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Socioeconomic status (SES) predicts many facets of preadolescents' life opportunities, yet little is known about how children perceive SES and whether it plays a role in their group evaluations. This study examined preadolescents' socioeconomic understandings and biases (investigated presenting fictitious peers varying in SES), while separating the three SES-indicators income, education and occupation. Five classes (Grade 4-6) with 89 students (Mage = 10.44, SD = 0.93; 40% female) participated. Overall, preadolescents understood that the SES indicators income, education and occupation are related to each other. At the same time, they differentiated between the indicators in their group evaluations; they showed a positive bias for peers with high-educated parents, whereas for occupation and income there was no clear overall bias. This shows that differences between SES indicators are meaningful for children, which emphasizes the importance to distinguish between specific SES-indicators when studying the role of SES for preadolescents' social life., (© 2024. The Author(s).)

Although there have been numerous studies on the relations between group identification and ethnic prejudice, it is less clear whether their associations reflect stable individual tendencies or rather situational or temporal fluctuations. This longitudinal multilevel study aimed to fill this gap by examining the between- and within-person associations of identification with the national and superordinate human groups and levels of prejudice against multiple ethnic minorities. A total of 883 Italian majority adolescents (M age  = 15.66, SD = 1.15 at T1, 49.7% females) completed questionnaires at four time points over the course of 1 year. Results showed that national identification was related to more prejudice at the between-person level but to decreases in prejudice at the within-person level. Additionally, human identification contributed to lower levels of and steeper decreases in prejudice at both the between- and within-person levels. Common and unique associations also emerged across different ethnic minority targets, but only for between-person effects. Overall, this study highlights the importance of distinguishing stable individual levels and momentary fluctuations of both ingroup identifications and ethnic prejudice in order to orient future interventions aimed at improving the quality of intergroup relationships., (© 2024 The Author(s). British Journal of Social Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Severe uveitis is a rare complication of interleukin-4 receptor alpha blocking by dupilumab in topic dermatitis (AD) patients. The aim of this study was to describe five moderate-to-severe AD patients who developed uveitis during dupilumab treatment and to compare the proteomic profile of aqueous humor (AqH) of dupilumab-associated uveitis (n=3/5 available samples) with non-infectious uveitis (n=27) and cataract controls (n=11). Included patients were treated at the University Medical Center Utrecht (the Netherlands). Active dupilumab-associated uveitis complicated by serous detachment, cystoid macular edema, or secondary glaucoma developed within a median of 6.0 months (interquartile range 2.3-16.5 months) after starting dupilumab. Uveitis resolved after discontinuation of dupilumab and/or treatment with local or systemic corticosteroids. Proteomic profiling of AqH revealed that the molecular profile of dupilumab-associated uveitis resembled that of non-infectious uveitis. In conclusion, dupilumab-associated uveitis is a severe adverse event of dupilumab therapy, requiring urgent referral to an ophthalmologist.

This research examined the preference for identity-first language (IFL) versus person-first language (PFL) among 215 respondents (M age = 30.24 years, SD = 9.92) from the Dutch autism community. We found that a stronger identification with the autism community and a later age of diagnosis predicted a stronger IFL preference and a weaker PFL preference. Both effects were mediated by the perceived consequences (justice to identity, prejudice reduction) of PFL. Participants' own explanations were in line with these statistical analyses but also provided nuance to the IFL-PFL debate. Our results are consistent with the Social Identity Approach (Reicher et al., 2010) and Identity Uncertainty Theory (Hogg, 2007) and demonstrate the value of a social psychological approach to study disability language preferences., (© 2023. The Author(s).)

Atopic dermatitis (AD) is a chronic inflammatory skin disease for which new targeted therapies are currently available. Due to the increased rates of ocular surface disease (OSD) reported during treatment with these new targeted treatments, more insight into the occurrence and pathomechanism of OSD in moderate-to-severe AD patients is needed. Therefore, this review's first part highlights that most patients with moderate-to-severe AD already have characteristics of OSD before starting targeted treatment. Remarkably, not all AD patients with OSD report ocular symptoms. OSD in AD is associated with less conjunctival goblet cells (GC) compared to healthy controls. In addition, OSD severity in AD patients is associated with high AD activity, the presence of eyelid and/or facial eczema, and high levels of AD-related severity biomarkers in tear fluid. The second part of this review highlights that pre-existing ocular pathology (e.g. in combination with the use of ophthalmic medication or eyelid eczema) may be associated with the development of dupilumab-associated ocular surface disease (DAOSD). During dupilumab treatment, DAOSD (which can be new-onset OSD or worsening of pre-existing OSD) is observed in approximately one-third of the dupilumab-treated AD patients. Anti-inflammatory ophthalmic treatment improves DAOSD, and dose reduction of dupilumab may also be an effective treatment option. The pathomechanism of DAOSD is still not fully elucidated. In a prospective study low, but stable conjunctival GC numbers were observed in moderate-to-severe AD patients, before and during dupilumab treatment. However, the Mucin 5 AC (MUC5AC) expression of GCs decreased during dupilumab treatment, suggesting an impairment of the GC function by dupilumab treatment. In addition, higher dupilumab tear fluid levels were found in dupilumab-treated AD patients with moderate-to-severe OSD compared to patients with no or mild OSD, whereas the dupilumab serum levels are similar. Clinicians should be aware of the frequent occurrence of OSD in moderate-to-severe AD patients, and a low-threshold referral to an ophthalmologist is recommended., (© 2024 The Authors. Clinical & Experimental Allergy published by John Wiley & Sons Ltd.)

