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Objective: To evaluate the relationship between asthma control, family income and family costs of asthma in a population of children-adolescents; to detail the family costs of asthma in this age range; and to compare asthma costs for the families of children-adolescents and adults. Methods: The authors invited asthmatic subjects who attended a scheduled spirometry test at the Jundiaí School of Medicine (FMJ). The FMJ performs all spirometry tests requested by staff physicians who serve at the public healthcare system in the municipality. Volunteers responded to the ACQ, the Asthma Family Costs Questionnaire and underwent a spirometry test. Results: The authors included 342 children-adolescents. Families of children-adolescents taking maintenance therapy and families of those reporting uncontrolled asthma symptoms were more likely to report any expenditure with asthma during the preceding month. In this age range, the smallest expenditures were on diagnostic tests and medical consultations, while home expenditures to avoid asthma triggers were the highest ones. As compared to adults’ families, the children and adolescents families reported a greater proportion of income committed with asthma. Expenditures with transportation to healthcare facilities for asthma care were greater in the families of children-adolescents as compared to the values reported by the adults’ families; in contrast, loss of income due to asthma was smaller in the families of children-adolescents. Conclusions: Children-adolescents’ asthma affects the household economy. The authors believe researchers should assess this outcome when designing studies about asthma. Finally, the study’s data support the necessity of public policies in low-resource communities to minimize the economic impact of children and adolescents’ asthma. [ABSTRACT FROM AUTHOR]

Introduction: Microstructural alterations of brain structure in haemophilic boys were found in our previous study. Aim: We investigated alterations of brain function in school‐age boys with severe haemophilia A (HA) with resting‐state functional magnetic resonance imaging (rs‐fMRI). Methods: We obtained rs‐fMRI scans from 24 boys with HA and 25 demographically matched healthy children. Spontaneous brain activity parameters were calculated. Graph theoretical analyses on rs‐fMRI data at the global and regional levels were performed. Two‐sample t tests were used to analyze differences, and correlation analyses identified relationships between altered neural properties and psychological characteristics. Results: Children with severe HA showed small‐worldness organization but with an increased efficiency and compactness in functional segregation. The whole brain showed an overtight connection pattern. At the regional level, significantly increased nodal efficiency in the salience network (SN), default mode network (DMN) and executive control network was found. Social Anxiety Scale for Children (SASC) scores were positively correlated with these alterations. Spontaneous brain activity alterations in regions including the cerebellum, frontal gyrus (orbital part), temporal gyrus and thalamus were observed; some of these regions have been closely related to social anxiety and family or social support. Conclusion: Our study is the first to evaluate the neurological functional changes in school‐age boys with severe HA. Disruptions in topographic characteristics and abnormal activity were closely related to social conditions. These data could help us to understand early neurological alterations in haemophilic children, improve the traditional view of family support and strengthen normal school life at an early stage. [ABSTRACT FROM AUTHOR]

BackgroundPsychological burdens can affect the quality of life among parents of children with epilepsy, especially parents of children with poor seizure control. The impact of stress on the parents of children with epilepsy is significantly comorbid with their children’s cognitive dysfunction and the severity of epilepsy. The aim of this study was to assess the stress levels of parents of school-age children with drug-resistant epilepsy (DRE) and controlled-epilepsy after considering the children’s cognitive ability.MethodsThe study participants consisted of 35 children with typical development in the control group, 25 in the controlled-epilepsy group, 26 in the DRE group, and their parents. We used the Chinese version of the Parenting Stress Index (PSI) to measure the stress levels of all parents; and the Wechsler intelligence scale for children-fourth edition (WISC-IV) Chinese version to assess the children’s cognition levels.ResultsParenting stress was significantly higher among the parents of children with DRE than of those in the control and controlled-epilepsy group. The PSI’s child domain showed statistically significant subscales of adaptability, acceptability, demandingness, and distractibility/hyperactivity. Moreover, the high-risk ratio on the acceptability, adaptability, demandingness, and distractibility/hyperactivity subscales were also higher for the DRE group than for the controlled-epilepsy group and for the control group.ConclusionSeizure severity significantly influences parenting stress after considering cognitive dysfunction in children with epilepsy. Therefore, pediatricians and clinicians should consider epilepsy-specific stress in parents of children with DRE.

This study analyzes the relation between cognitive and affective components of theory of mind (ToM) in school-aged children and persuasion abilities. One-hundred forty-three normotypical school children aged 6 to 12 were administered cognitive and affective ToM tasks and one persuasion production task. A set of regression models showed that only the affective ToM component can predict both the persuasion total scores and all its indicators' scores. Children with a greater ability to attribute emotional mental states do not only produce a wider variety of persuasive arguments but also arguments focused on the persuadee and those with mental-related content. Both Hidden Emotion and Belief-Emotion (negative) tasks have been predictive of persuasion total scores. This study provides data on specific contribution of cognitive ToM and affective ToM on indicators of variety and quality of persuasive arguments independently.

Background: Hallux limitus is a common foot disorder whose incidence has increased in the school-age population. Hallux limitus is characterized by musculoskeletal alteration that involves the metatarsophalangeal joint causing structural disorders in different anatomical areas of the locomotor system, affecting gait patterns. The aim of this study was to analyze dynamic plantar pressures in a school-aged population both with functional hallux and without. Methods: A full sample of 100 subjects (50 male and 50 female) 7 to 12 years old was included. The subjects were identified in two groups: the case group (50 subjects characterized as having hallux limitus, 22 male and 28 female) and control group (50 subjects characterized as not having hallux limitus, 28 male and 22 female). Measurements were obtained while subjects walked barefoot in a relaxed manner along a baropodometric platform. The hallux limitus test was realized in a seated position to sort subjects out into an established study group. The variables checked in the research were the surface area supported by each lower limb, the maximum peak pressure of each lower limb, the maximum mean pressure of each lower limb, the body weight on the hallux of each foot, the body weight on the first metatarsal head of each foot, the body weight at the second metatarsal head of each foot, the body weight at the third and fourth metatarsal head of each foot, the body weight at the head of the fifth metatarsal of each foot, the body weight at the midfoot of each foot, and the body weight at the heel of each foot. Results: Non-significant results were obtained in the variable of pressure peaks between both study groups; the highest pressures were found in the hallux with a p-value of 0.127 and in the first metatarsal head with a p-value 0.354 in subjects with hallux limitus. A non-significant result with a p-value of 0.156 was obtained at the second metatarsal head in healthy subjects. However, significant results were observed for third and fourth metatarsal head pressure in healthy subjects with a p-value of 0.031 and regarding rearfoot pressure in subjects with functional hallux limitus with a p-value of 0.023. Conclusions: School-age subjects with hallux limitus during gait exhibit more average peak plantar pressure in the heel and less peak average plantar pressure in the third and fourth metatarsal head as compared to healthy children aged between 7 and 12 years old.

