaluation (FNCE); and (2) parents' FNCE mediates the association between parents' social anxiety, parenting behavior and children's social anxiety. Methods: In this cross-sectional study, fathers (n = 84) and mothers (n = 92) from 99 Caucasian families completed questionnaires on social anxiety, FNE, FNCE, and parenting (intrusiveness, negative parenting and encouragement of social daring) when their child was 7.5 years old. Child social anxiety was measured by questionnaires (child and parent report). Results: For both parents, FNE mediated the association between their social anxiety and FNCE. Furthermore, FNCE mediated the relation between both parents' social anxiety and intrusiveness and the relation between mothers' social anxiety and negative parenting. In addition, FNCE mediated the relation between fathers' social anxiety and children's social anxiety (parents' report only) directly and through intrusive parenting. Conclusions: Our study suggests that parents' FNE extends to their children's environment and provides support for the role of FNCE in various pathways of intergenerational transmission of social anxiety during middle childhood. [ABSTRACT FROM AUTHOR]

Childhood atopic dermatitis (AD) is associated with chronic itch, pain and sleep disturbance, which may predispose children to high-risk behaviors in their school and home environments. We examined the association between AD and delinquent/high-risk behaviors in children and adolescents. Data were analyzed from The Fragile Families and Child Wellbeing Study, a longitudinal birth cohort study consisting of 4898 children born in urban cities between 1998 and 2000. A 1-year history of AD was associated with ≥ 75th percentile of mean delinquent behavior scores at age 9 (adjusted odds ratio (aOR) [95% confidence interval] 1.39 [1.14–1.68]), but not age 15 (1.05 [0.86–1.29]). At age 9, a 1-year history of AD was associated with a higher number of delinquent behaviors (adjusted risk ratio [95% CI] 1.12 [1.03–1.23]). AD at ages 5 (aOR [95%CI] 1.31 [1.04–1.64]) and 9 (1.38 [1.14–1.67]) was associated with the highest quartile of mean delinquent behavior scores at ages 9 or 15. Children with AD persisting at multiple age groups had significantly increased odds of ≥ 75th percentile of mean delinquent behavior scores at age 15 (aOR [95%CI] 1.41 [1.09–1.81]). AD was found to be associated with the following delinquent problems: damaging property (aOR [95%CI] 1.38 [1.08–1.77]), cheating on a test (1.62 [1.17–2.26]), fist fight involvement (1.47 [1.21–1.79]) and school suspension (1.36 [1.08–1.71]). This study suggests that childhood AD may precede the onset of delinquent and high-risk behaviors later in childhood and adolescence. [ABSTRACT FROM AUTHOR]

Coronavirus (COVID-19) has affected opportunities available to psychology interns and postdoctoral fellows completing capstone training experiences during culminating training years. While research supports COVID-19 has increased the use of telepsychology services amongst psychologists, there is a paucity of research regarding how COVID-19 has altered training and use of telepsychology by psychology trainees. The current study includes survey responses from 59 psychology training directors and 58 psychology internship and postdoctoral fellowship trainees at pediatric sites throughout the United States. Results support changes in telepsychology training provided during COVID-19, including increased use of telepsychology for clinical service delivery and increased use of telesupervision for training. As expected, findings suggest novel training experiences in telepsychology for trainees within the last two years as a result of COVID-19. Given ongoing need for telepsychology services to assure access to psychological care during the pandemic and beyond, results provide support for graduate and advanced training programs to provide formal training in best-practices for utilization of telepsychology and telesupervision. [ABSTRACT FROM AUTHOR]

Recessions negatively impact the health of individuals experiencing hardship. In this paper, we investigate whether there are also long-term effects for those born during difficult economic times through the effects on their health behavior. Based on a theoretical model of parental socialization against smoking and using data from the German Socioeconomic Panel, we assess smoking behavior of children born in the years immediately after the fall of the Berlin Wall in the East. Using a difference-in-differences specification with West Germans as a control group, we find that men born during this time were 40% more likely to smoke in young adulthood than men born during the years before or afterwards. The fall of the Berlin Wall led to enormous social and economic upheaval and resulted in a stark drop in incomes and fertility in East Germany. Fertility, however, dropped least among the lower educated and younger mothers. The resulting negative parental selection, as measured by parental education and childhood family environment, explains about one fifth of the higher incidence of smoking of those born during this time. We posit that the effect of negatively selected parents was amplified by the compounding effect of disadvantage in childhood caused by the economic upheaval, which likely reduced both the amount and quality of parental socialization against smoking, leading to the increased smoking rates that we observe. [ABSTRACT FROM AUTHOR]

