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Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

Due to the lack of life experience and situational experience, it is difficult to arouse pupils' inner motivation and interest in writing. Therefore, the early stage of Chinese writing may be a challenge for Chinese pupils. In order to solve this problem, a spherical video‐based virtual reality (SVVR) experience learning system was developed to help pupils improve their writing performance and interest. To evaluate the effectiveness of the proposed approach, an experiment was carried out in a primary school in Zhejiang province, China. First, a writing pretest was administered in two grade 4 classes. The researchers then randomly selected 40 pupils of about 10 years old with similar writing abilities, and assigned them to an experimental group, which used the SVVR learning method, and a control group, which used the traditional learning method. The researchers observed and recorded the pupils' writing process and then, interviewed them. The results showed that there was a significant difference in the comprehensive writing performance of the two groups (F = 6.272; p =.017 <.05). The mean of the experimental group (Mean = 73.85) was higher than that of the control group (Mean = 70.00). Moreover, there were significant differences between the two groups in terms of the thematic coherence, structural integrity and linguistic expressiveness of their writing performance. However, there was no significant difference in the achievement of creative thinking. In the experimental group, different levels of learning behavior engagement could affect the structural integrity and language expression of writing achievements, and the degree of writing learning behavior engagement was highly correlated with reading time. Through the interviews, it was found that the pupils in the experimental group were more satisfied with the SVVR learning method than the control group pupils were with the traditional learning method. Practitioner NotesWhat is already known about this topic? Spherical video‐based virtual reality (SVVR) set a simulated environment enabling students to have in‐depth experience in learning contexts.Most SVVR studies focused on speaking and writing in middle schools and colleges, while its impacts on young children's writing performance is generally ignored.What this paper adds? An SVVR system based on experiencing learning theory was developed to promote young students' in‐depth experience and perception in descriptive paper writing.The proposed approach promoted students' writing performances, writing experience and learning behavior engagement.Implications for practice and/or policy SVVR is a potential technology for implementing experiential learning activities, especially in improving thematic coherence, structural integrity and linguistic expressiveness.It is worth promoting such a low‐tech and low‐cost experiential learning approach to other courses. [ABSTRACT FROM AUTHOR]

Multisystem inflammatory syndrome in children (MIS‐C) is a rare, but severe complication of coronavirus disease 2019 (COVID‐19). It develops approximately 4 weeks after severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2) infection and involves hyperinflammation with multisystem injury, commonly progressing to shock. The exact pathomechanism of MIS‐C is not known, but immunological dysregulation leading to cytokine storm plays a central role. In response to the emergence of MIS‐C, the European Academy of Allergy and Clinical Immunology (EAACI) established a task force (TF) within the Immunology Section in May 2021. With the use of an online Delphi process, TF formulated clinical statements regarding immunological background of MIS‐C, diagnosis, treatment, follow‐up, and the role of COVID‐19 vaccinations. MIS‐C case definition is broad, and diagnosis is made based on clinical presentation. The immunological mechanism leading to MIS‐C is unclear and depends on activating multiple pathways leading to hyperinflammation. Current management of MIS‐C relies on supportive care in combination with immunosuppressive and/or immunomodulatory agents. The most frequently used agents are systemic steroids and intravenous immunoglobulin. Despite good overall short‐term outcome, MIS‐C patients should be followed‐up at regular intervals after discharge, focusing on cardiac disease, organ damage, and inflammatory activity. COVID‐19 vaccination is a safe and effective measure to prevent MIS‐C. In anticipation of further research, we propose a convenient and clinically practical algorithm for managing MIS‐C developed by the Immunology Section of the EAACI. [ABSTRACT FROM AUTHOR]

There have been ongoing debates as to how, or even whether, we should clinically classify gender diversity in children through clinical classification manuals. So‐called 'depathologizing' is argued as being vital to address the stigma that these children are somehow disordered or sick. Yet one argument in favour of continued clinical classification for transgender and gender non‐conforming children is that it better facilitates access to specialist psychological support. I argue that whilst continued clinical classification offers a seemingly pragmatic solution to ensuring access, it does in fact obscure our understanding of the individual needs of these children. In this paper I address fundamental issues that aim to better our understanding of need and thus why a child may benefit from specialist support. I do so by critiquing a paper I nearly wrote, which argued for the ongoing continued classification of gender incongruence in children. Ultimately, I argue that specialist psychological support and care should be driven by the needs of the individual child, as determined by the child and those involved with their care. By bettering our understanding as to why specialist psychological support may be beneficial for some, we move past the focus of such specialist support being provided because of the child's gender diversity. Methodologically the paper may be unusual, in comparison to traditional normative counter‐argumentative bioethical position papers, but by presenting an argument for depathologization of gender diversity of children in this way there is also an alternative insight into the methods of bioethics. [ABSTRACT FROM AUTHOR]

Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so‐called "mode effect," which refers to the possible impact of using computer‐based tests (CBT) instead of paper‐and‐pencil‐based tests (PBT) to assess student performance. Some researchers suggest that the occurrence of a mode effect might be related to the type of device used, the subject being assessed and the characteristics of both the test and the students taking the test. The international TIMSS 2019 Equivalence Study offered the opportunity to explore possible performance differences between a PBT and a tablet assessment in mathematics and science among Dutch primary school students. In the spring of 2017, the TIMSS PBT and tablet test were administered to 532 grade‐four Dutch students. Item response theory was used to explore potential mode effects. This exploration revealed no significant differences in the student ability scales between the paper and the tablet tests for mathematics and science. Also, no systematic mode effects were found for the items with high reading demand. A marginal difference was found for girls outperforming boys on the TIMSS tablet test, although no gender differences in achievement were found for the PBT. [ABSTRACT FROM AUTHOR]

The article seeks to develop a better understanding of the contribution of materiality in a discourse between a creator (content producer) and an interface, dealing with analogue and digital artefacts. Focus is in the materiality of the two different art‐creation learning processes, acrylic painting and digital painting. The objective of this paper is to consider especially the affect and meaning of these two different content creation modalities and intra‐action within that. Through reflective autoethnographic consideration, the purpose is to consider the essences of materials manifesting and modulating the processes of content creation as a posthumanist phenomenon. It will be shown that the creation processes with paper are more experimental whereas the processes with digital screen are more playful. There is a growing need to deeper understand the cultural change of material cultures and the people's intra‐action with the materials also enabling arts creation. This paper will widen our limited understanding and deepen our theoretical perspectives of the essence of materials which then avails confronting analogue and digital when developing teaching and learning in the posthuman era especially in early education. Practitioner NotesWhat is already known about this topic There is a growing interest in the new materialism and posthuman thinking amongst educational technology research and development.Reading analogue versus digital is well‐documented.What this paper adds New materialist thinking offers a useful perspective in education for looking at the essence of analogue and digital materiality modulating content creation.Characterising the nuances in analogue and digital production can help in evaluating their educational potential.Implications for practice and/or policy As practitioners we should critically question the political vision of education digitalisation especially concerning early childhood education.There is a need to move beyond debates about analogue versus digital to look at more specific examples of their advantages (and disadvantages) in developing posthumanist education and intra‐active pedagogy especially for young children. [ABSTRACT FROM AUTHOR]