Background: Parent–child relationships, the rearing attitudes of parents toward their children as well as the interactive relationships, such as play and cultural activities that parents and children enjoy together, serve as important factors in predicting a child's growth and development. These experiences of annual events celebrated with the family may be related to the school-age child's development. However, this relationship has not been investigated sufficiently. Therefore, this study aimed to identify the relationship between the experience of annual events observed in the family and a child's social adjustment. Methods: In 2019, a self-administered questionnaire survey targeting fifth graders (ages 10–11) in Japan was conducted with children's parents. Major survey items included participants' characteristics (child's sex, family composition, siblings, household income, and parents' educational backgrounds), annual events observed in the family (Setsubun or the day before the start of spring, Mother's Day, Father's Day, the Tanabata or Weaver Festival, Respect for the Aged Day, Winter solstice, etc.), and the child's social adjustment (Strengths and Difficulties Questionnaire). A total of 653 children who met the criteria of not having any developmental disorders were included as participants for the analysis. Results: The participants had celebrated an average of 15.47 (± 5.52) annual events with their families that year. The number of annual events celebrated was significantly related to family composition and the parents' educational backgrounds. We found that children who came from families with numerous experiences of annual events were more likely to have higher prosocial behavior and were less likely to have externalizing or internalizing problems. The same pattern was found even after adjusting for the family's socioeconomic background and other factors; that is, children who came from families having diverse experiences of annual events were more likely to show prosocial tendencies. Conclusions: Our findings suggest that the experience of annual events observed with family potentially enhances a child's prosocial behavior. Thus, celebrating and preserving cultural and personal events in the amily context may be an important developmental experience in terms of children's social adjustment. [ABSTRACT FROM AUTHOR]

This study's objective was to correlate the abnormalities in brain MRIs performed at corrected-term age for minor or moderate neurocognitive disorders in children school-age born extremely premature (EPT) and without serious sequelae such as autism, cerebral palsy, mental impairment. Data were issued from a cross-sectional multicenter study (GP-Qol study, number NCT01675726). Clinical examination and psychometric assessments were performed when the children were between 7 and 10 years old during a day-long evaluation. Term-equivalent age brain MRIs on EPT were analyzed with a standardized scoring system. There were 114 children included in the study. The mean age at the time of evaluation, was 8.47 years old (± 0.70). 59% of children with at least one cognitive impairment and 53% who had a dysexecutive disorder. Only ten EPT (8.7%) presented moderate to severe white and grey matter abnormalities. These moderate to severe grey matter abnormalities were associated with at least two abnormal executive functions [OR 3.08 (95% CI 1.04–8.79), p = 0.04] and language delay [OR 3.25 (95% CI 1.03–9.80), p = 0.04]. These results remained significant in the multivariate analysis. Moderate to severe ventricular dilatation abnormalities (15%, n = 17) were associated with ideomotor dyspraxia [OR 7.49 (95% CI 1.48–35.95), p = 0.02] and remained significant in multivariate analysis [OR 11.2 (95% CI 1.45–131.4), p = 0.02]. Biparietal corrected diameters were moderate abnormal in 20% of cases (n = 23) and were associated to visuo spatial integration delay [OR 4.13 (95% CI 1.23–13.63), p = 0.02]. Cerebral MRI at term-equivalent age with scoring system analysis can provide information on long-term neuropsychological outcomes at school-age in EPTs children having no severe disability. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine there is a statistically significant difference in motor ability indicators in children of early school age before and after the defined experimental process. The total number of subjects is 40 and the subjects was divided into two subsamples: a subsample of boys (n = 20) with an average age of 6.20 ± 0.34 years and a subsample of a girls (n = 20) with an average age of 6.16 ± 0.62 years. All subjects were participants in the program of the sports school of the children fitness centre Smart Gym from Podgorica. Subsamples were subjected to an experimental process lasting 8 weeks. Immediately before and after the experimental process, motor abilities were measured using the following 10 tests: 5m sprint, 10m sprint, standing long jump, polygon backwards, bent arm hang, sit and reach, climbing and descending, stork balance stand test, sit ups, and throw and catch test. The results of the study show that the experimental process was successful in improving the polygon backwards, forward deep bend and throw and catch test in boys and stork balance stand test, sit ups and throw and catch test in girls. Such a program could improve the working methodology in all sport schools throughout Montenegro.

The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before and after a 20 week supplemental language instruction that focused on morphological knowledge in academic words. Students received supplemental Word Knowledge Instruction (n = 515) or business-as-usual (n = 307). The sample included students who were English Learners (ELs), previous ELs with fluent English proficiency (FEP), never ELs, and students with language-based learning disabilities (LLD). Small but significant increases in academic word use in written responses were evidenced from fall to spring. Results from a two-level hierarchical linear model with students nested within teachers indicated that a supplemental instructional approach predicted change in academic word use from fall to spring for students with differential effects by EL status. The morphology-focused supplemental instruction was related to larger gains in academic word use in writing than business-as-usual for students with LLD and FEP students. ELs with limited English proficiency showed similar outcomes in both conditions. [ABSTRACT FROM AUTHOR]