This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to compare single buccal infiltration of 4% articaine versus routine buccal and palatal injections of 2% lidocaine during bilateral extraction of maxillary primary molars. Methods: Thirty healthy children aged 6–9 years old requiring bilateral extraction of maxillary primary molars were enrolled into the trial. Randomization was performed in two steps. Routine buccal and palatal infiltrations were administered using 2% lidocaine in the control side. Four percent articaine was used for single buccal infiltration in the intervention side. WBFP scale (Wong-Baker FACES Pain scale) was employed for subjective assessment of pain. For objective evaluation of pain, FLACC scale (Face, Legs, Activity, Cry, Consolability) and physiological parameters of blood pressure and pulse rate were recorded. Results: Analyses did not show any significant differences in blood pressure, pulse rate, and FLACC scale between groups (P value > 0.05). However, statistically lower WBFP scores were observed in articaine group as compared to lidocaine group (P value < 0.05); the difference was less than one unit which is not clinically considerable. Conclusion: Single buccal infiltration of 4% articaine can be administered as an alternative for conventional infiltration of 2% lidocaine to avoid fear or uncooperative behavior of the child patient. However, the assessment of palatal tissue anesthesia is quite necessary before the procedure is initiated. In case of failure in achieving palatal anesthesia, a palatal injection should be given. [ABSTRACT FROM AUTHOR]

Understanding the correlates of sedentary behavior among children is essential in developing effective interventions to reduce sitting time in this vulnerable population. This study aimed to identify correlates of domain-specific sedentary behaviors and objectively assessed sedentary time among a sample of children in Japan. Data from 343 children (aged 6–12 years) living in Japan were used. Domain-specific sedentary behaviors were assessed using a questionnaire. Total sedentary time was estimated using hip-worn accelerometers. Twenty-two potential correlates across five categories (parental characteristics, household indoor environment, residential neighborhood environment, school environment, and school neighborhood environment) were included. Multivariable linear regression models were used to identify correlates of domain-specific sedentary behaviors and objectively assessed sedentary time. Eight correlates were significantly associated with children's domain-specific sedentary behaviors: mother's and father's age, mother's educational level, having a video/DVD recorder/player, having a video console, having a TV one's own room, home's Walk Score®, and pedestrian/cycling safety. No significant associations were found between potential correlates and accelerometer-based total sedentary time. These findings highlight that strategies to reduce children's sedentary time should consider the context of these behaviors. For example, urban design attributes such as perceived pedestrian and cycling safety can be improved to reduce children's car sitting time. [ABSTRACT FROM AUTHOR]

COVID appropriate behavioral measures need to be followed once school reopens. School teachers being in the forefront could substantiate the feasibility of suggested safety measures. This study aimed to assess teachers' perceptions towards COVID appropriate behaviors for children with school reopening and compare their mean scores between public versus private schools and across school boards. We conducted an observational school-based study of teachers over two months. Perceptions were scored using a five-point Likert symmetric agree to disagree scale. Results were expressed as proportions and analyzed using an independent sample t-test. Of the 547 teachers surveyed, most (> 90%) agreed to the suggested social distancing and hygiene measures. There was a significant difference in perception scores between private versus public schools and across boards regarding i) reducing the academic syllabus, ii) adopting a cloud-based system to integrate online-offline learning, and iii) conducting meetings online. In addition, measures such as i) teaching classes on alternate days with a limited number of children, ii) arranging benches/desks to maintain six feet distance between students, iii) dealing with psychological stress by counselors, and iv) arrangement with local hospitals for medical services were significant statistically across school boards. To conclude, most schoolteachers agreed with the need for social distancing and hygiene measures for children. There was a significant difference in perceptions between public versus private schools and across boards regarding academic syllabus, integration of online-offline student learning, number of children per class, the timing of classes, student seating arrangement, and medical/psychological guidance availability. [ABSTRACT FROM AUTHOR]

