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Adolescence is a crucial period for the development of the sexual self-concept. While existing research shows that adolescents' sexual self-concept varies, few studies have examined its relation with psychosocial competencies such as the general self-concept, interpersonal skills, and self-control capacities. The objective of this study was to examine the association between dimensions of the sexual self-concept (sexual self- and body esteem, self-efficacy, and anxiety) and psychosocial competencies among Canadian adolescents. Self-reported data from 1584 adolescents aged between 14 and 18 years (49.7% girls) were analyzed using path analysis. Results show that adolescents whose general self-concept was characterized by more internally consistent self-beliefs and greater self-worth, and who perceived their interpersonal skills as more developed, displayed higher sexual self- and body esteem, higher sexual self-efficacy, and lower sexual anxiety. Self-control capacities were positively correlated with sexual body-esteem and negatively correlated with sexual anxiety. These associations were, however, minimal and, when significant, exhibited a counterintuitive relationship with the sexual self-concept in the path model. Age, gender and sexual experience did not moderate these associations. Findings from the study highlight the need to pursue research on the interface between sexuality and psychosocial functioning to increase current understanding of adolescent development. [ABSTRACT FROM AUTHOR]

Police presence has increased in schools; however, little is known about the effects of positive police presence on academic or social-emotional outcomes in elementary students, even though their role often includes education and mentorship in addition to law enforcement. Results found that this is a recent area of interest with all articles published in 2019 or later and limited to studies conducted in the United States. Included studies provided limited demographic detail. Related to the specific areas of focus, no studies examined academic outcomes; social-emotional outcomes focused on feelings of safety or student empowerment; there were mixed findings on perceptions of safety; and relationships required intentional work. Over half of the studies included data from across grade levels, making it difficult to isolate findings specific to elementary students. Continued work in this area is necessary to fully understand the positive impact of police presence in elementary schools. [ABSTRACT FROM AUTHOR]

Although the concept of gender role conflict has advanced contemporary research on the psychology of men and masculinities, there has been little exploration of gender role conflict within clinical samples of men. Consequently, variable- and person-oriented approaches to the analysis of data collected from a racially and ethnically diverse sample of 224 fathers living in southern New England were used to document differences in gender role conflict when fathers with an opioid use disorder were compared with fathers living in the same community without an alcohol or drug use disorder. Analyses of covariance indicated that, after allowance for demographic characteristics, the clinical group reported significantly more concern about restrictive emotionality and restrictive affectionate behavior between men. Cluster analysis indicated that there were five potentially meaningful profiles of gender role conflict among the fathers. Multinomial logistic analysis examining assignment to clusters representing more versus less concern showed that, after allowance for demographic characteristics, the odds were much greater that the fathers in the clinical group were assigned to clusters reflecting more concern about gender role conflict. The results highlight ways internalization of masculinities emphasizing constriction of emotional expression and interpersonal relations may represent risk for opioid addiction, and they illustrate how documentation of differences in masculine constructs may inform gender-sensitive parent intervention pursued with fathers in clinical and community contexts. Public Significance Statement: Opioid addiction is a serious public health problem that affects men more than women during early to middle adulthood when most men first become a father. When compared with other fathers in two different statistical analyses, fathers receiving treatment for an opioid addiction demonstrated important differences in gender role conflict. The results highlight ways concepts like gender role conflict drawn from the contemporary study of masculinities may inform the psychological assessment and treatment of fathers struggling with an opioid addiction and other behavioral health problems. [ABSTRACT FROM AUTHOR]