Copyright of Multidisciplinary Approaches in Education & Rehabilitation / Multidisciplinarni Pristupi u Edukaciji i Rehabilitaciji is the property of Association of Special Educators, Audiologists & Speech Therapists - STOL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to investigate the relationship between the characteristics of using new words, ability to use new words, and peer popularity among students with mild intellectual disabilities and general students of the age-matched group. A total of 8 students, 4 students with mild intellectual disabilities aged 14 to 16 years of age and 4 normal students in the age-matched group, were compared between groups using a nonparametric test. In the case of new words, 60 new words were selected through expert content validity among 301 new words, and then recognition and background information on the 60 new words were collected. As a result of the study, first, there was a significant difference in understanding of new words between the student group with mild intellectual disability and the general student group of the same age. Second, the correlation between the use of new words and the popularity of peers was compared for each group of students with mild intellectual disabilities and a group of general students of the same age as possible. Therefore, when providing vocabulary instruction for students with mild intellectual disabilities, it suggests that it is necessary to teach new vocabulary in order to increase their relationship with their peers and their popularity. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study is to assess the effectiveness of a school-based mental health awareness program among school age children. Methods: This was a quantitative study that recruited 178 parents and 150 students from different levels (Grades 5-10) attended the awareness activity at two middle schools in Oman. A convenient sampling approach was utilized. Results: There was a significant different in mood and feelings score between the grades (P = 0.001); with grade 10 being the highest disturbed mood changes (M = 23.25, SD = 5.54). The results also showed that 55% of students experienced anxiety. From the analysis, it was found that grade 10 (M = 36.15, SD = 18.43, P = 0.05) reported higher anxiety than others groups. The results indicated also a strong correlation between experience of bullying and mental health problems (r = 0.85). The evaluation of awareness program indicated that 91% of parents reported improvement in knowledge; 89% suggested that many information they were not aware of before. 92% rated the video as informative. 93% agreed that the program activities were entertaining and informative. 92% reported that the activity increased their awareness to observe the changes in their children emotional wellbeing. 98% of parents enjoyed the activities and rated the overall program as effective and very interesting. Conclusion: There is a dire need to conduct various awareness programs in the community. Such programs are not only helpful in improving the community knowledge on the factors influencing children's mental health, but also assist in identifying the mental health problems at early stage; which may empower them to seek early management for their children. This study suggests an establishment of a mental health program for children in Oman to identify the cases, assess the mental problems affecting children at different ages and refer them for further support and management. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Securing an airway in a severely school-age patient with maxillofacial trauma is quite challenging and is an important part of treatment. A particularly useful technique for airway management in pediatrics, planned submental tracheal intubation (STI), has often been reported. We employed this technique in an eight-year-old girl who required open reduction and internal fixation of the mandible fracture along with suffered midface and skull base fractures, leading to the prevention of serious complications, such as intracranial penetration, when manipulating a nasotracheal tube. We described the novel aspects of this technique, known as the 1–1–1 rule, in a school-age patient with severe maxillofacial injuries and demonstrated its utility along with a review of the literature. [ABSTRACT FROM AUTHOR]

Objective: The prevalence and the risk factors influencing allergic disorders in amateur athletes are still poorly defined. The aim of this study was to evaluate the prevalence and risk factors of the common allergic disorders in school aged athletes compared with the general population in southwest of Turkey. Methods: Using the "International Study of Asthma and Allergy in Childhood (ISAAC) Phase I" questionnaire, 714 athletes aged 7-18 and 325 age-matched healthy controls were examined. Risk factors that would affect the prevalence were evaluated with the questions given in addition to this questionnaire. Results: In the athlete group, the prevalence of existing asthma, allergic rhinitis, and eczema was lower than controls [(3.8%) and (16.3%), respectively, p<0.001], [(18.7%) and (42.1%)], respectively, p <0.001] and [(5.5%) and (10.5%), respectively, p<0.001]. Multivariate logistic regression analysis revealed that in the athlete population, a previously known allergy increased risk of curent wheezing (odds ratio [OR] =5.3; confidence interval, [CI]=1.8-15.4), current allergic rhinitis ([OR]=2.8; [CI]=1.3-6.2), and current eczema [OR]=4.5; [CI]=1.1-17.1). Familial atopy increased risk of current allergic rhinitis (OR=2.2; CI=0.9-4.9), and current eczema ([OR] = 6.6; [CI]=1.7-25.7). Conclusion: This study is the first prevalence study using the ISAAC method in school-age sports children in southwestern Turkey. Unlike adults, the prevalence of asthma, allergic rhinitis and eczema was found to be lower than controls of the same age. It is thought that sports and spending more time outdoors in children reduce allergic inflammation. [ABSTRACT FROM AUTHOR]

The aims of the current project included to (a) describe the use of connectives in written language samples by fifth grade students, (b) examine differences in connective use between groups who differed in English proficiency and exceptionalities, and (c) examine the predictive relationship between connective measures and writing quality ratings. Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 English learners and 144 students with language learning disabilities (LLD). Group differences were examined in the use of advanced connective words in academic writing. Regression analysis was used to examine connective measures as predictors of overall writing quality rating. Students with LLD used advanced connectives less frequently than their peers and demonstrated less variety in their connective word use. Two connective measures (total number of advanced connectives and the ratio of connectives) were significant predictors of writing quality. Findings support the need for additional efforts to improve the use of cohesive devices in academic writing for students with LLD to minimize achievement gaps. [ABSTRACT FROM AUTHOR]

This research surveyed the characteristics of the developmental traits of impulse control behavior in children through parent-report questionnaires. After matching for gender and attention behavior, as well as controlling for variables (motor and perception) which might confound impulse control, 710 participants (355 girls and 355 boys; grade, 1–5; age, 7–12 years) were recruited from a database of 1763 children. Results demonstrated that there was a significant difference between grade 1 and grade 5 in impulse control. Conversely, no significant differences were found when comparing other grades. The present findings indicate that a striking development of impulse control occurs from grade 4 to 5. Moreover, the plateau of impulse control development from grade 1 to 4 implies that a long transition period is needed to prepare children to develop future impulse control. In conclusion, the age-dependent maturation associated with stage-wise development is a critical characteristic of impulse control development in school age children. Further discussions are made regarding this characteristic, such as from the perspective of frontal lobe development. [ABSTRACT FROM AUTHOR]

The association between posttraumatic stress disorder (PTSD) symptoms and suicide ideation was examined in a sample of 2,298 child survivors of the Wenchuan earthquake. Results indicated that intrusion, avoidance, hyperarousal symptom clusters, and PTSD total score were significantly associated with suicide ideation. Except for intrusion, other measures of PTSD remained as statistically significant correlates of suicide ideation even after controlling for age, gender, direct exposure, indirect exposure, and depression. Furthermore, results showed that PTSD symptoms had an indirect influence on suicide ideation that was mediated by depression. The findings suggest that avoidance and hyperarousal symptom clusters of PTSD may be two important indicators of suicide ideation among child survivors of the Wenchuan earthquake. Implications of the results for intervention and prevention of suicide behavior are discussed.