In this paper, I draw on two childhood ethnographies to ask basic questions about the foundation of child writing. The first question is, where does writing come from in young children's lives? Answering this question will lead us to childhood play as the foundation of writing. The second question is, how do educators negotiate an inclusive, playful classroom culture in racially divisive and neoliberal times? This question will lead to a critical consideration of forming an inclusive culture in a racially and culturally diverse classroom. In this time of uniform, mandated curricula, rampant in the United States and elsewhere, and of the dismissive attitude towards play and towards childhood diversity (e.g., in race, culture and socioeconomic class), it is worth revisiting basic questions about the beginnings of writing in childhoods. The questions are relevant whether a child is writing on paper, screen, slate, or sand. [ABSTRACT FROM AUTHOR]

Donor human milk (DHM) from a milk bank is the recommended feeding method for preterm infants when the mother's own milk (MOM) is not available. Despite this recommendation, information on the possible contamination of donor human milk and its impact on infant health outcomes is poorly characterised. The aim of this systematic review is to assess contaminants present in DHM samples that preterm and critically ill infants consume. The data sources used include PubMed, EMBASE, CINAHL and Web of Science. A search of the data sources targeting DHM and its potential contaminants yielded 426 publications. Two reviewers (S. T. and D. L.) conducted title/abstract screening through Covidence software, and predetermined inclusion/exclusion criteria yielded 26 manuscripts. Contaminant types (bacterial, chemical, fungal, viral) and study details (e.g., type of bacteria identified, study setting) were extracted from each included study during full‐text review. Primary contaminants in donor human milk included bacterial species and environmental pollutants. We found that bacterial contaminants were identified in 100% of the papers in which bacterial contamination was sought (16 papers) and 61.5% of the full data set (26 papers), with the most frequently identified genera being Staphylococcus (e.g., Staphylococcus aureus and coagulase‐negative Staphylococcus) and Bacillus (e.g., Bacillus cereus). Chemical pollutants were discovered in 100% of the papers in which chemical contamination was sought (eight papers) and 30.8% of the full data set (26 papers). The most frequently identified chemical pollutants included perfluoroalkyl substances (six papers), toxic metal (one paper) and caffeine (one paper). Viral and fungal contamination were identified in one paper each. Our results highlight the importance of establishing standardisation in assessing DHM contamination and future studies are needed to clarify the impact of DHM contaminants on health outcomes. Key messages: Research regarding chemical contamination in donor human milk (DHM) is limited and needs to be studied further to draw appropriate conclusions on reducing potential risks for infants.Parents/guardians should be educated on the availability of DHM as a supplemental feeding option and made aware of the current research in the field.DHM use requires further standardisation both within the United States and abroad. This standardisation should ensure that risks are not overemphasised and DHM is a cost‐effective, accessible resource as a short‐term intervention when used appropriately as part of optimal lactation and breastfeeding support. [ABSTRACT FROM AUTHOR]

Drug hypersensitivity reactions (DHR) constitute a major and common public health problem, particularly in children. One of the most severe manifestations of DHR is anaphylaxis, which might be associated with a life‐threatening risk. During those past decades, anaphylaxis has received particularly a lot of attention and international consensus guidelines have been recently published. Whilst drug‐induced anaphylaxis is more commonly reported in adulthood, less is known about the role of drugs in pediatric anaphylaxis. Betalactam antibiotics and non‐steroidal anti‐inflammatory drugs are the most commonly involved drugs, probably related to high prescription rates. Diagnosis relies on the recognition of symptoms pattern and is based on complete allergic workup, particularly including skin tests and/or specific IgE. However, the real diagnostic value of those tests to diagnose immediate reactions in children remains not well defined for a significant number of the drugs. Generally, a drug provocation test is discussed to confirm or exclude an immediate‐onset drug‐induced hypersensitivity. Although avoidance of the incriminated drug (and related drug) is the rule, rapid desensitization is useful in selected subgroups of patients. There is a need for large, multicentric studies, to evaluate the real diagnostic value of the currently available skin tests. Moreover there is also a need to develop new diagnostic tests in the future to improve the management of these children. [ABSTRACT FROM AUTHOR]

International child protection standards aim to ensure that non-governmental organisations 'do no harm' but the current approach to reporting abuse may actually leave children unprotected and, in some cases, expose them to greater risk. This discussion paper gives voice to concerns raised by local practitioners in Africa and places them within the context of available research in order to stimulate a debate aimed at enhancing the impact of current safeguards. Drawing on systems theory and the work of Pierre Bourdieu, the article illustrates how the current model of reporting often fails to take into account the significant disconnect between formal and informal protection mechanisms, as well as the unpredictability of individual decision-making. Examples from research and practitioner experience illustrate how reporting procedures may provide a route to protection which is impractical and undesirable to local people, and may ultimately be unhelpful to local practitioners. The article calls for further research to inform changes to the current approach and for a review of funding requirements in order that local organisations have greater scope to engage communities in the co-creation of procedures, thereby indigenising responses to ensure that they are realistic and genuinely respond to the specificities of children's lives. Key Practitioner Messages Formal reporting procedures may actually offer routes to protection that are inaccessible or unacceptable to local people., Reporting procedures should be developed with a much greater participation of local people., There is a need for investment in piloting and implementing locally led approaches to capacity building., The engagement of donors is critical in order to develop a new approach to evaluating 'child safe' organisations. [ABSTRACT FROM AUTHOR]

Summary: Attention‐deficit/hyperactivity disorder (ADHD) is a common and challenging comorbidity affecting many children with epilepsy. A working group under the International League Against Epilepsy (ILAE) Pediatric Commission identified key questions on the identification and management of ADHD in children with epilepsy. Systematic reviews of the evidence to support approaches to these questions were collated and graded using criteria from the American Academy of Neurology Practice Parameter. Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) requirements were followed, with PROSPERO registration (CRD42018094617). No increased risk of ADHD in boys with epilepsy compared to girls with epilepsy was found (Level A). Valproate use in pregnancy is associated with inattentiveness and hyperactivity in offspring (1 class I study), and children with intellectual and developmental disabilities are at increased risk of ADHD (Level A). Impact of early seizure onset on development of ADHD was unclear (Level U), but more evident with poor seizure control (Level B). ADHD screening should be performed from 6 years of age, or at diagnosis, and repeated annually (Level U) and reevaluated after change of antiepileptic drug (AED) (Level U). Diagnosis should involve health practitioners with expert training in ADHD (Level U). Use of the Strength and Difficulties Questionnaire screening tool is supported (Level B). Formal cognitive testing is strongly recommended in children with epilepsy who are struggling at school (Level U). Behavioral problems are more likely with polytherapy than monotherapy (Level C). Valproate can exacerbate attentional issues in children with childhood absence epilepsy (Level A). Methylphenidate is tolerated and effective in children with epilepsy (Level B). Limited evidence supports that atomoxetine is tolerated (Level C). Multidisciplinary involvement in transition and adult ADHD clinics is essential (Level U). In conclusion, although recommendations could be proposed for some of the study questions, this systematic review highlighted the need for more comprehensive and targeted large‐population prospective studies. [ABSTRACT FROM AUTHOR]

Introduction Allergic contact dermatitis ( ACD) in children appears to be on the increase, and contact sensitization may already begin in infancy. The diagnosis of contact dermatitis requires a careful evaluation of a patient's clinical history, physical examination, and skin testing. Patch testing is the gold standard diagnostic test. Methods Based on consensus, the EAACI Task Force on Allergic Contact Dermatitis in Children produced this document to provide details on clinical aspects, the standardization of patch test methodology, and suggestions for future research in the field. Results We provide a baseline list of test allergens to be tested in children with suspected ACD. Additional tests should be performed only on specific indications. [ABSTRACT FROM AUTHOR]