Introduction: Ethnic prejudice poses a great challenge to the cohesion of current multicultural societies. Prior research has found that media portrayals of immigration-related issues might skew individual attitudes and feelings toward ethnic minorities. While these studies have focused on negative representations of ethnic minorities, less is known about the effects of media reports of unfortunate events affecting the victims of war, as in the case of the Ukrainian group in the Russia-Ukraine war. Therefore, the current research aims to examine whether media salience of this situation might change adolescents' ethnic prejudice against the Ukrainian minority., Methods: A total of 1016 ethnic-majority Italian adolescents (M age  = 15.66, SD age  = 1.17, 49.61% females) completed online questionnaires during school hours before (T1: January/February 2022) and after (T2: April/May 2022) the Russia-Ukraine war onset. Additionally, the media salience of the war was quantified separately for the national newspaper and Twitter., Results: Levels of prejudice significantly decreased from T1 to T2 for multiple ethnic minority groups but especially so for the Ukrainian group. The results of bivariate Latent Change Score models highlighted that increased salience of the war in the national newspaper was significantly associated with decreased prejudice against Ukrainians, regardless of adolescents' levels of self-reported newspaper consumption. Conversely, changes in the salience of the war on Twitter were not associated with changes in prejudice., Conclusions: These findings highlight the importance of media attention for the war's victims in skewing individuals' outgroup perceptions and feelings., (© 2023 The Authors. Journal of Adolescence published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.)

This longitudinal study (three waves across a school year) investigated the links between children's motivations to respond without prejudice and their ethnic outgroup attitudes at the between-person level (means and changes over time) and the within-person level (time-specific fluctuations). Participants were 945 ethnic majority students ( M ageW1 = 9.86 years, SD = 1.21; 471 girls) from 51 grade 3-6 classrooms in the Netherlands. Children reported (increasingly) more positive outgroup attitudes when their internal motivation was structurally high (between-person effects) and temporarily high (within-person effect), and less positive attitudes when their external motivation was structurally and temporarily high. The between-person effects were independent of the ethnic composition and the antiprejudice climate of the classroom. These findings may help in developing interventions aimed at reducing prejudice in late childhood. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The influence of group norms is often tested via people's norm perceptions. Yet, people's group norm perceptions can be inaccurate, which raises the question to what extent effects of perceived norms indicate real group influence. The present study sought to obtain a better understanding of the value of group norm perceptions in social influence research. We used (longitudinal) data collected in 51 primary school classrooms in the Netherlands (Grades 3-6) and examined how majority of children's (N = 779; aged 7-13 years) perceptions of the anti-prejudice norm of their classroom peer group affected their ethnic outgroup attitudes both concurrently and over time. We divided these perceptions into a consensual and a unique part and investigated the moderating role of ingroup identification. Results showed concurrent effects of the consensual and unique norm perceptions, but a longitudinal effect of the consensual perceptions only. Classroom identification increased the concurrent effect of unique norm perceptions but decreased their longitudinal effect. Our findings indicate that norm perceptions can be important sources of actual group influence as long these perceptions are consensually shared, and that especially high identifiers rely less on their unique norm perceptions over time., (© 2023 The Authors. International Journal of Psychology published by John Wiley & Sons Ltd on behalf of International Union of Psychological Science.)

Background: Dupilumab-associated ocular surface disease (DAOSD) is frequently reported as side effect in atopic dermatitis (AD) patients. Therefore, the aim of this study was to investigate the frequency and severity of DAOSD, ophthalmic treatment response and to learn more about the effect of dupilumab on conjunctival goblet cells (GC)., Methods: This prospective study included dupilumab-treated AD patients between February 2020 and June 2022 from the University Medical Centre Utrecht. Patients were examined by an ophthalmologist and a dermatologist before start (baseline), and after 4 and 28 weeks of dupilumab treatment. Ophthalmological examination was assessed by the Utrecht Ophthalmic Inflammatory and Allergic disease (UTOPIA) score. DAOSD was defined as an increase in UTOPIA score of ≥3 points from baseline. To quantify conjunctival GCs and to investigate the percentage of Cytokeratin 19 (CK19)-CD45-Mucin 5 AC (MUC5AC)+ cells, conjunctival impression cytology samples were analysed., Results: Ocular surface disease (OSD) was present in 91.3% (n = 63/69) patients at baseline. DAOSD was observed in 28.9% (n = 20/69) patients, in whom GC numbers remained stable and the percentage of CK19-CD45-MUC5AC+ cells decreased at onset of DAOSD compared with baseline. After 28 weeks of dupilumab treatment, DAOSD was seen in 14.5% (n = 10/69) patients. Of the 85.5% (n = 59/69) patients without DAOSD or with controlled DAOSD at Week 28, 40.7% (n = 24/59) patients received anti-inflammatory ophthalmic drugs., Conclusions: Ocular surface disease is common in moderate-to-severe AD patients before starting dupilumab. During treatment with dupilumab DAOSD severity improves with early ophthalmic treatment. The decrease in percentage of CK19-CD45-MUC5AC+ cells during dupilumab treatment suggests an impairment of the GC function due to dupilumab treatment., (© 2023 The Authors. Allergy published by European Academy of Allergy and Clinical Immunology and John Wiley & Sons Ltd.)