Problematic sleep can be detrimental to the development of important cognitive functions, such as working memory, and may have the potential for negative behavioral consequences, such as risk-taking. In this way, sleep problems may be particularly harmful for youth-whose cognitive abilities are still developing and who are more susceptible to risky behavior. Using data from a large, national, longitudinal study, continuity and change in sleep problems were examined from 2 to 15 years of age and associated with deficits in working memory at age 15 and risk taking behaviors at age 18. Participants (N = 1,364 children; 48.3% female) were assessed for sleep problems (parent-report), working memory (behavioral task), and risk taking behavior (youth self-report). The sample was predominantly White (80.4%); additional races represented in the sample included Black/African American (12.9%), Asian/Pacific Islander (1.6%), American Indian/Eskimo/Aleut (.4%), and Other (4.7%). The findings suggest that sleep problems are likely to cascade across development, with sleep problems demonstrating continuity from infancy to early childhood, early childhood to middle childhood, and middle childhood to adolescence. Although sleep problems in infancy, early childhood, and middle childhood were not directly related to adolescent working memory, sleep problems during adolescence were associated with poorer adolescent working memory. In turn, these deficits in working memory were related to greater risk taking in late adolescence. In summary, the present results suggest that sleep problems in earlier periods are indicative of risk for sleep problems later in development, but that sleep problems in adolescence contribute uniquely to deficits in working memory that, in turn, lead to risky behavior during late adolescence.

The ability to innovate in an educational institution depends on the available resources and how they are used to develop new practices in the school's functioning. In this paper, these resources are analyzed in high schools of the Valencian Community, as well as the influence that the size of the school and its age can have on innovation. The information was obtained by means of a Likert-type questionnaire, which was sent to the schools. The sample consists of 71 schools (55 public and 16 private). The results present the schools' assessment of innovation resources, the comparison between public and private institutions, and the analysis of the possible influence of the size and age of the schools for each of the variables studied. Only the variable related to the availability of teaching and multimedia materials shows a slight difference between public and private schools in their capacity to innovate, while school size does not influence innovation. As for school age, the variable "teaching staff" marks the difference between the two types of schools. [ABSTRACT FROM AUTHOR]

The administration of tocolytics after preterm prelabor rupture of membranes remains a controversial practice. In theory, reducing uterine contractility should delay delivery and allow for optimal antenatal management, thereby reducing the risks for prematurity and adverse consequences over the life course. However, tocolysis may be associated with neonatal death or long-term adverse neurodevelopmental outcomes, mainly related to prolonged fetal exposure to intrauterine infection or inflammation. In a previous study, we showed that tocolysis administration was not associated with short-term benefits. There are currently no data available to evaluate the impact of tocolysis on neurodevelopmental outcomes in school-aged children born prematurely in this clinical setting. This study aimed to investigate whether tocolysis administered after preterm prelabor rupture of membranes is associated with neurodevelopmental outcomes at 5.5 years of age. We used data from a prospective, population-based cohort study of preterm births recruited in 2011 (referred to as the EPIPAGE-2 study) and for whom the results of a comprehensive medical and neurodevelopmental assessment of the infant at age 5.5 years were available. We included pregnant individuals with preterm prelabor rupture of membranes at 24 to 32 weeks' gestation in singleton pregnancies with a live fetus at the time of rupture, birth at 24 to 34 weeks' gestation, and participation of the infant in an assessment at 5.5 years of age. Exposure was the administration of any tocolytic treatment after preterm prelabor rupture of membranes. The main outcome was survival without moderate to severe neurodevelopmental disabilities at 5.5 years of age. Secondary outcomes included survival without any neurodevelopmental disabilities, cerebral palsy, full-scale intelligence quotient, developmental coordination disorders, and behavioral difficulties. A propensity-score analysis was used to minimize the indication bias in the estimation of the treatment effect on outcomes. Overall, 596 of 803 pregnant individuals (73.4%) received tocolytics after preterm prelabor rupture of membranes. At the 5.5-year follow-up, 82.7% and 82.5% of the children in the tocolysis and no tocolysis groups, respectively, were alive without moderate to severe neurodevelopmental disabilities; 52.7% and 51.1%, respectively, were alive without any neurodevelopmental disabilities. After applying multiple imputations and inverse probability of treatment weighting, we found no association between the exposure to tocolytics and survival without moderate to severe neurodevelopmental disabilities (odds ratio, 0.93; 95% confidence interval, 0.55–1.60), survival without any neurodevelopmental disabilities (odds ratio, 1.02; 95% confidence interval, 0.65–1.61), or any of the other outcomes. There was no difference in the neurodevelopmental outcomes at age 5.5 years among children with and without antenatal exposure to tocolysis after preterm prelabor rupture of membranes. To date, the health benefits of tocolytics remain unproven, both in the short- and long-term. [Display omitted] [ABSTRACT FROM AUTHOR]

The presence of callous-unemotional (CU) traits designates a subgroup of antisocial youth at risk for severe, aggressive, and stable conduct problems. As a result, these traits should be considered as part of the criteria for conduct disorder. The present study tests 2 possible symptom sets (4- and 9-item criteria sets) of CU traits that could be used in diagnostic classification, assessed using self-report with a sample of 643 incarcerated adolescent (M age = 16.50, SD = 1.63 years) boys (n = 493) and girls (n = 150). Item response theory analysis was employed to examine the unique characteristics of each criterion comprising the 2 sets to determine their clinical utility. Results indicated that most items comprising the measure of CU traits demonstrated adequate psychometric properties. Whereas the 9-item criteria set provided more information and was internally consistent, the briefer 4-item set was equally effective at identifying youth at-risk for poor outcomes associated with the broader CU construct. Supporting the clinical utility of the criteria sets, incarcerated boys and girls who endorsed high levels of CU symptoms across criteria sets were particularly at-risk for proactive aggression and violent delinquency.