Correct management and classification of anaphylaxis is mandatory. Records of emergency department (ED) visits to any of the three pediatric hospitals in Stockholm, because of reactions to foods during 2007, were identified. A retrospective analysis of clinical ED records of 371 children with 381 unique occasions of reactions to foods was performed. Symptoms/signs of reactions to foods recorded for classification of anaphylaxis were related to those presented in the EAACI Taskforce position paper on Anaphylaxis in Children (Allergy 2007; 62: 857). Forty-six different symptoms/signs of reactions to foods were retrieved. Several severe signs or symptoms from the respiratory tract and signs indicating reduced brain perfusion were not described in detail in the EAACI paper, hampering correct classification of anaphylaxis including grading of severity in our material. After modification of the EAACI classification including such signs and symptoms, we were able to classify 128 (35%) children with anaphylaxis. Seventy children (19%) did not fulfill our modified EAACI's criteria for anaphylaxis. They had been given adrenaline before or at arrival to hospital, possibly preventing anaphylaxis. Another 173 (47%) children/ adolescents had neither been given adrenalin, nor fulfilled the criteria for anaphylaxis. Classification of food-induced anaphylaxis and severity grading should be built on signs and symptoms to facilitate diagnosis. The existing EAACI tool is helpful, but for Swedish children it is not quite applicable, in particular because of the lack of description of some respiratory, neurological or possible cardiovascular signs and symptoms. [ABSTRACT FROM AUTHOR]

The viability of a pencil-and-paper version of the lexical-decision (LD) task to assess children's word decoding skill was investigated. Participants in this study were Dutch second and third graders. Lexical decision and oral reading appear to be highly correlated, in second grade more than in third grade. Retest reliability of the LD tests is sufficient, at least for screening purposes, to good. The correlation with tests designed to measure pencil-and-paper test-taking skills shows that such skills at most play a minor role. Materials of different phonological and morphological structure caused systematic differences in score level, but a single factor suffices to explain common reading test variance. LD scores appear not to be particularly subject to inappropriate strategies. [ABSTRACT FROM AUTHOR]

For many years the everyday reality of working parents and their children has been captured in notions of ‘quality time’ versus ‘quantity time’. On the one hand it is suggested that what families need is ‘more time’ for parents to spend together with their children and less time working. On the other hand this has been countered with arguments saying that attention has to be paid to how parents spend their time together with their children. As a result quality time is often presented through idealised images of ‘happy families’. Quality time is seen as parents engaging with their children in particular activities or outdoor excursions that create and maintain family enjoyment, care and togetherness. However, such debates are based on assumptions of what would be ‘good’ for today's children and neglect the perspective of children themselves. This paper draws on field research carried out with 10–11-year-old children on their understandings and use of time in an urban and a rural setting in the north of England. The paper points to five ‘qualities of time’ identified by children. These qualities suggest that children's views of time spent with their families cannot be seen as separate from the time they spend with friends, at school and on their own. The paper argues that the quality/quantity time conundrum needs replacing by fuller and more representative accounts of the varied aspects of time that matter for children. These need to be situated in the processes through which family, school and work life take place on a daily basis and in relation to children's life course. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Rhinitis is a common problem in childhood and adolescence and impacts negatively on physical, social and psychological well-being. This position paper, prepared by the European Academy of Allergy and Clinical Immunology Taskforce on Rhinitis in Children, aims to provide evidence-based recommendations for the diagnosis and therapy of paediatric rhinitis. Rhinitis is characterized by at least two nasal symptoms: rhinorrhoea, blockage, sneezing or itching. It is classified as allergic rhinitis, infectious rhinitis and nonallergic, noninfectious rhinitis. Similar symptoms may occur with other conditions such as adenoidal hypertrophy, septal deviation and nasal polyps. Examination by anterior rhinoscopy and allergy tests may help to substantiate a diagnosis of allergic rhinitis. Avoidance of relevant allergens may be helpful for allergic rhinitis ( AR). Oral and intranasal antihistamines and nasal corticosteroids are both appropriate for first-line AR treatment although the latter are more effective. Once-daily forms of corticosteroids are preferred given their improved safety profile. Potentially useful add-on therapies for AR include oral leukotriene receptor antagonists, short bursts of a nasal decongestant, saline douches and nasal anticholinergics. Allergen-specific immunotherapy is helpful in IgE-mediated AR and may prevent the progression of allergic disease. There are still a number of areas that need to be clarified in the management of rhinitis in children and adolescents. [ABSTRACT FROM AUTHOR]

An abstract of the article "Baseline findings from a pilot study to evaluate the use of postural support, constructed using Appropriate paper-based technology (APT), to be used with children with Cerebral Palsy in Kenya" by Rachel Lindoewood and others is presented.

The article presents recent research on nutrition and human health. A study has found a direct influence of the immediate meal environment on eating habits. A study evaluating the 'family information pack' element of the "Change4life" program, a social marketing campaign launched in England in 2009. The results showed a lack of engagement of the segment with the target population. Another study suggests a link between remembered enjoyment of food, food choices and tendency to overeat.

Although no randomized studies have demonstrated a positive impact of therapeutic drug monitoring (TDM) on clinical outcome in epilepsy, evidence from nonrandomized studies and everyday clinical experience does indicate that measuring serum concentrations of old and new generation antiepileptic drugs (AEDs) can have a valuable role in guiding patient management provided that concentrations are measured with a clear indication and are interpreted critically, taking into account the whole clinical context. Situations in which AED measurements are most likely to be of benefit include (1) when a person has attained the desired clinical outcome, to establish an individual therapeutic concentration which can be used at subsequent times to assess potential causes for a change in drug response; (2) as an aid in the diagnosis of clinical toxicity; (3) to assess compliance, particularly in patients with uncontrolled seizures or breakthrough seizures; (4) to guide dosage adjustment in situations associated with increased pharmacokinetic variability (e.g., children, the elderly, patients with associated diseases, drug formulation changes); (5) when a potentially important pharmacokinetic change is anticipated (e.g., in pregnancy, or when an interacting drug is added or removed); (6) to guide dose adjustments for AEDs with dose-dependent pharmacokinetics, particularly phenytoin. [ABSTRACT FROM AUTHOR]

Maternal ratings of overt and covert forms of aggression were collected for two samples of children ranging in age from 2 through 12 years. It was hypothesized that longitudinal analyses would show the slope scores for these two forms of aggression to be quite different from each other. The data were consistent with this hypothesis. An effort was made to find alternative explanations for the negative slope for overt antisocial behavior. Alternatively, it was hypothesized that the more extreme cases would not show this negative slope. It was also hypothesized that careful examination of intraindividual curves would identify a significant number of individuals growing from normal to clinical levels of overt antisocial behavior. The findings led to the rejection of both alternative hypotheses. It was hypothesized that overt and covert scores would correlate significantly for first grade boys. It was also assumed that both covert and overt scores would show moderate stability over the 5-year interval. The findings were consistent with both of these hypotheses. Aggr. Behav. 00:1–12, 2005. © 2005 Wiley-Liss, Inc. [ABSTRACT FROM AUTHOR]