Evidence shows that fathers have an important role in child development, but few studies explore this influence in the Latin American context. This study aimed to contribute to bridge this gap by analyzing in a Peruvian urban, mainly middle socioeconomic sample, the associations between different dimensions of father engagement (i.e., interaction in direct care, teaching/discipline, and play activities) and children's social adjustment (i.e., social competence, anxiety-withdrawal and anger-aggression) during the preschool years, while controlling for child's age and parents' education, and testing the interaction effects between father's engagement and child's gender. Two hundred three 2-parent families with preschool children (M = 52.82, SD = 10.06; 57.63% were girls) participated in the study. Multiple ordinary least squares regression models were conducted. Only for social competence, an interaction between father's engagement in direct care and child's gender (boys) was found. These results contribute to highlight the importance of fathers in domains traditionally associated with mothers in a Latin American context. Public Significance Statement: Studies examining fathers' caregiving activities and the impact of father's behavior on child development in Peru are limited. This study shows that mothers continue to assume most of the caregiving tasks. Nonetheless, our findings also show that when fathers take a more active role in childcare with their sons, this is positively associated with their social competence. These results contribute to support the development of policies and programs aiming to actively include fathers in childcare, in sociocultural contexts where traditional gender roles are still prevalent. It also highlights the need to study fatherhood embedded in the sociocultural context. [ABSTRACT FROM AUTHOR]

Since the pioneering work by Moeller, Szabo, and Bullock, weakly electric fish have served as a valuable model for investigating spatial and social cognitive abilities in a vertebrate taxon usually less accessible than mammals or other terrestrial vertebrates. These fish, through their electric organ, generate low-intensity electric fields to navigate and interact with conspecifics, even in complete darkness. The brown ghost knifefish is appealing as a study subject due to a rich electric 'vocabulary', made by individually variable and sex-specific electric signals. These are mainly characterized by brief frequency modulations of the oscillating dipole moment continuously generated by their electric organ, and are known as chirps. Different types of chirps are believed to convey specific and behaviorally salient information, serving as behavioral readouts for different internal states during behavioral observations. Despite the success of this model in neuroethology over the past seven decades, the code to decipher their electric communication remains unknown. To this aim, in this study we re-evaluate the correlations between signals and behavior offering an alternative, and possibly complementary, explanation for why these freshwater bottom dwellers emit electric chirps. By uncovering correlations among chirping, electric field geometry, and detectability in enriched environments, we present evidence for a previously unexplored role of chirps as specialized self-directed signals, enhancing conspecific electrolocation during social encounters. [ABSTRACT FROM AUTHOR]

Objective: Limited research exists on the simultaneous effects of family functioning, social competence, and social support on the well-being and depression, anxiety, and stress of college students and the power of these effects. We examined these predictors in two models to determine each variable's impact on students' mental health. Participants: From October 2018 to November 2018, 726 students from 18 institutions of varying sizes across the United States participated in an online survey. Methods: Stratified random sampling with institution size and setting as the strata; descriptive statistics, Pearson correlation, and multiple linear regression to test study hypotheses. Results: Variables predicted mental well-being and symptoms across both models, with social competence being the largest predictor, followed by perceived social support and family functioning. Conclusions: Practitioners should consider the impact of social influences on student mental health and design interventions to strengthen social competence and support. [ABSTRACT FROM AUTHOR]

Background: Migraine is a common primary headache disorder, less frequently affecting men than women, and often regarded as predominantly a "women's disease." Despite this, migraine in men presents with unique characteristics in terms of symptoms, treatment responses, comorbidities, and pain perception. Historically, research has focused more on migraine in women, overlooking critical male-specific aspects. Results: This review delves into the epidemiology, clinical presentation, and particular challenges of diagnosing and managing migraine in men. It addresses sex-specific triggers, hormonal influences, and comorbid conditions affecting migraine prevalence and severity in men. Additionally, the review evaluates current therapeutic strategies, underscoring the necessity for individualized approaches. Men with migraine often exhibit atypical symptoms compared to the ICHD-3 criteria and are less likely to report common associated symptoms. They also tend to have fewer psychological comorbidities, respond more favorably to pharmacological treatments, yet are less likely to seek medical support. The reasons for these sex disparities are complex, involving biological, psychosocial, and cultural factors, such as brain structural differences, differences in functional responses to painful stimuli, hormonal effects, and behavioral influences like adherence to masculine norms and stigma. Conclusion: Men are underrepresented in clinical migraine research. In contrast, preclinical studies often focus solely in male animals as a result of various misconceptions. This disparity necessitates greater focus on sex-specific aspects of migraine to enhance diagnosis, treatment, and research. Addressing stigma, increasing healthcare access, and ensuring balanced sex and gender representation in future studies is crucial for a comprehensive understanding and effective management of migraine for all patients. [ABSTRACT FROM AUTHOR]