This study examined the relationships of trauma exposure and control beliefs with posttraumatic growth (PTG) in a sample of adolescent survivors of the Wenchuan earthquake (Time 1 n = 788, Time 2 n = 243). Results suggested that two aspects of exposure severity (indirect exposure and worry about others) had significantly positive associations with concurrently measured PTG, but only indirect exposure was significantly correlated with changes in PTG from Time 1 to Time 2. Primary and secondary control beliefs were also found to be significantly correlated with concurrently measured PTG, but only secondary control beliefs were significantly associated with changes in PTG. In addition, primary control beliefs moderated the association between worry about others and concurrently measured PTG as well as changes in PTG. These results are discussed in terms of their implications for psychological service providers to adolescents who have had traumatic experiences. © 2013 American Psychological Association.

Anxiety is the main manifestation of stress in competitive sport. This study evaluates anxiety control in school-age sport, according to gender, age, type of sport (individual / team) and sports modality. The research follows a descriptive quantitative methodology, using a survey. The sample was composed of 816 young athletes aged between 12 and 18 (411 men and 405 women), who practise different individual and team sports in Castilla-La Mancha (Spain). The sample size was calculated taking several aspects into consideration: the population is infinite; the population variance was calculated according to the worst-case scenario where “P” and “Q” are equal with 50% each; and the confidence interval was 95.5%, with a margin of error of ± 3.5%. The questionnaire used was Psychological Characteristics related to Sports Performance (CPRD). The results show statistically significant differences in relation to gender, since men have greater anxiety control. No statistically significant differences appear in relation to age, type of sport (individual / team) and sports modality. Likewise, correlations are evident with other relevant psychological dimensions such as motivation, influence of performance evaluation and mental ability, with the exception of team cohesion. Prevention measures should be implemented by coaches / educators, parents and young athletes, in order to strengthen their levels of self-confidence and simultaneously reduce the levels of anxiety generated in school-age sports.

Background: The aim of this study was to evaluate the role of early Emotional Dysregulation (ED) at preschool age as a risk factor or predictor of later media use behavior and Gaming Disorder (GD) in school age.Methods: 80 patients (63.7% male; mean age = 4.2, SD = 1.23) who had attended a special outpatient program for preschoolers at measuring point time t1 were contacted at measuring point time t2 (mean age = 9.2, SD = 2.03). At t1, the comprehensive clinical assessment comprised Child Behavior Checklist—Dysregulation Profile (CBCL-DP). At t2, parents completed a questionnaire on their children's media availability, usage times, and GD.Results: ED predicts a more intense use of digital media in the future. The daily average screen-use time at t2 varies significantly between the groups (148 min for children with ED at t1 and 85 min for children without ED at t1). The intensity of media use can be considered a significant predictor for the presence of a GD in dimensional assessment. When GD is classified categorically, according to the DSM-5 criteria, there is no significant correlation between ED and later GD diagnosis, neither between screen-use time and GD diagnosis. However, at dimensional level, preschool children with ED show significantly higher GD symptom scores at 9 years of age.Conclusion: ED at preschool age is strongly associated with time spent video gaming and GD symptoms 5 years later. Our results strongly indicate that emotion dysregulation in preschool children is a risk factor for later problematic video game playing behavior. This strengthens the concept of ED in the etiology of media use and provides potential targets for early GD prevention.

Background: The aim of this study was to evaluate the role of early Emotional Dysregulation (ED) at preschool age as a risk factor or predictor of later media use behavior and Gaming Disorder (GD) in school age. Methods: 80 patients (63.7% male; mean age = 4.2, SD = 1.23) who had attended a special outpatient program for preschoolers at measuring point time t1 were contacted at measuring point time t2 (mean age = 9.2, SD = 2.03). At t1, the comprehensive clinical assessment comprised Child Behavior Checklist—Dysregulation Profile (CBCL-DP). At t2, parents completed a questionnaire on their children's media availability, usage times, and GD. Results: ED predicts a more intense use of digital media in the future. The daily average screen-use time at t2 varies significantly between the groups (148 min for children with ED at t1 and 85 min for children without ED at t1). The intensity of media use can be considered a significant predictor for the presence of a GD in dimensional assessment. When GD is classified categorically, according to the DSM-5 criteria, there is no significant correlation between ED and later GD diagnosis, neither between screen-use time and GD diagnosis. However, at dimensional level, preschool children with ED show significantly higher GD symptom scores at 9 years of age. Conclusion: ED at preschool age is strongly associated with time spent video gaming and GD symptoms 5 years later. Our results strongly indicate that emotion dysregulation in preschool children is a risk factor for later problematic video game playing behavior. This strengthens the concept of ED in the etiology of media use and provides potential targets for early GD prevention. [ABSTRACT FROM AUTHOR]

Background and Objectives: One of the speech disorders of school age children is stuttering. It has a great impact on communication and self-esteem in these children. There have not been many studies on the efficacy of treatment programs, especially the Lidcomb treatment program, on the severity of stuttering in school-age children. The aim of this study was to evaluate the effectiveness of the Lidcomb treatment program on stuttering in school-age children. Subjects and Methods In this study, 15 children aged 7-11 years with stuttering were administered the Lidcomb treatment. Severity of stuttering was measured in three positions: the beginning of the study, at the end of the first phase and the end of the second phase of the Lidcomb program. Analysis of variance was performed with the SPSS software. Results Comparison of the results showed a significant decrease in stuttering severity in school-age children following the implementation of the Lidcomb program (P=0.000). Conclusion The Lidcomb treatment program is a structured and targeted program that can be effective in reducing stuttering in school-age children. [ABSTRACT FROM AUTHOR]

Physical urticaria is a heterogeneous group of inducible conditions in which symptoms are induced by exogenous physical triggers, such as cold, water, heat, and mechanical stimuli, acting on the skin. A nine-year-old male patient presented with complaints of erythema, itching, and a small urticarial rash on his skin after contact with water. His complaints started six months ago. Regardless of the temperature and water source, her symptoms emerged during hand and face washing and shower/bath. In addition, the patient had erythema, itching, and small urticarial rashes in the areas of the body where tears and sweat came in contact. His complaints were not triggered by other conditions such as exercise, temperature rise, stress or, cold. There were no individuals similar complaints in his family. No abnormalities were seen in laboratory tests. The patient was diagnosed with aquagenic urticaria after a history and water provocation test. After one month of antihistamine and liquid vaseline treatments, the patient's complaints were significantly reduced. [ABSTRACT FROM AUTHOR]