The goals of this study are to examine the kinds of difficulties children face vis-à-vis heterosexism, how families help their children cope with these difficulties, and how coping leads to children's resilience. The experiences of six daughters of lesbian parents, ranging in age from 7 to 16, were empirically investigated through semi-structured interviews with parents and children. Analysis included open and focused coding. Results suggest heterosexism is evident, but does not seem to negatively impact children's development. Themes include: how parents prepare their children to deal with heterosexism and how parents and children cope with incidents. Results elucidate the findings of previous studies, call for more qualitative research, and suggest future research directions. Copyright © 2004 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The Ikaros transcription factor has been shown to play an important role in the differentiation of both myeloid and lymphoid lineages. Mice heterozygous for a dominant negative (DN) ikaros isoform develop T-cell leukaemia and lymphoma with 100% penetrance. Overexpression of DN Ikaros isoforms has been reported in some forms of leukaemia, such as childhood acute myelomonocytic and monocytic leukaemias, adult B-cell acute lymphoblastic leukaemias (B ALL) and in childhood and adult pre-B ALL. In this study, the expression of Ikaros isoforms in 49 infant and childhood leukaemia patients was analysed by reverse transcription polymerase chain reaction and Western blot analysis. We found overexpression of the DN Ikaros  6 (Ik6) isoform in a subset of leukaemia patients harbouring t(4;11) translocations. To further study the consequences of Ik6 overexpression in B ALL, we inducibly expressed Ik6 in BaF3 cells and found that Ik6 overexpression delayed cell death after interleukin-3 withdrawal, suggesting that overexpression of Ik6 found in t(4;11) B cells could contribute to leukaemogenesis by preventing the apoptosis of cells in an environment with reduced survival factors. [ABSTRACT FROM AUTHOR]

The anti-smacking lobby concentrates on persuading parents not to smack and persuading the government to prohibit smacking by law. There is much evidence that smacking children is unnecessary and dangerous, and yet smacking continues to be widely practised and accepted in Britain. Our literature review found two underlying reasons for this contradiction: beliefs that children are ‘human becomings’ rather than full human beings and support for ‘parents’ rights' over children's human rights. We suggest that the anti-smacking lobby's important work will have limited effect until it tackles these two issues, and make comparisons with debates on domestic violence against women to illustrate our argument. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

A response from the author of the article " Does the Miller blade truly provide a better laryngoscopic view and intubating conditions than the Macintosh blade in small children?" in the previous issues is presented.

Chromosomal abnormalities are associated with a broad spectrum of clinical manifestations, one of the more commonly observed of which is epilepsy. The frequency, severity, and type of epileptic seizures vary according to the macro‐ and microrearrangements present. Even within a single chromosomal anomaly, we most often deal with a phenotypic spectrum. The aim of the study was to look for chromosomal rearrangements with a characteristic electroencephalographic pattern. Only a few disorders have peculiar electroclinical abnormalities: 1p36, 4p16, 6q terminal or trisomy 12p, Angelman syndrome, inv dup 15, 15q13.3 deletions, ring 20, Down syndrome, or Xp11.22–11.23 duplication. We also reviewed studies on epileptic seizures and typical electroencephalographic patterns described in certain chromosomal rearrangements, focusing on the quest for potential electroclinical biomarkers. The comprehensive review concludes with clinical presentations of the most common micro and macro chromosomal rearrangements, such as 17q21.31 microdeletion, 6q terminal deletion, 15q inv dup syndrome, 2q24.4 deletion, Xp11.22–11.23 duplication, 15q13.3 microdeletion, 1p36 terminal deletion, 5q14.3 microdeletion, and Xq28 duplication. The papers reviewed did not identify any specific interictal electroencephalographic patterns that were unique and significant biomarkers for a given chromosomal microrearrangement. The types of seizures described varied, with both generalized and focal seizures of various morphologies being reported. Patients with chromosomal anomalies may also meet the criteria for specific epileptic syndromes such as Infantile Epilepsy Spasms Syndrome (IESS, West syndrome): 16p13.11, 15q13.3 and 17q21.31 microdeletions, 5q inv dup. syndrome; Dravet syndrome (2q24.4 deletion), Lennox–Gastaut syndrome (15q11 duplication. 1q13.3, 5q inv dup.); or Self‐Limited Epilepsy with Autonomic Features (SeLEAS, Panayiotopoulos syndrome: terminal deletion of 6q.n), Self‐Limited Epilepsy with Centrotemporal Spikes (SeLECT): fragile X syndrome. It is essential to better characterize groups of patients to more accurately define patterns of epilepsy and EEG abnormalities. This could lead to new treatment strategies. Future research is required to better understand epileptic syndromes and chromosomal rearrangements. Plain Language Summary: This paper presents EEG recording abnormalities in patients with various gene abnormalities that can cause epilepsy. The authors summarize these EEG variations based on a literature review to see if they occur frequently enough in other chromosomal abnormalities (in addition to those already known) to be a clue for further diagnosis. [ABSTRACT FROM AUTHOR]

Provides information on a study which assessed psychomotor performance of children on antiepileptic therapy by paper and pencil tests. Research method used; Scores achieved by the groups of children participating in the study; Key findings.

Key Clinical Message: This paper presents a rare sarcoidosis case in a child of 12 years of age presented with arthritis, bilateral parotid enlargement and ocular, but unfortunately the diagnosis has been missed due to lack of pulmonary involvement. Diagnosis of sarcoidosis is by exclusion, and sometimes, it can be challenging. This paper presents a rare sarcoidosis case in a child of 12 years of age presented with bilateral parotid enlargement. The signs of musculoskeletal and ocular involvement were present before the parotid enlargement, and the parotid swelling persisted for 3 years; but unfortunately the definite diagnosis has been missed by the previous healthcare professionals most probably due to the rarity of the situation, especially lack of pulmonary involvement. Therefore, cooperation between different healthcare specialties is important for an effective diagnosis and management. Despite its rarity, sarcoidosis should always be present in the list of differential diagnosis when encountering multisystem entities like arthritis, ocular symptoms and parotid swelling. [ABSTRACT FROM AUTHOR]

Background and Aims: One of the greatest public health problems of the 21st century is undernutrition in children under the age of 5 years (CAUFY). Globally, over 232 million CUAFY are undernourished and approximately 45% of mortality in this population are undernutrition‐induced. This paper reviewed and critically explained the factors perpetuating undernutrition in CUAFY in the global space. It further explained the multi‐level determinants that influence health inequalities and consequently exacerbate undernutrition amongst CUAFY globally. It also went further to explain the intervention models and approaches that can be used to tackle undernutrition in CUAFY. Methods/Literature Search Strategy: Demiris et al.'s approach to narrative review was utilized for this paper. Relevant articles on child nutrition were retrieved from multiple credible databases and websites of foremost health organizations. Using an iterative process, multiple combinations of search terms were done by stringing relevant key terms and their synonyms with Boolean Operators. This process was constantly refined to align search results with the study aim. Database search produced relevant and resourceful publications which were utilized to develop this review. Results: The global burden of undernutrition remains high, especially in Oceania with the highest prevalence of stunting and wasting (41.4% and 12.5%), with Africa and Asia following closely. Malnutrition eradication is a global health issue of high priority as demonstrated by the "Goal 2" of the Sustainable Development Goals (SDGs), and the United Nations (UN) Decade of Action on Nutrition 2016–2025. The review identified no significant positive outcome from previous interventions due to the endemic health inequalities. Determinants of the multi‐level health inequalities associated with undernutrition in CUAFY, and probable solutions are explained with theoretical models of health inequalities. A diagonal intervention approach was proposed as a viable solution to ending undernutrition in CUAFY. Conclusion: The application of relevant theoretical models and context‐specific intervention approaches can be utilized by stakeholders to close the existing inequality gaps, thereby reducing undernutrition amongst CUAFY globally. [ABSTRACT FROM AUTHOR]