Atopic dermatitis (AD) is a complex and highly heterogeneous inflammatory skin disease. Given the highly heterogeneous character of AD, it is unlikely that every patient will respond equally to a particular treatment. The recent introduction of novel targeted therapies for AD has driven the need for patient stratification based on immunologic biomarkers. We have reviewed the use of different types of biomarkers as potential tools in the movement toward personalized medicine in AD, comprising different ways of endotyping patients with AD based on immunologic profiles and predictive biomarkers. The application of biomarkers will result in better characterization and stratification of patients and allow better comparison of current and new treatments. The ultimate goal will be to switch from the current generalized "one-drug-fits-all" management to more personalized "patient endotype-specific" management., (Copyright © 2023 The Authors. Published by Elsevier Inc. All rights reserved.)

With increasing immigration, it is increasingly important to understand whether and when children consider immigrant peers as co-nationals. Using an experimental design, we examined among native-born preadolescents (8-13 years of age) in the Netherlands whether and when they perceive immigrant peers as co-nationals. First, and in agreement with the social categorization account, we expected that the use of dual identity (vs single ethnic identity) labels for immigrant peers leads to stronger co-nationality perceptions and a related stronger desire for close social contact. Second, and in line with the acculturation account, we expected that an early age of arrival in the country (vs a later age of arrival) leads to stronger perceived co-nationality and related contact desire. The findings support the acculturation account, especially among native-born children with higher national identification. There was no evidence for the social categorization account., (Copyright © 2022 The Author(s). Published by Elsevier Inc. All rights reserved.)

Background: The patho-mechanism of ocular surface disease (OSD) in dupilumab-treated atopic dermatitis (AD) patients remains unclear. The aim of this study is to measure dupilumab levels in tear fluid and serum, and relate these findings to the severity of OSD during dupilumab treatment in AD patients., Methods: This prospective study included dupilumab-treated moderate-to-severe AD patients who were seen by a dermatologist and an ophthalmologist before the start of dupilumab (baseline), and after 4 and 28 weeks of dupilumab treatment. Dupilumab levels in tear fluid and serum were measured by liquid chromatography coupled with tandem mass spectrometry (LC-MS/MS). Additionally, a pilot study was conducted to measure dupilumab on conjunctival epithelial cells using flow cytometry and LC-MS/MS., Results: At baseline, 89.6% (n = 43/48) of the patients had OSD, with 50.0% having moderate-to-severe OSD. After 28 weeks of dupilumab treatment, the median dupilumab tear fluid levels were 0.55 mg/L (IQR 0.35-1.31) and 0.29 mg/L (IQR 0.16-0.60) in patients with moderate-to-severe OSD and patients with no or mild OSD, respectively (p = 0.02). Dupilumab levels could be detected on conjunctival epithelial cells of 5 AD patients treated with dupilumab for 4 weeks., Conclusion: Patients with moderate-to-severe OSD had higher dupilumab tear fluid levels compared to patients with no or mild OSD, indicating that dupilumab reaches the ocular surface. Dupilumab was also detected in conjunctival cell suspensions and was found to directly bind CD45-conjunctival epithelial cells. This suggests that AD-induced changes of the conjunctival epithelium may play a role in the development of OSD as well as increased local drug availability., (© 2023 The Authors. Clinical and Translational Allergy published by John Wiley & Sons Ltd on behalf of European Academy of Allergy and Clinical Immunology.)

Adolescents' identities are multiple, yet there is very little research that investigates the importance of intersecting identities, especially in relationship to teacher ethnic/racial discrimination and mental health. Multiplicity is often approached bi-dimensional (heritage and national identities) yet this study highlights the importance of regional identity. Regions are distinct socio-political contexts in relation to migration and integration dynamics. Hence, this study investigates for different combinations of national, heritage and regional identities (i.e. Flemish, Belgian and Turkish or Moroccan) the relationship between students' experiences with teacher ethnic/racial discrimination and students' depressive feelings. Latent Class Analysis of survey data involving a sample of 439 adolescents (M age  = 18, SD = 0.93; Girls = 49%) with Turkish (41%) or Moroccan origin in Flanders, shows three identification classes: full integration (35%), national integration (40%) and (weak) separation (24%). All these identity profiles had in common that heritage identification was high, yet they were highly distinct due to variation in national and regional identification. Additional, multilevel modelling showed that nationally integrated adolescents were less depressed than fully integrated adolescents. This finding illustrates the importance of adolescents' identity multiplicity for understanding their resilience in relation to teacher discrimination., (© 2022. The Author(s).)

Importance: The registered dose of dupilumab for adult patients with atopic dermatitis (AD) is 300 mg every other week. At present, it is unknown whether serum dupilumab levels are associated with treatment response or adverse effects., Objectives: To evaluate serum dupilumab levels at 16 weeks of treatment and to explore the association of serum dupilumab levels with treatment response and adverse effects in patients with AD., Design, Setting, and Participants: This clinical, prospective, observational cohort study used data from the prospective BioDay Registry including adult patients with AD who started dupilumab treatment and for whom a serum sample was available at 16 weeks of treatment. All patients were treated according to the BioDay protocol in the University Medical Center Utrecht in the Netherlands. Patients received a loading dose of dupilumab 600 mg subcutaneously, followed by 300 mg every other week. Patients who had a dose adjustment or discontinued treatment before 16 weeks of treatment were excluded. Data analyses were performed from January to June 2022., Main Outcomes and Measures: Disease severity of AD was assessed at baseline and at weeks 16 and 52 using the Eczema Area and Severity Index (EASI). Treatment response was defined as the percent reduction in EASI score vs the baseline score (eg, EASI 90 indicated a 90% reduction) and as an absolute EASI cutoff score of 7 or lower (controlled AD). Adverse effects were recorded during the first year. At 16 weeks, dupilumab serum levels and treatment responses were measured and analyzed. Multivariate logistic regression modeling was used to determine the prediction of response (EASI 90; EASI ≤7) and adverse effects at 52 weeks, with serum dupilumab levels at 16 weeks in the presence of the covariates age and sex., Results: Among the total of 295 patients with AD (mean [SD] age, 41.5 [15.9] years; 170 [57.6%] men), the median (IQR [range]) drug level was 86.6 μg/mL (64.6-110.0 μg/mL [10.1-382.0 μg/mL]) at 16 weeks of treatment. No significant differences were found in serum dupilumab levels between responder statuses (EASI, <50, 50, 75, or 90) at week 16. Multivariate logistic regression analysis showed nonsignificant odds ratios (ORs) for serum dupilumab levels at 16 weeks regarding prediction of long-term response (EASI ≥90: OR, 0.96 [95% CI, 0.90-1.04; P = .34] and EASI ≤7: OR, 1.03 [95% CI, 0.93-1.14; P = .55]) and adverse effects (OR, 1.01 [95% CI, 0.95-1.07; P = .83])., Conclusion and Relevance: This prospective clinical cohort study found a broad range of serum dupilumab levels at 16 weeks of treatment and no association with treatment response and adverse effects during first year of treatment. Response may be dependent on target availability of the interleukin-4 receptor subunit α, with an interpatient variability producing heterogeneity in response.

