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

Facilitating collaborative creativity among children involves offering material resources that support collaborative and creative interactions. Popular views of tablets, such as the iPad, suggest that they are better suited to solitary game-playing or video-watching than to collaborative open-ended tasks. I explore this further through a social semiotic lens, applying the concepts of 'semiotic resources' and 'affordances' to develop a more nuanced understanding of what tablets have to offer in relation to children's collaborative creativity. Through this lens, I compare observations of six pairs of 5-6-year-old children engaged in a collaborative drawing task completed either on paper or on the iPad. I apply a thematic analysis to the children's dialogue across 25 episodes (15 iPad, 10 paper) and the visual dimensions of their 41 drawings (23 iPad, 18 paper), and develop three interwoven themes: 1) attitudes to space, 2) momentum of the line and 3) pathways to representation. For each of these themes, I explore how the affordances of the iPad and/or the particular application feed into these aspects of the drawing process and the implications of this for children's collaborative creativity. The analysis suggests that drawing on the iPad can be more responsive and less subject to personal planning than drawing on paper. I suggest that this difference is shaped by physical properties such as the touch-screen interface, but also emerges as a result of the cultural investment in drawing on paper as a form of 'self-expression', a notion that works to limit exploratory and collaborative engagement with the resources. Since participants were noticeably open to exploring new ideas together while drawing on the iPad, I argue that we need to reassess the potentials of touch-screen tablets to support tasks of collaborative creativity in educational contexts. [ABSTRACT FROM AUTHOR]

This synthesis paper summarizes research literature addressing challenging behaviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a standard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were integrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future research. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) involves using problems as a starting point of learning rather than relying on traditional learning settings. In the present paper we present the theoretical framework behind a specific PBL setting we have developed since 2012 for training Danish psychologist students in a small university children's clinic (Børnesprogklinikken) at Aalborg University, Denmark. We argue that our approach can serve as students' enculturation into a specific profession, and that concepts from the theory of cultural learning and the concept of mediation can elucidate why this type of learning is effective for human beings, and specifically for students learning a profession. Finally, we discuss some of the learning outcomes of the PBL programme.

Iqbal views the schooling as well as the Madrassah systems devoid of developing a dynamic Muslim required for the renaissance of Ummah. With this realization, many Islamic educationists in Pakistan have established. Islamic schools in Pakistan. The question is whether their models are dynamic enough to create such Muslims? This research probes into the perceptions and practices of ten Islamic school educationists in Pakistan. It also probes and clearly elaborates Iqbal's educational directives, and finally does a comparative analysis of Iqbal's directives with the Islamic educationists' perceptions and practices. Exploring Iqbal's educational thought includes qualitatively drawing hermeneutical interpretations from Iqbal's two Persian anthologies of Asrar i khudi (Secrets of the Self), and Ramooz i bikhudi (Mysteries of Selflessness). Thematic data analysis was used to draw the aims and objectives for education from Iqbal's said works. It was discovered that though the Islamic educationists carried some visions of education from Islamic perspective, they were largely following contemporary secular frame work of education in attempting to achieve these objectives. The contemporary schooling framework has been severely critiqued by Iqbal and is deplored by many educationists in the west as well for its ineptness to confirm with child's learning psychology. This project was undertaken as my doctoral research and is presented in two parts. The first part elaborates the aims and objectives as conceived by these Islamic educationists, and as derived from Iqbal's educational philosophy. The second part of this paper will elaborate the practices of these educationists with Iqbal's educational directives.

Purpose: to assess whether the electronic version of the Parenting Stress Index - Short Form (PSI-SF) is comparable to the paper and pencil administration. To evaluate stress in parents of children with normal development. Methods: forty adults, parents of children between six months and ten years of age, were divided into four groups matched for age, gender, education and child's age. In two different occasions, seven to ten days apart, participants completed the PSI-SF in the formats: paper-pencil/paper-pencil (PP), paper-pencil/electronic (PE), electronic/electronic (EE) and electronic/paper-pencil (PE). The PSI-SF has 36 statements, divided into three subscales: Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child. Pearson's correlations and comparison of the PSI-SF scores within and between groups were obtained. Results: strong positive correlations were found between PSI-SF subscales and total scores in the first and second administration, for all groups. Significant differences were observed between the mean scores for the PP group (subscale "Difficult Child") and EE group (subscale "Difficult Child" and the total score). Such differences in scores, however, did not alter in any means the interpretation of the results. Participants' stress fell into normal values, for all subscales. Conclusion: the electronic format of the PSI-SF questionnaire yields similar results to the standard paper-and-pencil administration of the test. Observed stress levels were considered normal. [ABSTRACT FROM AUTHOR]