Poverty Reduction Strategy Papers (PRSPs) are currently at the centre of development assistance and planning in many countries and donor agencies. As such, they are potentially of enormous significance for children living in poverty. Based on a review of PRSP documents, authors' experiences and other evidence, the paper explores the main policies of economic growth and social sector investment laid out in PRSPs and some likely implications for children's lives and equitable development. It examines how far PRSPs recognize childhood poverty as a priority, and the strategies' often limited commitments to tackle it. The paper reflects on changes in policy planning, budgeting and review processes associated with PRSPs and examines their potential to contribute to effective poverty reduction. It concludes that, to date, changes in these processes are the most significant contribution of PRSPs; while the potential for more effective policy is strong, much work is required by all involved before they are a comprehensive or strategic approach to reducing childhood poverty or securing the wellbeing of future generations. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper examines the evidence of children's agency in research about infants, toddlers and technologies. It finds that an implicit reliance on technological determinism as a theoretical perspective for positioning technologies relative to young children's development tends to shape research in terms of understanding the impact of technologies on young children. Drawing on critical constructivism as a philosophical stance on technologies, this paper argues that children's agency with technologies may be further investigated in terms of practice architectures to better understand the social mediation of infant and toddler interactions and engagements with technologies. [ABSTRACT FROM AUTHOR]

Operative site wound infection is one of the most frequent infections in surgery. A variety of studies have shown that the results of laparoscopy might be superior to those of an open procedure. Nevertheless, there is still a lack of clarity as to whether there is a difference between open and laparoscopy with respect to the occurrence of wound infections in different paediatric operations. In this review, we looked at randomized, controlled studies that directly measured the rate of wound infection following an appendectomy with a laparoscope. We looked up four main databases for randomized, controlled studies that compare the treatment of paediatric appendicitis with laparoscopy. The surgeries included appendectomy. Through our search, we have determined 323 related papers and selected five qualified ones to be analysed according to the eligibility criteria. Five trials were also assessed for the quality of the documents. In the 5 trials, there were no statistically significant differences in the incidence of post‐operative wound infection among the paediatric appendectomy and the open‐access group (odds ratio [OR], 0.63; 95% confidence interval [CI], 0.34–1.15, p = 0.13). The four trials did not show any statistically significant difference in abdominal abscesses among the laparoscopic and open‐access treatment groups (OR, 1.64; 95% CI, 0.90–3.01, p = 0.11). The four trials did not reveal any statistically significant difference in operating time (mean difference, −4.36; 95% CI, −17.31 to 8.59, p = 0.51). In light of these findings, the use of laparoscopy as compared with the open‐approach approach in paediatric appendectomies is not associated with a reduction in the risk of wound infection. [ABSTRACT FROM AUTHOR]

Introduction: In childhood intervention, parent–therapist collaboration is central to the family‐centred approach. Despite long‐standing discussion in occupational therapy literature, the field faces challenges, including inconsistent terminology and difficulties in translating theory into practice. This paper represents the first part of a comprehensive scoping review study aimed at developing foundational concepts for collaborative practices with parents in occupational therapy for children. Therefore, this paper focusses on mapping existing practices, types, and approaches articulated in the literature. Methods: We searched English‐language sources published worldwide from 1998 to 2022 discussing collaborative practices with parents in occupational therapy for children aged 0–10 with any diagnosis, including multidisciplinary practices. Seven databases were searched. Data from peer‐reviewed indexed literature, theses and dissertations, and book chapters were extracted and analysed through basic numerical and descriptive analyses before being synthesised into similar categories. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic reviews and Meta‐Analysis—extension for Scoping Reviews were used. Results: The scoping review yielded 299 papers. Parent–therapist collaboration was prominent in clinics, family homes, schools, and hospitals, particularly during therapy implementation, goal setting, and planning. Most reported practice types included 'interventions with parent engagement', 'parent‐directed interventions', and 'parent education'. 'Family‐centred', 'occupational‐focussed', and 'client–therapist collaborative' approaches were frequently mentioned. There were inconsistencies in the terms used to describe collaborative practice characteristics. Conclusion: Over the past 24 years, the collaborative practice literature has expanded and evolved, with parent–therapist collaboration observed across various occupational therapy settings. Inconsistencies in this collaboration across different therapeutic stages were revealed, which could impact intervention success and sustainability. Further research is needed to explore parent–therapist collaboration mechanisms within and across stages. This scoping review also underscores the need for a common framework to guide practice and research. PLAIN LANGUAGE SUMMARY: This literature review explores how occupational therapists and parents work together in childhood intervention. Collaboration is essential for understanding and meeting children's needs within their family and community settings. However, occupational therapists and parents face challenges in applying family‐centred practices and using a common language to bridge theory with practice. To address these challenges, we examined 299 papers published between 1998 and 2022 to understand how collaborative practices with parents have been described in the literature. Our review revealed that therapists and parents collaborate across various settings, such as clinics, schools, homes, and hospitals, mainly during therapy sessions, goal setting, and planning interventions. Collaborative practices take different forms. For instance, therapists often encourage parents to actively engage and take the lead in therapy, requiring therapists to recognise and respect parents' priorities and learning preferences. They often develop strategies together to support the child within family routines. While we found several studies on therapist–parent collaboration, the review outlined inconsistencies in how this practice was described and applied, which could affect its success. Therefore, more research is needed to understand the best ways in which collaboration can occur at each stage of therapy. The need for a core guideline for collaborative practice with parents in occupational therapy was also observed. While therapist–parent collaboration is used in occupational therapy for children, there is a clear need to minimise inconsistencies and gaps found in the literature, as well as to ensure a common language to promote intervention quality and success. [ABSTRACT FROM AUTHOR]

Introduction: In occupational therapy for children, collaborative practice with parents is crucial for meaningful family‐centred interventions, yet it remains undefined and inconsistently addressed. This study aimed to establish foundational concepts for collaborative practice with parents in occupational therapy for children in progressing the field with a universal description. Methods: This paper encompasses the second dataset of a larger scoping review and a preliminary validation of findings by an advisory panel. Data were gathered from indexed sources on collaborative practice with parents in occupational therapy for children (ages 0–10) using MedLine, PsychInfo, ERIC, Embase, OTSeeker, Scopus, and ProQuest Central. Data were extracted, charted, and descriptively analysed by paired independent reviewers. The Joanna Briggs Institute Manual and the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis—extension for Scoping Reviews were used. A draft definition of collaborative practices, developed based on preliminary review findings and an operational definition, was validated by an advisory panel of 13 experienced Australian occupational therapists, whose input was integrated into a final, comprehensive description of collaborative practice. Results: The scoping review encompassed 299 sources, revealing three major components of collaborative practice: 'collaborative practice aims', 'parent–therapist partnership', and 'strategies for collaboration'. The advisory panel endorsed the draft definition, confirmed its professional relevance, and suggested some modifications. Conclusion: The major outcome of this study is an evidence‐based and discipline‐specific preliminary description of collaborative practice with parents in occupational therapy for children. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies can explore specific components, exploring their mechanisms and significance. Further expanded validation is required, incorporating the perspectives of a wider community of occupational therapists and families to enhance the description's applicability. PLAIN LANGUAGE SUMMARY: In occupational therapy for children, collaboration between parents and occupational therapists has been long acknowledged as important in the occupational therapy literature. It is an essential shift away from practices led by professionals to a practice that encourages parents to be engaged therapy partners. However, there has been little consistency in terms of a definition or description of collaborative practice and in what parts of therapy collaboration is used. To develop a draft definition of collaborative practice, we extracted relevant information from 299 papers between 1998 and 2022. Then, an advisory panel of 13 experienced Australian occupational therapists validated and enhanced our final description of collaborative practice. The data from the review was grouped into three major components of collaborative practice: 'collaborative practice aims', 'parent–therapist partnership', and 'strategies for collaboration'. The advisory panel confirmed the draft definition and its relevance and suggested some modifications, which were used to refine the description. The major outcome of this study is a preliminary description of collaborative practice with parents in occupational therapy for children that is based on the research evidence. This description provides a common language and foundational concepts for the future development of a collaborative practice framework to guide practice and research. Future studies are needed to explore specific components of collaborative practice, their relevance, and how they operate in practice. Further validation of the collaborative practice description is needed that would incorporate the perspectives of parents, families, and a wider community of occupational therapists to enhance the description's applicability. [ABSTRACT FROM AUTHOR]