Background: At present, no real-world studies are available on different dupilumab dosing regimens in controlled atopic dermatitis (AD). The aim of this study was to clinically evaluate a patient-centered dupilumab dosing regimen in patients with controlled AD and to relate this to serum drug levels and serum biomarkers., Methods: Ninety adult AD patients from the prospective BioDay registry were included based on their dupilumab administration interval according to a predefined patient-centered dosing regimen. Group A (n = 30) did not fulfill the criteria for interval prolongation and continued using the standard dupilumab dosage (300 mg/2 weeks), group B (n = 30) prolonged dupilumab interval with 50% (300 mg/4 weeks), and group C (n = 30) prolonged dupilumab interval with 66%-75% (300 mg/6-8 weeks). AD severity score, patient-reported outcomes, serum dupilumab levels, and serum biomarkers were analyzed over time., Results: Disease severity scores did not significantly change over time during the tapering period in any of the groups. In groups B and C, the Numeric Rating Scale (NRS)-pruritus temporarily significantly increased after interval prolongation but remained low (median NRS-pruritus≤4). Median dupilumab levels remained stable in group A (standard dosage), but significantly decreased in groups B and C (24.1 mg/L (IQR = 17.1-45.6); 12.5 mg/L (IQR = 1.7-22.3)) compared with the levels during the standard dosage (88.2 mg/L [IQR = 67.1-123.0, p < .001]). Disease severity biomarker levels (CCL17/CCL18) remained low in all study groups during the whole observation period., Conclusions: This study showed that dose reduction was successful in a subgroup of patients with controlled AD by using a patient-centered dosing regimen. These patients showed stable low disease activity and low severity biomarkers over time., (© 2022 The Authors. Allergy published by European Academy of Allergy and Clinical Immunology and John Wiley & Sons Ltd.)

Background: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared., Aims: We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non-Muslim). We also examined the role of teachers' implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality., Sample: Participants were 707 students (56.9% female) from 35 classes (Grade 3-6) (M age  = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; M age  = 32.94 years, SD = 6.37)., Methods: Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers' implicit attitude towards Muslims (vs. non-Muslims) was measured with an Implicit Association Test., Results: Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non-Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers' implicitly measured attitude towards Muslims (vs. non-Muslims) was included in our model., Conclusion: Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education., (© 2021 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

This study identified risk factors for the development of dupilumab-associated ocular surface disease in patients with moderate-to-severe atopic dermatitis in a large prospective daily practice cohort. Data from the Dutch BioDay Registry were used to assess the risk of developing dupilumab-associated ocular surface disease, by performing univariate and multivariate logistic regression analyses. A total of 469 patients were included, of which 152/469 (32.4%) developed dupilumab-associated ocular surface disease. Multivariate analysis showed a statistically significant association of the development of dupilumab-associated ocular surface disease with a history of any eye disease (history of self-reported episodic acute allergic conjunctivitis excluded) combined with the use of ophthalmic medication at the start of dupilumab (odds ratio 5.16, 95% confidence interval 2.30-11.56, p < 0.001). In conclusion, a history of any eye disease (history of self-reported episodic acute allergic conjunctivitis excluded) combined with the use of ophthalmic medication at baseline was associated with the development of dupilumab-associated ocular surface disease in patients with atopic dermatitis.

Schools can be important for the development of national belonging in students with immigrant backgrounds. Following Contact Theory and prior research on diversity norms, this cross-sectional survey study examined if intergroup contact and perceived diversity norms of teachers and classmates predicted national belonging in ethnic minority (i.e., Turkish [n = 95], Moroccan [n = 73], and Surinamese [n = 15]) versus majority students (n = 213) living in the Netherlands (M age  = 10.53 years; 50.3% female). Minority students reported less national belonging than their ethnic Dutch classmates. Multilevel analyses indicated that their national belonging was affected by the presence of ethnic Dutch classmates and the relationship with their teacher. These results indicate that minority students' national belonging could be promoted by reducing school segregation and stimulating positive teacher-student relationships., (© 2021. The Author(s).)