Aim: Prematurity has been shown to affect social competence in children and adults. Our aim was to evaluate profiles of self‐reported social behaviours and loneliness in preterm‐ and term‐born adolescents. Methods: Preterm (≤1500 g and, or, <32 gestational weeks)‐ and term‐born infants were recruited in Turku University Hospital from 2001 to 2006. The Multisource Assessment of Children's Social Competence Scale and the Peer Network and Dyadic Loneliness Scale were completed at the age of 11. Profiles of social competence and loneliness were labelled as low, average or high. Results: A total of 172 preterm‐born and 134 term‐born adolescents returned the questionnaires. Most frequently, preterm adolescents reported a profile of average social competence and average levels of loneliness. Preterm‐born boys reported a profile of low social functioning less often (preterm‐born 36% vs. term‐born 54%), and preterm‐born girls reported a profile of high social functioning less frequently (preterm‐born 26% vs. term‐born 37%) than same‐sex controls. Sex differences in social functioning profiles were smaller in preterm than term‐born adolescents. Conclusion: The majority of young adolescents born preterm reported a high or average social functioning profile irrespective of sex. Prematurity seems to level out differences between the sexes. [ABSTRACT FROM AUTHOR]

This prospective longitudinal study examined how maternal prenatal substance use disorder (SUD) and early mother–infant interaction quality are associated with child social cognition (emotion recognition and mentalization) at school age. A sample of 52 poly‐substance‐using mothers receiving early interventions and 50 non‐users, along with their children, was followed from pregnancy to school age. First‐year mother–infant interaction quality was measured with EA scales. At school age, child facial emotion recognition was measured with DANVA and mentalization with LEAS‐C. SUD group children did not differ from comparison children in social cognition, but higher severity of maternal prenatal addiction predicted emotion recognition problems. High early mother–infant interaction quality predicted better emotion recognition and mentalization, and mother–infant interaction quality mediated the effect of prenatal SUD on emotion recognition. The results highlight the need for early treatments targeting both parenting and addiction, as well as long‐term developmental support for these children. Highlights: We examined how mother's prenatal substance use disorder (SUD) and early mother–infant interaction predict child social cognition at school age.Questionnaires, observational and computer tasks were used. Maternal prenatal addiction severity and early parenting problems predicted problematic child social cognition.Early interventions should simultaneously target addiction and parenting. Attention should also be paid to the long‐term developmental support of children. [ABSTRACT FROM AUTHOR]

The present study takes a motivational perspective that views youths' educational and career engagement as influential and potentially competing for the same motivational resources in the transition to adulthood. We investigated whether motivational engagement with educational and career goals in the year after high-school graduation was differentially associated with educational, career-related and subjective well-being outcomes 2 and 4 years after school graduation. Our longitudinal study of a multi-ethnic sample of Los Angeles high-school graduates followed participants 2 years (N = 561; 61.5 % female) and 4 years (N = 364; 59.8 % female) after high school graduation. The findings indicate that motivational engagement with educational goals after high school graduation predicted educational attainments and psychological well-being at follow-up 2 and 4 years after graduation, and occupational progress at 4 years after graduation. Work hours assessed shortly after high school graduation were associated with poorer educational outcomes both at 2 and 4 years after high school. Occupational goal engagement was not associated with better outcomes, but predicted less educational attainment 4 years after graduating. Thus, educational goal engagement predicted favorable outcomes, whereas career-related goal engagement for the most part was neutral with some select associations with negative educational outcomes. A strong motivational commitment to educational goals, but not to career goals, is an important component of a successful transition to adulthood.

Objective: The purpose of this study was to assess major neurodevelopmental aspects of children conceived by assisted reproductive treatments compared to spontaneously conceived children during the early school years. Material & Methods: In this follow-up study, mothers of 358 children born following assisted reproductive treatments and 401 spontaneouslyconceived children were interviewed by telephone regarding their children's health and development, when the children were 7-8 years old. The main outcomes were maternal responses to 4 questionnaires: Developmental Coordination Disorder Questionnaire, Short Sensory Profile, Autism Spectrum Screening Questionnaire, and the Attention-deficit hyperactive disorder (ADHD) Child Symptom Inventory-4 subscale. Mothers reported diagnoses of ADHD and autism spectrum disorder. Results: No significant differences were found between the groups in Developmental Coordination Disorder Questionnaire or Short Sensory Profile scores upon univariate or multivariable analyses. There was a slightly higher but nonsignificant rate of diagnosed ADHD among children in the assisted reproductive treatment group (9.6% vs 5.5%; P < .18); on multivariable analysis, a nonsignificant increase in ADHD was also found for assisted reproductive treatment children (hazard ratio 1.45, 95% confidence interval 0.81-2.61). Regarding the Child Symptom Inventory-4 criteria for ADHD among the children who had never been diagnosed, there was also a slightly higher but nonsignificant rate among the assisted reproductive treatments compared to spontaneously-conceived children on univariate (2.4% vs 1.8%; P < .50) and multivariable analysis (odds ratio 0.88, 95% confidence interval 0.27-2.86). Autism spectrum disorder diagnosis or Autism Spectrum Screening Questionnaire scores were not significantly different; however, 5 of the 6 children with autism spectrum disorder diagnoses were in the assisted reproductive treatment group. Conclusions: Neurodevelopmental measures were similar in both groups, although nonconclusive regarding ADHD and autism spectrum disorder risk. These findings contribute to the knowledge regarding long-term assisted reproductive treatment outcomes. [ABSTRACT FROM AUTHOR]

Cultural factors influence the development of all children. Yet, current knowledge of explicit cultural socialization processes in childhood remains limited, mainly by failing to incorporate the experiences of young children. To address this critical gap, the authors introduce the OMERS-Peds task, an observational measurement designed to systematically identify and compare the content of cultural messages passed down from caregivers to offspring during early school age years. The OMERS-Peds was administered to mothers and children (n = 275) from three diverse racial/ethnic backgrounds (African American (n = 153), Hispanic (n = 61), and non-Hispanic White (n = 61)) within the longitudinal Multidimensional Assessment of Preschoolers (MAPS) Study. The OMERS-Peds coding system was used to rate how strongly families endorsed 5 key constructs: family culture, religion, identity, ethnicity, and race. A series of χ2 statistic tests were used to compare scores across racial/ethnic backgrounds, and within families (between children and their mothers). Analyses revealed that in the cultural socialization conversations occurring in early childhood, parents and children prioritize talking about their family's culture and religion. Independent of their racial/ethnic backgrounds, mothers and children seldom discussed race and ethnicity. Contrary to research with older children, differences were mainly identified within families, rather than across racial/ethnic groups. Findings support the need to include children's perspectives in the assessments of cultural socialization, as opposed to relying primarily on parent reports, and highlight the importance of having an observational methodology that allows researchers to examine parent-child bidirectional interactions during early school age years in a systematic manner. (PsycInfo Database Record (c) 2021 APA, all rights reserved). [ABSTRACT FROM AUTHOR]