Leptin influences eating behavior. Exposure to early adversity is associated with eating behaviour disorders and metabolic syndrome, but the role of the leptin receptor on this relationship is poorly explored. We investigated whether individual differences in brain region specific leptin receptor (LepR) gene networks could moderate the effects of early adversity on eating behavior and metabolism. We created an expression-based polygenic risk score (ePRS) reflecting variations in the function of LepR gene network in prefrontal cortex and hypothalamus to investigate the interactions between a cumulative index of postnatal adversity on eating behavior in two independent birth cohorts (MAVAN and GUSTO). To explore whether variations in the prefrontal cortex or hypothalamic genetic scores could be associated with metabolic measurements, we also assessed the relationship between LepR-ePRS and fasting blood glucose and leptin levels in a third independent cohort (ALSPAC). We identified significant interaction effects between postnatal adversity and prefrontal-based LepR-ePRS on the Child Eating Behavior Questionnaire scores. In MAVAN, we observed a significant interaction effect on food enjoyment at 48 months (β = 61.58, p = 0.015) and 72 months (β = 97.78, p = 0.001); food responsiveness at 48 months (β = 83.79, p = 0.009) satiety at 48 months (β = −43.63, p = 0.047). Similar results were observed in the GUSTO cohort, with a significant interaction effect on food enjoyment (β = 30.48, p = 0.006) food fussiness score (β = −24.07, p = 0.02) and satiety score at 60 months (β = −17.00, p = 0.037). No effects were found when focusing on the hypothalamus-based LepR-ePRS on eating behavior in MAVAN and GUSTO cohorts, and there was no effect of hypothalamus and prefrontal cortex based ePRSs on metabolic measures in ALSPAC. Our study indicated that exposure to postnatal adversity interacts with prefrontal cortex LepR-ePRS to moderate eating behavior, suggesting a neurobiological mechanism associated with the development of eating behavior problems in response to early adversity. The knowledge of these mechanisms may guide the understanding of eating patterns associated with risk for obesity in response to fluctuations in stress exposure early in life. An expression-based polygenic risk score analysis of leptin receptor (LepR) genes suggests that LepR-specific genes co-expressed in the prefrontal cortex interact with exposure to postnatal adversity, potentially modulating eating behavior in children. [ABSTRACT FROM AUTHOR]

Military-connected families face many challenges associated with military life transitions, including deployment separations. We report on a randomized controlled trial to evaluate the efficacy of Families OverComing Under Stress-Early Childhood (FOCUS-EC) delivered through an in-home, virtual telehealth platform. FOCUS-EC is a trauma-informed, family-centered preventive intervention designed to promote family resilience and well-being. Military-connected families with 3- to 6-year-old children (194 mothers; 155 fathers; 199 children) were randomized to FOCUS-EC or an online education condition. Parent psychological health symptoms, child behavior, parenting, and parent–child relationships were examined by parent-report and observed interaction tasks for up to 12 months. Longitudinal regression models indicated that FOCUS-EC families demonstrated significantly greater improvements than online education families in parent-reported and observational measures of child behavior, parenting practices, and parent–child interaction, as well as greater reductions in parent posttraumatic stress symptoms. Findings provide support for the benefit of a virtually-delivered preventive intervention for military-connected families. [ABSTRACT FROM AUTHOR]

Child genotype is an important biologically based indicator of sensitivity to the effects of parental behavior on children's executive function (EF) in early childhood, birth to age 5. While evidence for gene × parental behavior interactions on children's early EF is growing, researchers have called the quality of evidence provided by gene × environment interaction studies into question. For this reason, this review comprehensively examined the literature and evaluated the evidence for gene × parental behavior interactions on children's early EF abilities. Psychology and psychiatry databases were searched for published peer-reviewed studies. A total of 18 studies met inclusion criteria. Twenty-nine of 89 (33%) examined interactions were significant. However, a p-curve analysis did not find the significant interactions to be of evidential value. A high rate of false positives, due to the continued use of candidate gene and haplotype measures of child genotype and small sample sizes, likely contributed to the high rate of significant interactions and low evidential value. The use of contemporary molecular genetic measures and larger sample sizes are necessary to advance our understanding of child genotype as a moderator of parental effects on children's EF during early childhood and the biopsychosocial mechanisms underlying children's EF development during this critical period. Without these changes, future research is likely to be stymied by the same limitations as current research. [ABSTRACT FROM AUTHOR]

The article explores the concept of a politicized child, the various socio-cultural constructions and representations of childhood, and the discourses and narratives of psychological trauma. Topics discussed include the public emergence of the harmed or politically tainted child, the Western ethnopsychological definition of emotion, and the rise to iconic status of emotion and of emotional trauma.