Although several studies have examined outgroup empathy, the link between trait empathy and outgroup attitudes has been underinvestigated. In the present study this link was investigated among two samples of ethnic Dutch preadolescents ( N = 335, M age  = 10.83 years, SD  = 0.94; 53% girls; N = 326; M age  = 10.53 years, SD  = 1.03; 48% girls). It examined children's parallel empathy in relation to their ethnic attitudes, and the moderating role of perceived peer norms. Results (partly) support the hypotheses that empathy is associated with more outgroup positivity and less ingroup bias (ingroup minus outgroup attitude). The negative link between empathy and outgroup bias was stronger when peers were perceived to be more biased against the outgroup.

Background: Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students., Aims: Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching., Sample: Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background., Methods: Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1., Results: Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom., Conclusions: Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students., (© 2018 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Research on the role of teachers in bringing about positive interethnic attitudes among their students has largely focused on the norms teachers express about cultural diversity in the classroom without considering teacher's enactment of these norms in their relationships with students. The current study assessed to what extent students' ethnic outgroup attitudes are affected by perceived positive teacher norms about cultural diversity, together with perceived positive teacher-classmate interactions that may serve as an example to students. We investigated whether and how teacher norms and practices interact to affect students' attitudes, and whether these effects may differ for minority and majority students. Data was gathered in two waves among 186 native (majority) Dutch students, and 129 students with a Turkish-Dutch, or Moroccan-Dutch (minority) background in 29 4th-6th grade classrooms. Results showed that both majority and minority students expressed more positive attitudes towards ethnic outgroups when they perceived their teacher to have a positive relationship with their majority classmates, but only when supported by positive teacher norms. Ethnic majority students had more favorable outgroup attitudes when perceiving positive teacher relationships with minority classmates, but only in the absence of positive teacher norms. These results indicate that students in culturally diverse classrooms consider their teachers' interpersonal relationships with classmates to inform their own attitudes about ethnic outgroups., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Autochthony belief ("that a country is owned by its first inhabitants") can be an acceptable reason for claiming collective ownership of a territory and this claim can have negative consequences for newcomers. Children might reason that a place belongs to their in-group because "we" were here first and therefore have negative out-group attitudes. In three studies among Dutch majority group children (N = 879; M age  = 10.13 to 10.84, SD = 0.82 to 0.98; 49.7 to 54.5% girls), the expected negative association between autochthony beliefs and attitudes was found for different measures of ethnic attitudes, and was robust across gender, age, immigrant target group, ethnic identification, perceived multicultural education and classroom composition. Additionally, the association was especially strong among ethnic majority children who felt less at home in their own country but at the same time cared about being Dutch. It is concluded that a focus on autochthony belief makes a novel and relevant contribution to the intergroup developmental literature and to our limited understanding of children's attitudes toward immigrant groups and newcomers more generally.

Students' relationships with peers and teachers strongly influence their motivation to engage in learning activities. Ethnic minority students, however, are often victimized in schools, and their educational achievement lags behind that of their majority group counterparts. The aim of the present study was to explore teachers' multicultural approach within their classrooms as a possible factor of influence over students' peer relationships and motivation. We utilized the novel methodology of estimating psychological networks in order to map out the interactions between these constructs within multicultural classrooms. Results indicate that a multicultural approach is directly connected to student motivation for both ethnic majority and minority students. Social integration within peer groups, however, seems to be a possible mediator of this relationship for the ethnic minority students. Due to the hypothesis generating nature of the psychological network approach, a more thorough investigation of this generated mediation hypothesis is called for., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Although research has shown that school context has consequences for intergroup attitudes, few studies have examined the role of teacher qualities, such as teacher support. In addition, previous research has paid limited attention to the mechanisms that could help to explain teacher effects. This 5-wave study (2010-2015) examined the effects of perceived teacher support on the anti-immigrant attitudes of Swedish majority youth (N = 671, M age  = 13.41, 50.2% girls, 34 classrooms). It also tested whether social trust would mediate these effects. The results of multilevel analyses showed that perceived teacher support was associated with less prejudice at all levels of analysis. At the within-person level, fluctuations in teacher support were related to fluctuations in youth prejudice: in years when, on average, adolescents perceived their teachers as more supportive, they reported lower prejudice. At the between-person level, adolescents who perceived their teachers as more supportive compared to their peers reported lower prejudice. Similarly, classrooms where students shared an experience of teacher support were lower in prejudice than classrooms with weaker teacher support. The results also showed that social trust explained teacher effects: adolescents who experienced their teachers as more supportive displayed higher levels of trust and, in turn, lower levels of prejudice than youth with less supportive teachers. These findings suggest that teachers can counteract the development of prejudice and facilitate social trust in adolescents by being supportive of them.

Ethnic identity plays a key role in the normative development of children and adolescents, and efforts to provide a positive and safe environment for ethnic identity benefit from an understanding of its context-dependency. Following the social identity perspective, we add to research on ethnic identity by considering the role of the classroom context and by conceptualizing ethnic identity in terms of two key dimensions. Specifically, the present study aims to investigate the role of the classroom context for ethnic private regard (positive ethnic self-feelings) and for the under-researched construct of ethnic introjection (subjective self-group merging). These two dimensions of ethnic identity were examined in 51 Dutch school classes among grade 4-6 students (N= 573; M age  = 10.77, SD = 1.02; 54% girls) of Dutch, Turkish and Moroccan ethnic background. We focused on teachers' multicultural norms and classmates' evaluation of the ethnic in-group (peer group norms) in combination with the ethnic class composition. It was found that ethnic introjection was empirically distinct from ethnic private regard, and that the former dimension depended on the classroom context more than the latter. Multicultural teacher norms affected minority preadolescents' private regard positively, but only when the share of in-group classmates was low. Positive peer group norms of in-group classmates strengthened students' introjection, while those of out-group classmates lowered it. The findings indicate that ethnic identity research will be enhanced by more fully considering the conceptual and contextual implications of the social identity perspective.