Aim: Evidence based on studies of the encoding genes suggests that interleukin‐1 receptor‐associated kinase‐4 (IRAK4) plays a role in childhood asthma and allergy. Our aim was to evaluate the associations of six IRAK4 gene polymorphisms with presence of asthma and allergic rhinitis and use of inhaled corticosteroids (ICSs) for asthma at 5‐7 and 11‐13 years of ages after hospitalisation for bronchiolitis at younger than 6 months of age. Methods: IRAK4 rs4251513, rs4251520, rs4251522, rs4251578, rs79154645 and rs13852554 polymorphisms were determined in 141 former bronchiolitis patients prospectively followed up until 5‐7 and in 125 children until 11‐13 years of age. Results: The homozygous variant IRAK4 rs4251513 genotype was associated with the presence of asthma and allergic rhinitis and use of ICSs at 5‐7 and 11‐13 years of ages in univariate analyses. Statistical significance remained for the presence of asthma and use of ICSs but was lost in the case of allergic rhinitis in multivariate analyses. The adjusted odds ratios were 3.48 and 4.16 for asthma and 5.22 and 14.00 for ICS use at these two ages. Conclusion: The homozygous variant IRAK4 rs4251513 genotype was constantly associated with post‐bronchiolitis asthma and asthma medication in school‐aged children. [ABSTRACT FROM AUTHOR]

Background. The prevalence of obesity in childhood is increasing all over the world and the World Health Organization (WHO) regards obesity as one of the most important public health problems. The aim of our study was to investigate the changes in body mass index (BMI) in children between 6 and 11 years of age and to evaluate the factors affecting this change in two different schools. Methods. We conducted a cross-sectional epidemiological study between January and March 2016 in two different schools. School age children from two different ages (6 and 11 years) participated in the study. Children's sociodemographic characteristics and daily habits were evaluated by a questionnaire. Weight, height, body fat ratio were measured. Results. Of all 495 students, 270 were in the 6-year old group. According to BMI classification 21.2% of students were overweight and 14.5% obese. From 6 to 11 years of age percentages of overweight and obese students increased slightly (1%). The mean daily screen time was high among overweight and obese students (p<0.05). The obesity rate (15.9%) was higher in public school, than in private school (6%). There was an obesogenic environment in the public school; sport facilities were limited, there was a canteen selling junk food and fizzy drink, but there was no free drinking water. Screen times of 11 year-old students were longer, and regular breakfast rates were lower than those of 6 year-old group (p<0.05). Conclusions. In our study prevalence of obesity was 14.5%, and overweight was 21.2%. According to our findings obesogenic environment seemed to be a contributing factor of obesity. Screen time should also be considered in attempts to prevent obesity. [ABSTRACT FROM AUTHOR]

Background Nephrotic syndrome (NS) is a major chronic renal problem among children. The psychological aspect is highly important because children with chronic diseases may have low self-concept and a distorted body image. Aim The aim was to assess self-concept among school-age children with NS. Participants and methods A descriptive exploratory research design was used. The study was conducted at the outpatient nephrology clinic and two Inpatient Medicine Units at Al-Mounira Pediatric, Cairo University Hospital. A purposive sample of 50 school-age children with NS (15 from inpatient and 35 from outpatient clinic) was recruited. A structured interview questionnaire and children's self-concept scale were used. Results More than three-quarters of children aged 8 to less than 10 years had low selfconcept. More than half of the children had learning difficulties and behavioral changes, whereas more than one-third had body changes and nearly half had problems with their parents. Regarding total self-concept, nearly three-quarters and more than half of the children had low self-concept regarding total school and family experiences, respectively, whereas less than three-quarters of the children had medium self-concept regarding total experiences with friends. Parenting problems, learning difficulties, and female sex were the major factors affecting children's total self-concept. Conclusion Self-concept regarding total school and family experiences was negatively affected than total friends' experiences among school-age children with NS. Recommendations Psychological interventions should be available for children with NS along different disease stages to enhance their self-concept. Replication on a larger sample and different settings to generalize the results is needed. [ABSTRACT FROM AUTHOR]

The neural underpinnings of sensory processing differences in autism remain poorly understood. This prospective magnetoencephalography (MEG) study investigates whether children with autism show atypical cortical activity in the primary somatosensory cortex (S1) in comparison with matched controls. Tactile stimuli were clearly detectable, and painless taps were applied to the distal phalanx of the second (D2) and third (D3) fingers of the right and left hands. Three tactile paradigms were administered: an oddball paradigm (standard taps to D3 at an interstimulus interval (ISI) of 0.33 and deviant taps to D2 with ISI ranging from 1.32 s to 1.64 s); a slow-rate paradigm (D2) with an ISI matching the deviant taps in the oddball paradigm; and a fast-rate paradigm (D2) with an ISI matching the standard taps in the oddball. Study subjects were boys (age 7-11 years) with and without autism disorder. Sensory behavior was quantified using the Sensory Profile questionnaire. Boys with autism exhibited smaller amplitude left hemisphere S1 response to slow and deviant stimuli during the right-hand paradigms. In post-hoc analysis, tactile behavior directly correlated with the amplitude of cortical response. Consequently, the children were re-categorized by degree of parent-report tactile sensitivity. This regrouping created a more robust distinction between the groups with amplitude diminution in the left and right hemispheres and latency prolongation in the right hemisphere in the deviant and slow-rate paradigms for the affected children. This study suggests that children with autism have early differences in somatosensory processing, which likely influence later stages of cortical activity from integration to motor response.