Introduction: In childhood, growth hormone (GH) deficiency (GHD) diagnosis is based on auxological assessment and biochemical provocative tests, whose reliability remains disputed. Recently, several papers have been published on standardising the duration of some tests. The aim of our study was to analyse the possible length reduction of the L‐DOPA provocative test. Methods: We retrospectively investigated the response of GH to L‐DOPA in 256 children, analysing 267 tests (some patients were retested over time for the persistence of severe auxopathy). We studied the same data considering GH peak threshold both at 8 ng/mL (Italian GHD cut‐off) and at 10 ng/mL (international cut‐off). Based on stimulation tests, patients were divided into two groups: GHD and no‐GHD short children. We described the results in the whole population and then clustering for gender and pubertal stage. We termed as index the test stopped at 90 min. Results: The GH peak after L‐DOPA mostly occurred at 60 min. The sensitivity of the index test was the highest, while the specificity was slightly higher using the 8 ng/mL threshold (specificity = 0.68; 95% CI 0.60–0.76) then using the 10 ng/mL threshold (specificity = 0.56; 95% CI 0.47–0.65) at 90 min. The two ROC curves showed moderate performance of the test at 90 min. While the negative predictive value was 100% in both tests, the positive predictive value was slightly better with 10 ng/mL cut‐off. Considering the two groups established by GHD definition and placing a GH threshold at 10 ng/mL, stopping L‐DOPA test time at 90 min would have changed the test result and subsequentially patient's classification in 3/267 of the analysed tests (1.1%), while with the Italian GH threshold value at 8 ng/mL in 7/267 of the tests (2.6%). Conclusions: Our research shows that omitting 120‐min time reduces L‐DOPA test specificity, especially with GHD cut‐off at 10 ng/mL. [ABSTRACT FROM AUTHOR]

Background Aims Methods and Procedures Outcomes and Results Conclusions and Implications WHAT THIS PAPER ADDS What is already known on the subject What this paper adds to the existing knowledge What are the clinical implications of this work? For over 30 years, parental reports have been used to study the vocabulary of children under 4 years of age. Research exploring parental checklists as a measure of vocabulary in older children is very limited. Typically, authors of parental checklists report the reliability of the developed tools but do not explore validity in terms of the agreement between parental assessments and the children's actual word knowledge.We aimed to explore the reliability and validity of a parental checklist for assessing vocabulary in children aged between 3 and 6 years. Furthermore, we aimed to evaluate the agreement between indirect (parental checklist) and direct (picture naming and picture recognition tasks) assessments of children's vocabulary.A group of 94 typically developing monolingual Polish‐speaking children aged between 3 and 6 years were first directly tested onsite with picture naming and picture recognition tasks (Cross‐Linguistic Lexical Tasks). Subsequently, the participants’ parents completed an online checklist containing the same set of 128 items and marked all the words that they had ever heard in their child's spontaneous speech.The parental checklist demonstrated very high internal consistency. The scores of the parental checklist and vocabulary tasks were moderately correlated. We compared the total number of words marked by parents and the number of items correctly identified by children in the picture naming and picture recognition tasks. In picture naming, we found no difference between the children's scores and the number of words selected by parents. However, parents selected significantly fewer words than children correctly recognised in the picture recognition task. When data were analysed at the level of individual items (i.e., whether parents selected exactly the same items that children answered correctly), we found that the level of agreement was low. The level of agreement correlated negatively with the children's vocabulary; that is, the more words a child knew, the lower the agreement between the direct measure and the parental checklist.Parental checklists should be used with caution in children aged between 3 and 6 years, especially if the assessed children have a large vocabulary and if item analysis is planned. Such checklists may be of more use in younger children or in children with limited vocabulary. Parental checklists are commonly used to assess the vocabulary of children younger than 4 years of age. Previous research has indicated that parental checklists are reliable in terms of internal consistency and valid in terms of predictive and convergent validity. This study introduces a parental checklist designed for assessing the vocabulary of monolingual Polish‐speaking children aged between 3 and 6 years. Statistical analyses reveal that while the parental checklist exhibits high reliability, and the scores on the checklist correlate with direct measures of vocabulary, the agreement between parental reports and direct vocabulary measures (i.e., validity) is notably low, particularly when examining individual test items. These findings underscore the importance of exercising caution when using parental vocabulary checklists with children aged between 3 and 6 years. These checklists can serve as a replacement for direct vocabulary tests only when the general/overall score is needed. However, when specific words are the subject of interest, parental reports may not be a valid measure. [ABSTRACT FROM AUTHOR]

Background: This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling. Methods: The participants were 75 English‐speaking children (M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a within‐participants design, children read standardised passages from the Gates–MacGinitie Reading Tests (MacGinitie et al., 2000) and answered multiple‐choice comprehension questions. In one condition, passages were presented without digital features referred to as the clicking condition; in another, children had to scroll to navigate through the passages, in a third, there were hyperlinks that provided a word definition when a participant hovered their cursor over a blue and underlined word, and a final condition included both scrolling and hyperlinks. Results: As expected, there was a significant main effect of grade on children's ability to understand what they read, with better performance for children in Grade 5 than 3. Critically, there was a significant main effect of condition on children's performance on the reading comprehension questions, with higher scores for the condition with no digital features compared with the conditions with hovering hyperlinks and both scrolling and hovering hyperlinks. Performance was similar between the clicking and scrolling conditions. There was no significant interaction between grade and condition, showing consistency in effects across the upper elementary school years. Conclusions: These findings could inform the optimal design of digital texts by identifying digital features that do and do not interfere with reading comprehension, with hyperlinks providing word level information interfering and scrolling having no negative impacts. Highlights: What is already known about this topic Several meta‐analyses now show that reading comprehension on paper tends to be higher, particularly for informative texts, than when reading on a screen (e.g., Clinton, 2019; Delgado et al., 2018; Kong et al., 2018; Mangen et al., 2013; Singer & Alexander, 2017). What this paper adds We examine the effect of two specific features – scrolling and hovering hyperlinks providing definitions – on children's level of reading comprehension on screens.In a within‐participant experimental design using standardised measures, we find that hyperlinks providing word level information interfere with comprehension, with no negative impacts of scrolling. Implications for theory, policy or practice The results from this study offer new practical insights as to how digital features impact reading comprehension in a generation that is increasingly learning to read in a digital environment.On a methodological level, this study validates a simple way to modify standardised measures of reading comprehension to explore the impacts of digital features, an innovation readily adaptable to the exploration of many other digital features and age groups.On a theory level, these findings encourage the development of models of reading that consider features of digital texts along with the shallowing hypothesis, encouraging an integration of previously disparate theories of reading comprehension in order to fully understand children's reading of digital texts. [ABSTRACT FROM AUTHOR]