Despite strong debates about the role of Islamic education in Western societies, very little is known about the ways these schools can affect how Muslim children feel about these societies and themselves. This research examined how the self-esteem and national identification of Islamic schools students in a non-Muslim country (N = 707; M age  = 10.02; SD = 1.25; 56.9% girls) depend on their perceptions of religious discrimination and the student-teacher relationship, as well as their teachers' religious background and implicit religious attitude. Children reported substantially more religious discrimination against their group than against themselves. Religious discrimination was associated with lower self-esteem and weaker national identification, whereas a close bond with the teacher was associated with higher self-esteem and stronger national identification. Children with a non-Muslim teacher reported more national identification than students with a Muslim teacher, but less so if this teacher had a comparatively positive attitude toward Muslims. Results provide insights on how self-esteem and national identification can be encouraged within the context of Islamic education.

Using data of 40 native Dutch teachers and their native majority (n=112) and ethnic minority students (n=180), this study examined to what extent teachers experience differences in self-efficacy in teaching individual majority and minority students. We hypothesized that teachers would feel less self-efficacious in relation to ethnic minority students and that the difference in self-efficacy would be more pronounced when ethnic group differences are more salient (i.e., in the context of behavioral problems, ethnically less diverse classrooms, and for teachers with high ethnic identification). Our results show that teachers feel somewhat less self-efficacious with ethnic minority versus majority students. And, the difference in self-efficacy with minority versus majority students was more pronounced in relation to internalizing problem behaviors and somewhat more distinct in classrooms with relatively few ethnic minority students. The findings indicate the importance of a student specific assessment of teacher self-efficacy in diverse school contexts., (Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Two vignette studies were conducted in which preadolescent children (Study 1: N=542; Study 2: N=137; aged 8-13years) evaluated the exclusion, for unknown reasons, of an immigrant minority child by a native majority peer (majority interethnic exclusion). Study 1 compared children's evaluations of majority interethnic exclusion with their evaluations of (majority and minority) intraethnic exclusion and minority interethnic exclusion, and Study 2 examined children's underlying explanations. Each study compared ethnic majority and ethnic minority respondents and examined the role of in-group bias for the former. Overall, both ethnic majority and ethnic minority respondents regarded majority interethnic exclusion more negatively than the other exclusion types (majority intraethnic, minority interethnic, and minority intraethnic). All children, but especially older minority respondents, were more likely to reject majority interethnic exclusion if they perceived it to be discriminatory (ethnicity based). Among the majority children, a strong in-group bias was associated with a weaker condemnation of majority interethnic exclusion, but this was not due to a larger tolerance of ethnicity-based discrimination. Biased majority children were also less likely to reject minority intraethnic exclusion, indicating an overall weaker concern for out-group victims. Taken together, the studies show that children are relatively negative about majority (prototypical) interethnic exclusion because it implies the possibility of ethnic discrimination, and they concur with previous evidence for a developmental increase in the awareness of discrimination in ethnic minority youths., (Copyright © 2017 Elsevier Inc. All rights reserved.)

Objective: This longitudinal study investigates whether immigrant-origin youths' ethnic identity exploration moderates the link between ethnic identity commitment and positive interethnic relations, operationalized as cross-ethnic friendships., Method: Turkish-German 4th graders (9-12 years old, n = 73) and 7th graders (13-15 years old, n = 67) reported on their cross-ethnic friendships at Time 1 and approximately 10 months later at Time 2. Commitment and exploration were measured at Time 1 with age appropriate versions of the Multigroup Ethnic Identity Measure., Results: About 40% of the children's friendships were cross-ethnic and the amount of cross-ethnic friendships did not change from Time 1 to Time 2. Ethnic identity commitment and exploration were unrelated to cross-ethnic friendships in both age groups. Yet, among the 7th graders, exploration moderated the link between commitment and cross-ethnic friendships: when exploration was low, a higher level of commitment was associated with fewer cross-ethnic friendships. These associations were not significant among 4th-grade children., Conclusion: We conclude that by the age of 13 years, ethnic identity exploration can improve interethnic relations. (PsycINFO Database Record, ((c) 2016 APA, all rights reserved).)

This research examined the process and conditions of social projection of biased ethnic attitudes to classmates in two samples of Grades 4-6 children (n = 342, Mage  = 10.75, SD = 0.98; 49% girls; and n = 525, Mage  = 10.49 years, SD = 0.96; 51% girls). Children reported on the ethnic group norm in their classroom and on their own ethnic attitudes. Multilevel analyses showed that ethnic majority (Studies 1 and 2) and ethnic minority (Study 2) children's norm perceptions were partly accurate as they not only reflected the aggregated attitudes in each classroom but also related to children's unique attitudes that indicated social projection. Projection was stronger for the most disadvantaged minority group and for children with less depressed affect., (© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)

Purpose of Review: A large number of studies investigating the correlation between severity of atopic dermatitis and various biomarkers have been published over the past decades. The aim of this review was to identify, evaluate and synthesize the evidence examining the correlation of biomarkers with disease severity in atopic dermatitis patients, something that has not been performed previously., Recent Findings: Three electronic databases were systematically searched and relevant studies were selected for inclusion. A total of 222 articles, reporting on 115 different biomarkers in 30 063 patients, were critically appraised. Studies were divided into two main groups. The first group consisted of longitudinal randomized controlled trials and cohort studies, which reported measurements at multiple time points. The second contained cross-sectional studies that reported only one measurement per patient. Out of 222 articles, 108 articles reported sufficient data for meta-analysis. Only four biomarkers were eligible for meta-analysis in the longitudinal group, and nine in the cross-sectional group., Summary: Serum thymus and activation-regulated chemokine (TARC) was found to be the most reliable biomarker studied, showing pooled correlation coefficients of 0.60 (95% CI 0.48-0.70) and 0.64 (95% CI 0.57-0.70) in longitudinal and cross-sectional studies, respectively. Additional biomarkers that could prove useful but require additional research include serum cutaneous T-cell attracting chemokine (CTACK), sE-selectin, macrophage-derived chemokine (MDC), lactate dehydrogenase (LDH) and interleukin (IL)-18.