Introduction: The purpose of the study was to assess the levels of motor coordination among 11- and 12-year-old Slovak school-aged children and to determine differences in motor coordination levels between the Slovak and Portuguese school-based populations. Methods: To assess motor coordination, we administered the standardized KTK (Körperkoordinations für Kinder) test battery, which allows complex evaluation of coordination abilities. The level of parameters studied was expressed using mathematical and statistical characteristics of median (Mdn), arithmetic average (M) and standard deviation (SD). Statistically significant differences between boys and girls in parameters of motor coordination were determined at p

Purpose of the study: to determine the clinical significance of Zn deficiency based on the 14-year prospective study of children with different levels of zinc at birth. Patients and methods. Pregnant women and their newborns (n = 316) were screened for serum Zn levels. A total of 146 motherchild pairs were followed-up during the year, of which 102 children were followed-up for up to 14 years. Results. The study showed that the prevalence of zinc deficiency in the women followed-up was as follows: 77% in pregnant women, 80% in newborns. 94% of children with Zn deficiency at birth demonstrated zinc deficiency even at school age. There is a correlation between the serum Zn level in children and their mothers both during the newborn period and at school age (r = 0.38), with p

Although a significant part of Serbian language education in schools is devoted to the study of literary texts, an overview of the relevant literature on the subject points to a lack of research into students' attitudes to literature, the correlates of these attitudes, and the effects of school curricula on students' behavior. The aim of our study was to explore the latent structure of the construct of affinity for literature, as well as to determine how it relates to students' gender and personality traits. The survey sample consisted of 544 5th to 8th grade students (60.3% female), aged 11-15, in primary schools in the Serbian autonomous province of Vojvodina. The students were asked to complete the Affinity for Literature Questionnaire for children (UPK-D) and the short version of The Big Five Plus Two Questionnaire (VP+2) for children. The results indicate the adequacy of the questionnaire's bifactoral solution, with three correlated factors (Lack of Interest, In-Depth Reading and Immersion in the Text) and one general factor. In addition, the study points out the specific constellation of the relationship between the questionnaire and personality traits, age differences in favor of older students, and gender differences in favor of girls. The UPK-D questionnaire was found to be an adequate and valid instrument for use with primary school students, and can therefore be used by teachers, psychologists and educationalists in advisory work with students from vulnerable groups.

Objective To study the intelligence structure and clinical features of children with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Methods A retrospective analysis was performed on 88 school-age children with ADHD. According to the presence or absence of SLD, they were divided into two groups: simple ADHD group with 45 children and ADHD+SLD group with 43 children. Intelligence structure and clinical features were compared between the two groups. Results Compared with the simple ADHD group, the ADHD+SLD group had significantly lower verbal intelligence quotient (VIQ), performance intelligence quotient (PIQ), and full intelligence quotient (FIQ) (P<0.05), significantly lower scores of VIQ factors (including information, similarities, arithmetic, and recitation) (P<0.05), and significantly lower scores of PIQ factors (including picture completion, picture arrangement, block design, and object assembly) (P<0.05). The development of SLD was negatively correlated with FIQ, VIQ, and PIQ. It was also negatively correlated with the scores of intelligence structure factors (including information, similarities, arithmetic, recitation, picture completion, picture arrangement, block design, and object assembly) (P<0.05). Conclusions Children with ADHD and SLD have poorer FIQ, VIQ, and PIQ than those with ADHD alone, which mainly manifests as the weak abilities of most intelligence structure factors. It is necessary to pay attention to the management and intervention of SLD in schoolage children with ADHD. [ABSTRACT FROM AUTHOR]

There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to assessment and intervention approaches used when working with children who are D/dhh. Survey responses from speech-language pathologists (n = 80) and teachers of the deaf (n = 94) indicated that the majority of respondents perceive PA to be important to literacy instruction with children who are deaf or hard of hearing. Notably there was a significantly higher average PA importance rating for literacy instruction with children with typical hearing than the PA importance rating for children who were D/dhh. There was wide variability in reported PA assessment and intervention practices. Participants reported using some assessments that included explicit items or subtests for PA including the following: Clinical Evaluation of Language Fundamentals, Comprehensive Test of Phonological Processing, and the Dynamic Indicators of Basic Early Literacy Skills. There was not general consensus on a particular instructional method or approach to support literacy development. [ABSTRACT FROM AUTHOR]

The importance and social availability of sport in Spain is presented as a cultural space in which pleasures and dreams are placed. Football occupies a privileged place in the media in a meaningful way, which converges with the consolidation of extracurricular activities and involves elementary schools in a specific way of understanding competition, the management of free time and endemic language at schools. This study uses an ethnographic design, where 21 interviews with teachers and 207 participant observation sessions were held with 101 schoolchildren (96 boys and five girls) who play on 10 school football teams, along with their relatives, friends and coaches as educational referents. The most salient results reveal a monopolization of school free-time spaces through the practice of football, which entails exclusionary microsocial processes if a child does not share the hobby or skills, a one-way media referentiality and children's use of a sports jargon steeped in technicalities and vulgarisms acquired by linguistic immersion. The study concludes with an appeal to the need to adapt adult mediation to the particularities of children's understanding of sports, since the media management of the sport reflects mercantile interests with no educational value or overlap with the curriculum. [ABSTRACT FROM AUTHOR]

Aim of this study was to analyze the influence of early attachment relationships on the development of cognitive processes concerning moral disengagement and how the latter can represent a mediation variable with aggressive behaviors, with particular reference to the phenomenon of bullying comparing bullies, victims and non-involved. Participants were 199 children, 106 males and 93 females aged between 8 and 11 years (M = 9.39, SD = 0.91), attending the third, fourth and fifth grade classes, in which the presence of bullies, victims and non-involved was detected. Instruments administered were: Peer Nomination (Menesini, 2003) for the roles of bullies, victims and non-involved; the Moral Disengagement Scale for Bullying as for the measurement of the moral disengagement (Gini & Caravita, 2013); and the Separation Anxiety Test (SAT) for the measurement of the mental models of attachment (Attili, 2001). Teachers assessed behavioral patterns by Social Emotional Dimension Scales, SEDS (Ianes & Savelli, 1994). The overall results highlight moral disengagement represents a mediator between insecure attachment and aggressive behavior. In the comparison between bullies, victims and non-involved, the former are not only more frequently insecure, but also report higher scores in moral disengagement and are evaluated as more aggressive by teachers. [ABSTRACT FROM AUTHOR]