Introduction: Implementing occupation‐based practice in low‐resourced settings can be challenging especially when working with children with HIV/Aids whose daily occupation of play is often affected by their health condition and other contextual factors such as poverty or stigma. Aim: The aim of this paper is to obtain consensus from experts on the content and application of a play‐based intervention for children with HIV/Aids living in a low‐resourced setting. Methods: A Delphi study involving two rounds using an online survey format was conducted with experts from the field of child development, play and/or HIV/Aids. Consensus agreement was reached when at least 70% of Delphi experts rated each item at 3 or higher on a 5‐point Likert scale. Consumer and Community Involvement: This paper is part of a multi‐stage study that involved input and feedback from families of children who were born HIV/Aids, occupational therapists working with families of children with HIV/Aids, and input from local and international experts working with people with HIV/Aids. Results: Thirty‐seven experts completed the first round, and 35 completed the second round of the study. Consensus was achieved on the application of the Cooper's Model of Children's Play, techniques to be used and the structure of the intervention. Experts also agreed on the inclusion of a pre‐intervention workshop as part of the play‐based intervention. Discussion and conclusion: The consensus on the content and application of a play‐based intervention framework through a process of gaining expert perspectives provides confidence that the intervention planned to promote play for children with HIV/Aids living in low‐resourced settings is likely to be effective. Key Points for Occupational Therapy: Occupation‐based practice is challenging when working with children with HIV/Aids in low‐resourced settings.Consensus was achieved on the play‐based intervention's theoretical model, techniques to be used, and the structure.Consensus from experts provides confidence that the intervention planned is likely to be effective. [ABSTRACT FROM AUTHOR]

This section presents the topics and organizers of individual sessions at the 29th General Conference of the International Association for Research in Income and Wealth from August 20 to 26, 2006 in Joensuu, Finland. The Luxembourg Wealth Study is developing international standards for comparisons of micro data that are compatible with national accounts data. The session will include papers concerning measurement of wealth from both a micro and a macro point of view, methodological issues concerning micro and macro estimates, the relationship between micro and macro estimates as well as comparative studies on portfolio composition and the distribution of wealth. Stephen Jenkins and Holly Sutherland will seek papers concerned with innovative approaches to addressing the imperfections of survey data, using improvements to survey instruments and addressing the issues after data collection. David Caplan and Tim Smeeding will discuss the state of the art in the measurement of government output and productivity following these developments and discuss how the views of producers of economic statistics and the needs of policy makers can be reconciled. Miles Corak will highlight developments in the measurement of child poverty, offer comparisons in levels and changes of child poverty rates across rich and developing countries, and relate poverty and low income to the well being of children as well as their capacity to become successful adults.

This paper draws on 3 years of ethnographic research with young children and their families in a northern English town, employing a more‐than‐human lens to pay attention to what, beyond humans, might be involved in the emergence of children's literacies. The paper focuses on the role of the body and place in the emergence of young children's vocalisations and talk. In particular, the paper rethinks the dominant assumption that children's language is primarily for the purpose of transparently conveying meaning. It does this by drawing on posthuman and decolonial scholarship on childhood and language, and particularly on the work of Glissant on opacity and difference, in order to interrogate the relationship between expression, understanding and power. Thus, the paper outlines how an understanding of the relationship between body, place and talk might inform pedagogy by highlighting the need for space to embrace divergent, complicated, irrational, playful and non‐functional language practices in early childhood, rather than looking for rapid, straight line development. [ABSTRACT FROM AUTHOR]

Scientific research on how children learn to tell lies has existed for more than a century. Earlier studies mainly focused on moral, social, and situational factors contributing to the development of lying. Researchers have only begun to explore the cognitive correlations of children's lying in the last two decades. Cognitive theories suggest that theory of mind (ToM) and executive function (EF) should be closely related to the development of lying since lying is, in essence, ToM and EF in action. Yet, findings from empirical studies are mixed. To address this issue, the current meta‐analysis reviewed all prior literature that examined the relations between children's lying and ToM and/or between children's lying and EF. In total, 47 papers consisting of 5099 participants between 2 and 19 years of age were included, which yielded 74 effect sizes for ToM and 94 effect sizes for EF. Statistically significant but relatively small effects were found between children's lying and ToM (r =.17) and between lying and EF (r =.13). Furthermore, EF's correlation with children's initial lies was significantly smaller than its correlation with children's ability to maintain lies. This comprehensive meta‐analysis provides a clear picture of the associations between children's ToM/EF and their lying behavior and confirms that ToM and EF indeed play a positive role in children's lying and its development. [ABSTRACT FROM AUTHOR]

The author comments on the paper "Decommissioning Normal: COVID-19 As a Disruptor of School Norms for Young People With Learning Disabilities" that is published in the present issue. Topics covered include the reasons he chose the paper to comment to, the methods used by the paper to determine how young people with learning disability were coping during the pandemic with online schooling in 2020, and the strengths of the study.

The authors reflect on the significance of a study of the neural mechanisms underlying cognitive behavioral therapy (CBT) in children and adolescents with migraine. Topics discussed include the recommendation of CBT with amitriptyline by the American Headache Society and American Academy of Neurology, factors that contribute to the reluctance patients and physicians to use CBT, and potential for CBT to be customized to individual patients.

Background: Hepatitis B is a major public health concern as one third of the world's population is infected with hepatitis B virus (HBV). The risk of HBV infection remains primarily through percutaneous or mucosal contact with infected blood or body fluids. Aim: To update the society on hepatitis B immunization strategies and its associated factors. Materials and Methods: The review paper utilized different search engines such as Pubmed Central, Scopus, Web of Science, Google Scholar, and so on to conduct this review paper. Results: Improving immunity through general vaccination recommendations has reduced the number of chronic hepatitis B cases among children and adolescents, but an influx of infections from endemic countries has increased the number of chronically infected adults. This is due to immigration from endemic countries to Hepatitis less burden areas like developed countries. Introduction of infant immunization programs in some countries has reportedly reduced the prevalence of HBV infection and reduced the incidence of liver cancer in children and young adults. Conclusion: While hepatitis B vaccination coverage is low, a significant number of people are not adhering to full hepatitis B vaccination posing a potential hazard to health. [ABSTRACT FROM AUTHOR]

Currently, Aboriginal children are significantly over‐represented in the out‐of‐home‐care system. Drawing on Aboriginal trauma scholarship and decolonizing methodologies, this paper situates the contemporary state removal of Aboriginal children against the backdrop of historical policies that actively sought to disrupt Aboriginal kinship and communities. The paper draws on submissions to the 2018 Australian Senate Parliamentary Inquiry into Adoption Reform from Aboriginal community controlled organizations and highlights four common themes evident throughout these submissions: (i) the role of intergenerational trauma in high rates of Aboriginal child removal; (ii) the place of children within Aboriginal culture, kinship and identity; (iii) the centrality of the principles of self‐determination and autonomy for Aboriginal communities and (iv) Aboriginal community controlled alternatives to child removal. Acknowledging the failure of both federal and state reforms to address the issues raised in these submissions, the paper reflects on the marginalization of Aboriginal voices and solutions within contemporary efforts to address the multiple crises of the child protection system and the implications for the future of Aboriginal children. [ABSTRACT FROM AUTHOR]