An experimental vignette study was conducted among children (8-13 years) to examine whether inducing empathic understanding is an effective intervention to overpower peer group boundaries in children's helping. Children were induced or not induced to empathize with the recipient of help, who was or was not part of their (imagined) group of friends. Results showed that children intended to help in-group peers more compared to outgroup peers when empathic understanding was not induced. However, when empathy was induced, they intended to help friends and non-friends equally. Inducing empathic understanding was effective independent of the recipient's level of need, and children's advanced social perspective-taking ability. Encouraging children to imagine how a recipient of help feels might thus be a useful strategy to prevent peer group-based biases in children's helping behaviour., (© 2014 The British Psychological Society.)

Two studies examined children's (8- to 13-year-olds) intergroup helping intentions. In Study 1, 856 children indicated their intention to help national in-group or out-group peers in a high need situation and in either a public or private context. Results showed that children's empathic tendencies predicted their intention to help and that the context as well as recipients' group membership had no effects. In Study 2, 388 children indicated their intention to help in-group and out-group peers in either a low need or high need situation. Results of Study 1 were replicated. In addition, in the low need situation and when helping was public, children intended to help out-group peers more than in-group peers, particularly when they perceived an accepting descriptive classroom norm about the out-group. When the need was relatively high, empathy appeared to outweigh children's group norm considerations. In all analyses, no age differences were found., (Copyright © 2014 Elsevier Inc. All rights reserved.)

Children (n = 133, aged 8–13) were interviewed about helping situations that systematically varied in recipient’s need for help and the costs for the helper. In situations where helping a peer involved low costs, children perceived a moral obligation to help that was independent of peer norms, parental authority, and reciprocity considerations. When helping a peer involved high costs this over powered the perceived obligation to help, but only in situations involving low need and when in line with reciprocity. When both need and costs were high, younger children expressed stronger moral indignation while older children were less negative and reasoned in terms of other solutions. Furthermore, stronger moral indignation was related to more advanced social perspective taking skills when need and costs were high.

Background and Aims: School ethnic desegregation has been a topic of strong societal and educational concern. Research has examined the effects of ethnic school composition on students' interethnic relations with diverging outcomes and sometimes inconsistent results. In this review paper, we provide an assessment of this literature to explain why and when school desegregation might improve or worsen ethnic relations and to identify important future research directions., Approach: We discuss different theoretical perspectives predicting positive versus negative aspects of school ethnic diversity: intergroup contact theory and the perspectives of group threat and power differences. Subsequently, we consider a number of school and educational characteristics that can moderate the impact of ethnic diversity on students' interethnic relations and that could be considered in future research. Furthermore, we discuss the need for studying underlying psychological and social processes as well as the importance of investigating interethnic relations in combination with academic adjustment., Conclusions: School ethnic diversity is not enough to promote interethnic tolerance. It is important to examine diversity in relation to other aspects of the school environment that may influence how students respond to the ethnic diversity within school. Important factors to consider are the presence of multicultural education and inclusive school identities, student-teacher relationships, and peer norms and networks, but also the role of parents and of peer relations outside the school context., (© 2013 The British Psychological Society.)

This experimental vignette study examined children's perceptions and evaluations of helping a peer, in the context of friendships and in the presence of by-standing peers. A total of 1246 children (8 to 12 years) reported their attitude toward helping when either friends of the helper, friends of the recipient of help, or no bystanders were present. In agreement with the competitive altruism model, children most strongly endorsed helping when friends of the helper were present compared to the other two situations. This indicates that children take reputation concerns into account when evaluating helping situations. However, in contrast to lower prosocial children, the evaluations of higher prosocial children were not influenced by the presence of by-standing peers. These children seemed to base their evaluation on increasing the recipient's welfare and less on reputation concerns of the helper.

Using an experimental design, native majority group children (8-13 years, N = 842) evaluated acculturation strategies (assimilation, integration, and separation) adopted by immigrant and emigrant peers. There were medium to large effects of the perceived acculturation strategies on children's peer evaluations. Overall, assimilation was valued most, followed by integration and separation. These effects were in part mediated by perceived national belonging. In addition, the effects were stronger for lower status compared to higher status immigrant groups, and for children with higher compared to lower national identification. For emigrants, separation was valued most, followed by integration and assimilation. This indicates that the intergroup processes rather than migration per se are important for children's acculturation perceptions and evaluations., (© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.)

This study investigates the relation between religious group identification and ethnic and national identity among Moroccan-Dutch Muslim adolescents (11-18 years) and their parents (n=369). Compared to their parents, adolescents showed higher national identification and lower religious and ethnic group identification. However, for adolescents and their parents, there were similar positive relations between Muslim and ethnic identifications, and both identifications were negatively related to Dutch identification. For early adolescents, parent's religious group identification was strongly related to their religious identification and ethnic and national identifications. These associations were not significant for middle adolescents. It is concluded that research on children from immigrant Muslim families should not only focus on ethnicity but on religious identity in particular., (© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.)