Background: Research has demonstrated a positive correlation between higher social skills and improved performance in social interactions among students. Recently, mindfulness interventions, encompassing elements such as self-discipline and present moment awareness, have garnered attention for their potential to enhance mental processes, sensitivity, openness, and receptivity. Conversely, play therapy, characterized by enjoyable physical and mental activities, has been linked to increased social skills and creativity. However, there exists a research gap regarding play therapy based on mindfulness to enhance self-respect in the studied society. Aims: This study aims to compare the effectiveness of mindfulness-based and game-based education on the social skills and creativity of primary school students in Garmsar City. Methods: This research employed a semi-experimental design involving pre-tests, post-tests, and a one-month follow-up. The statistical population comprised all primary school students in Garmsar City (7620 individuals) during the academic year 2022-2021. Participants were divided into three groups of 15 individuals each through purposeful sampling based on specified criteria. Matson's social skill questionnaire (1983) (TTCI) and Torrance's creativity questionnaire were utilized. Two experimental groups underwent an 8-session play therapy protocol (Johnson and Parson, 2023) and a mindfulness protocol (Siegal et al., 2002), respectively. Hypothesis testing employed a Multivariate Analysis of Variance test conducted using SPSS22 statistical software. Results: The findings indicated a significant difference between the post-test results of the experimental and control groups in students' social skills and creativity after controlling for pre-test effects. This suggests that both mindfulness and play therapy interventions led to improvements in social skills and creativity among students (p< 0.001). Conclusion: This study concludes that mindfulness and play therapy can positively influence students' social skills and creativity. Future research is recommended to utilize larger samples and diverse research groups for further exploration. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, many lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth lived with family members in forced togetherness. Using the Texas Queer Youth COVID Study, a longitudinal qualitative study of 26 LGBTQ youth in Texas, we argue that the social conditions of the COVID-19 pandemic impacted relationships between LGBTQ youth and their family in dynamic ways, including cultivating intimacy and magnifying new or existing conflicts. LGBTQ youth could not use their preferred strategies of avoidance to handle relatives' conservative pandemic politics and conspiracy theories. For Latinx LGBTQ youth, the intensified familism required during the shelter-in-place of the pandemic cultivated more intimacy but also became a justification for distance for youth trying to avoid homophobic relatives. These findings contribute to the study of LGBTQ youth and family relations, along with the impact of social isolation on family life. [ABSTRACT FROM AUTHOR]

ABSTRACT: Introduction: Hearing amplification devices provide ample auditory input that can help to decrease the cognitive strain caused by hearing loss. Depending on the kind and severity of hearing loss, using hearing aids has variable effects on auditory working memory. This study looked into the auditory working memory capacity after using hearing aids for more than 6 months. Method: Sixty individuals of a mean age of 53.4 ± 6.07 years with severe to profound hearing loss in the age range of 40–60 years participated. Out of them, 30 individuals with a mean age of 53.5 ± 6.7 were using digital hearing aids and another 30 individuals with a mean age of 53.3 ± 5.4 years were not using a hearing aid. Forward and backward digit span task (DST) and Mini-Mental Status Examination (MMSE) were investigated to estimate the auditory working memory capacity. Results: Mean MMSE scores of those individuals with severe to profound hearing loss (53.3 ± 5.43) using (HAU) a hearing aid (25.7 ± 2.97) and individuals not using (NHAU) a hearing aid (22.1 ± 5.11) were compared across each other. The result revealed that the mean MMSE score of HAU was significantly higher than the mean score of NHAU. The mean DST (forward, backward, and total) score of HAU (6.40 ± 1.47) was cosiderably higher than the mean score of NHAU (5.33 ± 1.12). Conclusion: Results showed that mean MMSE and DST scores were higher in the HAU category, but when compared across the gender, no statistical differences were observed. The change in auditory working memory and other cognitive abilities were attributed to the usage duration of the hearing aids. [ABSTRACT FROM AUTHOR]