Objective To examine the psychometric properties of the online administered parental version of the Strength and Difficulties Questionnaire (SDQ), and to provide parental norms from a nationwide Swedish sample. Methods A total of 1443 parents from of a national probability sample of 2800 children aged 10-13 years completed the SDQ online or as usual (i.e., using paper-and-pencil). Results The SDQ subscales obtained from the online administration showed high internal consistency (polychoric ordinal alpha), and confirmatory factor analysis of the SDQ five factor model resulted in excellent fit. The Total Difficulties score of the SDQ and its other subscales were significantly related to the Disruptive Behavior Disorders (DBD) rating scale. Norms for the parent version of SDQ obtained from the Internet were identical to those collected using paper-and-pencil. They were thus combined and are presented sorted by child gender and age. Conclusions The SDQ seems to be a reliable and valid instrument given its high internal consistency, clear factor structure and high correlation with other instruments capturing the intended constructs. Findings in the present study support its use for online data collection, as well as using norms obtained through paper-and-pencil-administration even when SDQ has been administrated online. [ABSTRACT FROM AUTHOR]

The article offers information regarding the Let's Hold Hands project, which originated from the creation of smiling paper dolls made from fabric scraps by illustrator/author Susan L. Roth. It mentions that the project was pursued by Susan together with Children's Museum of Manhattan public programs director Rita London, in which they created the Let's Hold Hands workshop wherein children could perform an art project after an exhibit show. Moreover, the project has turned into communication activity internationally, which is considered as a means of children's friendly relationship to other cultures, people, and nations.

The author presents a personal narrative of his experiences as a psychologist, topics including pediatric psychology as a career choice, educational experience at University of North Dakota, and research on children behaviour psychology.

The author presents an overview of his experiences in the field of pediatric psychology. It includes information on his education at University of North Dakota and training at Bemidji State College in Minnesota. It also offers information on his association with Children's Hospital Ohio and Ohio State University and mentions his clinical service program related to Gastroenterology.

The primary goal of this paper is to describe an innovative active learning experience (i.e., class trip to a children's museum) aimed at expanding child psychology students' knowledge of the developmental benefits of play. A secondary goal is to present preliminary data about the impact of this experience on students' learning by examining scores of a pre/post knowledge assessment for students who went to the museum (N = 30; 27 female) and a comparison group who did not (N = 31; 29 female). Students who visited the museum demonstrated significantly greater improvement on the knowledge assessment relative to the comparison group. In response to an open-ended question, trip group students indicated that the museum experience helped them to better understand the role of play in children's development and ways in which play behavior varies by age. Limitations of the empirical results related to the sample characteristics, scope of the knowledge assessment, and the nature of the museum trip are highlighted, along with a call for more rigorous future research on this topic.

Children can normally be expected to copy a circle at 3, a square at 4, and a triangle at 5 years of age on standard 8½ × 11-inch paper. This study hypothesized that the shape of the background paper influences these norms. 53 nursery school children copied each of these geometric forms on various-shaped background paper. The results indicated that copying a triangle on triangular paper was just as easy for these children as copying a square on a square piece of paper. [ABSTRACT FROM AUTHOR]

Critical analysis of change in public policy within and across nations recognizes that the education and welfare of children, families, and all citizens is intertwined with economics, politics, and cultural discourse(s). In the United States, increasingly narrow media, judiciary, and academic discourses have supported legislative actions that limit social provision and opportunity for a range of children and family types, including linguistic and cultural minorities. This narrowing of discourses and shift in policies is not simply a change in U.S. policy toward children and their families within American borders, but is used to support a particular political agenda and represents narrowing of perspectives spreading around the world. In the name of accountability, experts in the administration of achievement and ability tests are "training and testing the world"--without even a discussion of the embeddedness of transnational capitalism in the testing agenda, monocultural views of knowledge, or acknowledgement of the conceptual, cultural, and contextual limits of testing as construct. A shift in resources is occurring so that those who "talk the talk" and "play the game" are the recipients of social, intellectual, and material support. A bolstered patriarchal enactment of Empire within U.S. borders, as well as around the world, is generating an even more restricted form of neoliberal politics that places hyper-capitalism at the forefront. The purpose of this paper is to describe possible (however contingently, and with a postmodern avoidance of the construction of new "truths") disciplinary and regulatory methods that are being used to impose this "new" hyper-capitalism on children and their families. While actually and ultimately impacting all of the people, this imposition most often targets children and families from socially excluded and marginalized groups ("those" within the U.S. who have most in common with the "less powerful" around the world because of their skin color, gender, socioeconomic level, language, and/or religious practices). In this article, the authors combine hybrid perspectives like post-colonial critique, feminist, and post-structural analysis to further hybridize their unveiling of these hyper-capitalist (and patriarchal) public policy methods. They focus on the need for an international network of critical social science research that constructs new discourses and forms of public communication, as well as academic activism.

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