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that ethnically incongruent relationships may be perceived as less favorable than ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed., (Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Unlabelled: Dietary vitamin B(12) (vitB(12)) deficiency, although common in the elderly, is rare in childhood. We report on an exclusively breastfed 8-month-old infant, presenting with persistent refusal of solid foods. Three months later, developmental regression and failure to thrive led to the diagnosis of vitB(12) deficiency, as a consequence of a subclinical pernicious anaemia with vitB(12) deficiency in the mother. Treating the infant with parenteral vitB(12) induced prompt recovery including acceptance of weaning food., Conclusion: This case illustrates refusal of complementary foods as a presenting symptom of vitB(12) deficiency in a breastfed infant. Symptoms, diagnostic tests and treatment of vitamin B(12) deficiency are reviewed. Early diagnosis and treatment are important to prevent irreversible neurological damage.

Among 4th-6th-grade students (165 girls, 150 boys) in the Netherlands, the author examined ethnic differences in two aspects of teacher-oriented academic motivation: working in order to please the teacher and dependence on the teacher for academic help. Given higher levels of power distance in Turkish and Moroccan versus Dutch culture, both measures and their correlates were compared for 132 Turkish- and Moroccan-Dutch students, and 183 ethnic Dutch students. Analyses showed that Turkish- and Moroccan-Dutch students scored higher on pleasing the teacher and dependence on the teacher. For them, but not for the ethnic Dutch students, teacher-oriented motivation was positively related to intrinsic motivation and perceived academic competence. Also, students from all groups reported more dependence on the teacher and more intrinsic motivation the more they appreciated their teachers. Results support the notion that teacher-oriented extrinsic motivation is autonomous, rather than controlled for students from power-distant cultures.

Using social-cognitive domain theory and social identity theory, tolerance judgments of practices by Muslim actors among Dutch adolescents (12-17) were investigated. The findings for Study 1 (N=180) demonstrated that participants evaluated 4 practices using different types of reasons: personal, social-conventional, and moral. In Study 2 (N=970), participants were more tolerant of acts considered to be a personal issue than of acts that pertained to moral issues (social-conventional acts were in the middle). Furthermore, participants were more tolerant of the particular practices than of campaigns for public support of co-Muslims for these practices. Level of education, in-group identification, and multiculturalism had much weaker effects in the moral than in the other domains. Age was negatively related to tolerance., (© 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.)

Among 9th-grade students (248 girls, 255 boys) from a large multiethnic school, the authors examined 2 aspects of anticipated situational engagement in relation to 3 types of hypothetical teacher behavior: authoritarian, authoritative, permissive. Furthermore, the authors investigated the moderating roles of students' personal (trait-like) engagement and gender. Multilevel analyses showed differential effects of teacher behavior type. Anticipated situational engagement was generally highest with the authoritative teacher and lowest with the authoritarian teacher. However, students' personal engagement and gender qualified these effects. The effects of the authoritative and authoritarian teachers versus the permissive teachers on anticipated situational engagement were more positive (or less negative) for students with high versus low personal engagement. Also, the positive effects of the authoritative and permissive teachers versus the authoritarian teacher were stronger for female students than for male students. Results show that anticipated situational engagement should be understood by examining the combined influences of contextual and individual characteristics.

This paper presents a handheld miniaturized sensor embodiment that allows simultaneous measurement of the electrical and related mechanical cardio-vascular activity. Mechanical motion is detected with a continuous wave Doppler radar sensor and interpreted with a synchronously detected ECG. The patient's posture and activity is measured using accelerometers. Challenges of the current technical approach are the positioning of the sensors, the influence of posture and the correct interpretation of the signals. The Doppler signals are compared with phonocardiography measurements, with a focus on the challenges of this technique. There is still research in an improved modeling of the sensor setup and signal interpretation required.

Background: Among ethnic minority group adolescents, experiences with discrimination and prejudice in school settings are thought to lead to a defensive detachment of the self from the school domain. That is, these adolescents may disengage their self-feelings from their academic performances causing the academic self to become a less important part of global self-worth. However, there is limited empirical evidence for this assumption and the existing research is on African American students., Aims: To examine among ethnic minority adolescents in the Netherlands the hypothesis that under conditions of perceived discrimination minority group members tend to psychologically disengage their self-feelings from educational performance., Samples: Study 1 was conducted among 161 Turkish students between 13 and 16 years of age. The sample in Study 2 consisted of 112 Turkish participants of 11 and 12 years of age., Methods: Two questionnaire studies were conducted and participants responded to questions on perceived academic performance, academic self-esteem, global self-worth and perceived discrimination in school., Results: In both studies, academic self-esteem mediated the relationship between perceived educational performance and feelings of global self-worth. More importantly, perceived discrimination in school moderated the relationship between academic self-esteem and global self-worth. Discrimination did not moderate the relationship between academic performance and academic self-esteem., Conclusion: The results indicate that for ethnic minorities perceived discrimination in school can lead to psychological disidentification from the academic domain whereby global self-worth is less based on performances and competencies in the academic domain.

The paper describes an approach to monitor a person's ECG and activity continuously with functional clothing. A belt with integrated electronics has been developed and has proven long-term robustness of all electrical components. A low-power module measures the ECG signal as well as the acceleration (2-axis) and stores data continuously up to two days. A user test has been performed to evaluate the belt according to system performance at different daily-life activities like sleeping, walking and so on. System parameters are ECG-signal quality, system up-time, and ECG-signal coverage during a day.