The seventeenth-century British Civil Wars had a scale and impact to rival modern conflicts and its effects extended to children as well as adults. What might be today termed "child soldiers" were found in the armies in combat and supporting roles. Many more were witnesses to the conflict or had their lives changed by its consequences. This article is an historical case study of socio-cultural constructions of children, childhood and warfare. It aims to highlight the diverse nature of both historic and modern child experiences of warfare, and the plethora of ways that these experiences were and are understood and represented by adults. It argues that the evidence from the Civil Wars supports the scholarship of child psychologists such as Derek Summerfield that children in conflict should not always be regarded as victims but could display agency, whilst also acknowledging social, cultural, economic and political pressures. Although children in the Civil Wars may have experienced trauma, the evidence is insufficient to prove this and evidence for a contemporary concept of the psychologically damaged child as a result of conflict is ambiguous. However, what the evidence does uncover is the ways in which adults used representations of children to express their own anxieties about the Civil Wars. [ABSTRACT FROM AUTHOR]

Adenotonsillar hypertrophy (ATHt) is a common cause of chronic airway obstruction (UAO) in children and may cause obstructive sleep apnea syndrome (OSAS). Surgical correction in the form of Adenotonsillectomy (AdTyb) may significantly improve the sleep and behavior patterns of children, and enhance their quality of life. To test the effect of adenotonsillectomy on sleep and behavioral disorders in children with adenotonsillar hypertrophy. Prospective observational study; children ≤ 14 years diagnosed with symptomatic adenotonsillar hypertrophy planned for surgery were included. Parents were asked to complete Connor's revised parent rating scale and Children's sleep habit questionnaire pre-operatively and 3 months after surgery. This was done to evaluate the children's sleep habits, disturbances and behavior. A total of 77 children were included in the study. The age range was 4 – 14 years. Fifty-two were male and rest, female. There was a significant reduction in Sleep score after surgery (mean pre-operative sleep score 51.3 ± 8.9 vs. post-operative 37.29 ± 7.1; p value < 0.001). Similarly, there was a statistically significant improvement in the behaviour score also after surgery (mean pre-operative behavior score 28.96 ± 9.8 vs. post-operative 23.13 ± 7.9; p value < 0.001). The sleep and behaviour scores were not related to the age or gender of the participants. Adenotonsillar hypertrophy causes documentable sleep disturbances and obstructive sleep apnea leading to neurobehavioral issues in children. The standard of care is surgery which leads to significant improvement in these aspects and quality of life. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to evaluate the effectiveness of Mozart's music on the learning of toothbrushing behavior in children with high and low dental anxiety levels. Materials and methods: A randomized, controlled, single-blinded, and observational study was conducted with 60 children, aged 8–12, who were recruited to high dental anxiety level (HDAL) and low dental anxiety level (LDAL) groups. Both groups were divided into two equal subgroups (with or without Mozart's music). In the Mozart's music subgroups, children were exposed to Mozart's Sonata for 7 min and toothbrushing training was given accompanied by music. The training was instructed to the second subgroup without listening to Mozart's music. The periodontal measurements were repeated after 15 days. Three-factor variance analysis was used to analyze the data. Results: There was a statistically significant decrease in plaque index (PI) and gingival index (GI) scores in the follow-up visits for all groups (p < 0.05). A statistically significant decrease was found in PI values between groups with or without music in those with HDAL (p < 0.001). However, no statistically significant differences were found between groups with or without music in those with LDAL (p = 0.07). Conclusions: Listening to Mozart's music before toothbrushing training had a significant effect on plaque removal in children with high dental anxiety, while Mozart's music did not have a positive effect in the group with low dental anxiety. Clinical relevance: The use of Mozart's music may be beneficial in oral hygiene education for children with high dental anxiety levels. [ABSTRACT FROM AUTHOR]

Previous research has shown that disruptive behavior can impair students' academic success (Pierce et al. in Remedial Spec Educ 25:175–188, 2004, https://doi.org/10.1177/07419325040250030501), as well as increase teacher's stress level (Westling in Remedial Spec Educ 31:48–63, 2010, https://doi.org/10.1177/0741932508327466). The Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement; however, few studies have evaluated the efficacy of CPI. The purpose of this study was to assess the effects of CPI on disruptive behavior and academic engagement of young students who engage in disruptive behavior. This study used a non-concurrent multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in disruptive behavior and an increase in academic engagement for all three participants and these levels persisted throughout schedule thinning. In addition, results of teacher and student social validity assessments indicated that the intervention was effective and easy to implement and that students preferred the intervention. [ABSTRACT FROM AUTHOR]

