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With considerable debate concerning the impact of culture on the expression of callous–unemotional (CU) traits, it is unclear whether the core features of CU traits generalize to youth across cultures. This study aimed to examine whether cultural differences are reflected in the core features of CU traits and the associations among these features. Network analysis was employed to identify the core features and to examine the network structure of CU traits operationalized by the Inventory of Callous Unemotional traits (ICU) in four community youth samples from different nations (Australia, N = 190; the UK, N = 437; the USA, N = 330; China, N = 503). The item "Apologizes to people" was identified as a cross-cultural core feature in the ICU network with a greater centrality of this item compared to others in all four samples. In addition, some items were identified as culture-specific core features in the network, differing in their centrality across samples. The network structures of the youth self-report ICU items were moderately similar across samples, while the structures of parent-report items showed substantial differences. These findings have important implications for cross-cultural research on CU traits as well as practical implications for screening and treatment. The core features of ICU appear to be generalizable in youth across cultures, although cultural-specific manifestations should be noted. [ABSTRACT FROM AUTHOR]

OBJECTIVE. A cross-sectional survey was conducted to determine which personal and environmental characteristics influenced diversity of participation in activities outside school for typically developing children and adolescents. METHOD. Four hundred twenty-two (215 boys) typically developing Australian children (mean = 11.0 yr) completed the Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activity of Children to describe their participation on five activity types: Recreational, Active Physical, Social, Self-Improvement, and Skill-Based. Linear regression analyses were conducted. RESULTS. Predictors of participation diversity were age and preference for Recreational (aR² = .44); preference for Active Physical (aR² = .19); gender, school type, and preference for Social (aR² = .19); preference for Skill-Based (aR² = .25); and gender, school style, socioeconomic score, and preference for Self-Improvement (aR² = .24). CONCLUSION. Preference plays a key role in determining the diversity of participation in activities outside school. [ABSTRACT FROM AUTHOR]

Objective Amelioration of cross-cultural and cross-language impacts on scale validity should be of concern to the researcher. The Hierarchical Personality Inventory for Children, ( HiPIC), a 144-item Five-Factor Model Flemish personality scale, is both a cross-cultural and language scale in Australia. The present study is a mixed method validation study of the translated version of the HiPIC for use within the Australian context. Method Cognitive interviewing of 10 end-users of the HiPIC identified potentially confusing items. Alternate items were generated by a team of developmental psychologists. A further sample of parents/carers of children aged 5-14 years ( N = 399) completed the HiPIC items. Iterative single-factor principal component analyses of the internal structure of facets were used to select psychometrically defensible items for an adapted HiPIC or HiPIC-A. The hierarchical model of the HiPIC-A was then confirmed against a Flemish HiPIC sample using Procrustes rotation, with external validity considered by comparison to the Strengths and Difficulties Questionnaire. Results The resulting HiPIC-A, reduced to 124 items including 13 adapted items, achieved sound internal consistency and high total congruence (0.98) with the Flemish sample. Regression against the Strengths and Difficulties Questionnaire demonstrated further support for external validity of the HiPIC-A. Conclusion The mixed method design was an effective approach to a cross-language cultural adaptation and validation of the HiPIC, confirming the robust nature of the HiPIC model. The potential for the adapted HiPIC-A to identify adaptive and maladaptive developmental trajectories in Australian children has important implications for practice and further research. On-going validation is outlined. [ABSTRACT FROM AUTHOR]

Exclusive breastfeeding for the first 6 months of life offers the recommended best start in the life for a newborn baby. Yet, in Australia only a small number of babies receive breast milk exclusively for the first 6 months. Reasons for the introduction of formula milk are multi‐factorial including access to appropriate support and the woman's experience of breastfeeding. The language and practices of health professionals can impact upon how a woman feels about breastfeeding and her breastfeeding body. One aspect of breastfeeding support that has had scarce attention in the literature is the language used by health professionals to describe the behaviour of the breastfeeding infant during the early establishment phase of breastfeeding. This paper reveals some of the ways in which midwives, lactation consultants and breastfeeding women describe the newborn baby during the first week after birth. The study was conducted at two maternity units in New South Wales. Interactions between midwives and breastfeeding women were observed and audio recorded on the post‐natal ward and in women's homes, in the first week after birth. The transcribed data were analysed using discourse analysis searching for recurring words, themes and metaphors used in descriptions of the breastfeeding baby. Repeated negative references to infant personality and unfavourable interpretations of infant behaviour influenced how women perceived their infant. The findings revealed that positive language and interpretations of infant breastfeeding behaviour emerged from more relationship‐based communication. [ABSTRACT FROM AUTHOR]