Anaphylaxis is a growing paediatric clinical emergency that is difficult to diagnose because a consensus definition was lacking until recently. Many European countries have no specific guidelines for anaphylaxis. This position paper prepared by the EAACI Taskforce on Anaphylaxis in Children aims to provide practical guidelines for managing anaphylaxis in childhood based on the limited evidence available. Intramuscular adrenaline is the acknowledged first-line therapy for anaphylaxis, in hospital and in the community, and should be given as soon as the condition is recognized. Additional therapies such as volume support, nebulized bronchodilators, antihistamines or corticosteroids are supplementary to adrenaline. There are no absolute contraindications to administering adrenaline in children. Allergy assessment is mandatory in all children with a history of anaphylaxis because it is essential to identify and avoid the allergen to prevent its recurrence. A tailored anaphylaxis management plan is needed, based on an individual risk assessment, which is influenced by the child’s previous allergic reactions, other medical conditions and social circumstances. Collaborative partnerships should be established, involving school staff, healthcare professionals and patients’ organizations. Absolute indications for prescribing self-injectable adrenaline are prior cardiorespiratory reactions, exercise-induced anaphylaxis, idiopathic anaphylaxis and persistent asthma with food allergy. Relative indications include peanut or tree nut allergy, reactions to small quantities of a given food, food allergy in teenagers and living far away from a medical facility. The creation of national and European databases is expected to generate better-quality data and help develop a stepwise approach for a better management of paediatric anaphylaxis. [ABSTRACT FROM AUTHOR]

Background: Although there is a growing body of literature on cognitive and language processing in bilingual children with developmental language disorder (DLD), there is a major gap in the evidence for language intervention. Critically, speech–language therapists are often required to make clinical decisions for language intervention on specific domains, such as phonology, vocabulary, morphosyntax and literacy. Aims: To examine evidence for language intervention and cross‐language transfer effects in bilingual children with DLD. Specifically, the study aimed to review intervention evidence targeting non‐linguistic cognitive skills and six areas of language: phonology, vocabulary, morphosyntax, pragmatics, narrative skills and literacy. Methods & Procedures: We carried out searches in five electronic databases: CINAHL, Scopus, Psychinfo, Proquest and Sciencedirect. Data from selected papers were extracted and organized into the three following categories: study information, participant information and intervention information. Critical appraisal for selected papers was conducted using a quality assessment tool (QAT). Outcomes & Results: We included 14 papers in the review. The majority indicated evidence for vocabulary intervention. There was limited evidence for intervention targeting phonology or morphosyntax. Cross‐language generalization effects were evident for vocabulary, but in some instances also reported for morphosyntax and literacy. Conclusions & Implications: The present review indicates that there is a significant gap in the literature regarding language intervention for several key language areas such as morphosyntax, narrative skills and literacy. There are only limited data for the effects of cross‐language generalization indicating that more research is needed in this area specifically for skills beyond vocabulary. What this paper adds: What is already known on the subject: Previous studies have examined the effects of bi‐ and monolingual intervention in bilingual children with DLD. Although the results indicated superior effects for bilingual compared with monolingual intervention, language intervention evidence in specific language domains (e.g., vocabulary, literacy) has not been investigated. What this paper adds to existing knowledge: This study will add intervention evidence specific to language domains such as phonology, vocabulary, morphosyntax, pragmatics, narrative skills and literacy. Additionally, we have synthesized intervention evidence on non‐linguistic cognition given that these skills are often impaired in bilingual children with DLD. The review has also demonstrated evidence for the effects of cross‐language transfer beyond vocabulary skills, especially when the intervention was provided in the home language. What are the potential or actual clinical implications of this work?: Although there was a lack of intervention evidence in language domains such as pragmatics, the results indicated some evidence for intervention targeting vocabulary. However, positive effects of cross‐language generalization were not constrained to vocabulary but were also reported for intervention targeting mean length of utterance and literacy in the home language. This result indicates an interactive nature of the two languages, as well as provides further evidence for supporting home language(s) in intervention. Finally, intervention targeting non‐linguistic cognition may yield additional cross‐domain generalization to language skills specifically for bilingual children with DLD. [ABSTRACT FROM AUTHOR]

Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low‐income countries when delivered in controlled settings. However, existing research in low‐resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend's home or a relative's home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania‐produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children's test responses. Cross‐sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross‐sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television‐based interventions to be highly cost effective. Practitioner NotesWhat is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology.Educational television‐based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits.There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low‐income context that concerned the association between learning outcomes and viewing among primary‐age children has been identified.What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children.Cross‐sectional findings suggest the association between normal television exposure and mathematics capability to be significant.Further, a cost‐effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost‐effective.Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low‐income contexts now possess more convincing evidence on the potential influence of educational television interventions.Additionally, the cost‐effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources. [ABSTRACT FROM AUTHOR]

Objective: The recording of harm and adverse events in psychological trials is essential, yet the types of harm being captured in trials for talking treatments involving children and young people have not been systematically investigated. The aim of this review was to determine how often harm and adverse events are recorded in talking treatments for children and young people, as well as the metrics that are being collected. Method: The ISRCTN was searched for trials involving talking therapies and young people. Of 355 entries, 69 met inclusion criteria. The authors of these records were contacted for further information, and additional searches were conducted of protocols and papers. Results: Findings show that around half of all records mentioned harm or adverse events in at least one piece of study documentation. Overall, metrics commonly collected are as follows: suicide, suicidal ideation and intent, self‐harm, changes to clinical symptomology, and the need for further or additional care. Conclusions: Similar to the wider field of psychological interventions for mental health, the recording of harm and adverse events in children and young people tends to rely on a few key metrics, many of which are borrowed from drug trials. Examples of best practice have been highlighted, as well as recommendations for the progression of this research area. [ABSTRACT FROM AUTHOR]

This paper draws together about 20 years of research work and discovery and the development of a resource about pain assessment and management in children with profound cognitive impairment. The animation tells the story of an imagined child called Lily and the skills her mother uses and the challenges that her mother faces in assessing and managing Lily's pain. The animation is built on stories drawn from qualitative research findings, conversations while in clinical practice and with members of the general public, parent advisers and other sources. Most of the "evidence" came from stories shared by parents and healthcare professionals. This paper draws on some elements of socio‐narratology and is predicated on the basis that stories are important and they can act on and with us. By using an animation to tell Lily's story, the intention was to communicate research findings to a wider and more diverse audience than the typical readership of an academic journal. The intention was to act in and on people's consciousness about children's pain and to strengthen relationships and create bonds between clinicians, parents, and children in pain to make their dialog more social, connected, and meaningful. All three of us—the researcher, the writer, and the animator—have been marked and "re‐shaped" by our work related to creating Lily; we have learned more about children like Lily and their mothers, and we have learned more about ourselves and our humanity. This animation is still a story in progress, a story 'in the wild', a story (and a resource) we would like you to re‐tell and share. The story of Lily's pain aimed to change the lives of parents and children and professionals. Our hope is that you can be part of that change. [ABSTRACT FROM AUTHOR]