Disruptive behaviors are a class of predominantly externalizing behaviors that include physical aggression, property destruction, temper outbursts, verbal aggression, and some forms of self-injurious behaviors. Externalizing behaviors are also major components of disruptive, impulse-control and conduct disorders, disruptive mood dysregulation disorder, trauma-related and stressor-related disorders, intermittent explosive disorder, personality disorders, and other neuropsychiatric and neurodevelopmental disorders. Disruptive behaviors and associated disorders are among the most frequent reasons for child behavioral health referrals and are the most common reason for referrals among children with intellectual disabilities. The focus of this paper is on the adjunctive role of integrated psychopharmacological treatment in the management of children with disruptive behaviors and co-occurring intellectual disabilities. The decision-making process for adding pharmacotherapy to a comprehensive treatment plan incorporates not only a working knowledge of basic behavioral neurobiology of disruptive behaviors but also an understanding of the strengths and weaknesses of various pharmacotherapies. Importantly, there is little evidence to support the use of psychopharmacologic agents in managing difficult behaviors in children with intellectual disabilities, but with that said, risperidone has the strongest evidence base for its use. [ABSTRACT FROM AUTHOR]

Discrimination negatively impacts students' ability to adapt to and deal with the educational stressors of a new environment. When students experience discrimination, their options are to fight, fawn, or flee—that is, skip school. This study focuses on the third option among refugee and immigrant students and addresses two inter-related issues: (a) the relationships between newcomer first-generation youth truancy and the perception of discrimination and psychological isolation in school, and (b) whether such relationships persist after employment, voluntary activities, or other socio-demographic factors are taken into account. The data source is a survey of immigrant and refugee students 14 to 24 years of age who attended school in a medium-sized city in Canada. Results show that experiences of discrimination and psychological isolation are significant predictors of truancy. I also find support for the effects of length of residency, paid employment, and participation in voluntary activities on increasing truancy, suggesting the importance of acculturation, socio-economic status, and time availability. [ABSTRACT FROM AUTHOR]

For children the consequences of the COVID-19 public health measures may have long-term effects into adulthood. By exploring children's reactions more broadly, we are better placed to understanding the breadth of implications of home school and social isolation under COVID-19. The present study explored how COVID-19 related variables, namely, home school experience, child perceived family stress and instability, screen time use, missing friends and worry about virus infection are associated with children's emotional, somatic/cognitive and worry reactions, respectively. A total of 442 children (M = 11.43 years, SD = 2.59) from the longitudinal FamilieForSK-study participated and a series of hierarchical linear regression models were applied controlling for background variables including children's psychological vulnerability. Results showed significant associations between all COVID-19 related predictors, except screen time use, and the three outcomes. Family stress and instability had the strongest effects with standardised betas ranging from.356 to.555 and collectively, predictors explained between 20.7 and 44.1% of variance in outcomes. Furthermore, several associations were moderated by age and older children were more negatively impacted (i.e., higher level of reported reactions). The present study provides more conclusive evidence of the effects of home school and social isolation under COVID-19 on children. It also exemplifies the importance of focusing on children's reactions more broadly, as there was evidence that children on average had fewer emotional reactions compared to before the pandemic. [ABSTRACT FROM AUTHOR]

Existing research has built concrete links between trauma exposure and lifelong behavioral health outcomes. However, the ways by which father engagement buffers the detrimental effects of trauma on early childhood behavioral health remains unexplored. Using the data of 3001 mothers from the Fragile Families and Child Well-being Study, we conducted a moderation analysis to examine the associations between adverse childhood experiences (ACEs), child behavioral health, father engagement, and maternal education. We found that ACEs at child age three were positively associated with child externalizing and internalizing behaviors at child age five. Father engagement at child age one buffered the harmful effects of ACEs on child externalizing behaviors, but this effect was only significant for children living with mothers with an education level lower than high school. Child psychiatrists should view father engagement as a critical factor in fostering child resilience, particularly for children living in families with limited resources. [ABSTRACT FROM AUTHOR]

Callous-unemotional traits have been associated with difficulties in identifying and responding to others' emotions. To inform this line of research, the current study investigated the eye gaze behavior of children (n = 59; mean-age = 6.35) with varying levels of callous-unemotional (CU) traits with the use of eye-tracker methodology, as well as their ability to accurately identify emotional expressions. Participating children were selected from a large screening sample (N = 1283). Main findings supported a reduced fixation rate to the eye-region and an increased fixation in the mouth area of emotional faces among children high on callous-unemotional traits (HCU), irrespective of emotion expressed (i.e., fear, sad, angry and happy) and age of individuals portrayed in images (adult versus child faces). Further, findings suggested that HCU children were less likely to accurately identify facial emotional expressions, which might be due to the identified attentional neglect to the eye region of emotional faces. Current findings support the importance of early prevention and intervention programs that can enhance the emotional development and social adjustment of HCU children. [ABSTRACT FROM AUTHOR]