Rationale: Preclinical studies report that drug use and social contact mutually influence the reinforcing effects of one another. Most of these studies have used same-sex dyads exclusively, and the role of factors related to biological sex and hormonal fluctuations are not well understood. Objectives: The purpose of this study was to examine the reinforcing effects of cocaine and social contact with an opposite-sex partner in male and female rats, and how these effects are modulated by ovarian hormones. Methods: Male and female rats were trained in a nonexclusive choice procedure in which cocaine and social contact with an opposite-sex partner were simultaneously available on concurrent progressive ratio schedules of reinforcement. To examine the effects of ovarian hormones related to estrous cycling, Experiment 1 used naturally cycling, gonadally intact females, whereas Experiment 2 used ovariectomized females, and estrus was artificially induced with exogenous hormones. Results: In both experiments, cocaine and social contact functioned as robust reinforcers, and there were no significant effects of biological sex or estrus status of the females. The positive reinforcing effects of both cocaine and social contact increased as a function of cocaine dose, indicating that contingent cocaine administration increases the reinforcing effects of social contact. Conclusions: These data suggest that cocaine use among opposite-sex partners may enhance factors that contribute to social bonding. [ABSTRACT FROM AUTHOR]

Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7 years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition. [ABSTRACT FROM AUTHOR]

For the provision of m ≥ 1 divisible public goods, relatively weak restrictions on the domain of a strategy-proof social choice function are identified that ensure that its range is bounded. Domain restrictions are also identified for which strategy-proofness implies that the range and the option sets of a social choice function are compact. To illustrate the usefulness of these results, it is shown how a theorem about generalized median voter schemes due to Barberà, Massó, and Serizawa can be established without their assumption that the range of a social choice function is compact provided that the tops of the preferences are not restricted to be finite. [ABSTRACT FROM AUTHOR]

In recent years, student engagement in high-impact educational practices (HIPs) has received significant attention from academics. However, a lack of focus persists regarding the factors responsible for its engagement. Our study utilizes the presage–process–product (3P) model of student learning and engagement to investigate the dynamics between personal and institutional elements, scrutinizing their impact on student interpersonal interaction and its subsequent engagement in HIPs. By applying a moderated mediation empirical model to a group of 2,940 Chinese undergraduates, our findings highlight the significant role of students' social and emotional skills (SES) in enhancing their engagement in HIPs, mediated by interpersonal interaction. Additionally, school support emerges as a crucial moderating factor, strengthening the effects of SES on interpersonal interaction and the indirect effect of SES on student engagement in HIPs via interpersonal interaction. Our study contributes significantly to theory by confirming students' personal characteristics (their SES) as facilitators driving their participation in HIPs. It also identifies the mechanisms and boundary conditions of this influential process, offering insights for enhancing HIP participation at both individual and institutional levels. [ABSTRACT FROM AUTHOR]

Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,' students,' and families' perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports. [ABSTRACT FROM AUTHOR]

Objectives: Older care recipients have different types of care networks, varying from spouse-only to large mixed care networks, that add to different levels of wellbeing. Applying Self-Determination Theory (SDT) to the care context, we argue that the care network composition may foster or hamper the three basic needs for wellbeing: relatedness, autonomy and competence. Method: Data are from ten observations between 1992 and 2022 of the Longitudinal Aging Study Amsterdam (N = 18,434 observations from 4,837 older Dutch adults). Five care network types are used: no care, partner, informal, formal or privately paid care. Mixed-hybrid-multilevel regression analysis of depressive symptoms as measure of wellbeing is applied on care network type and loneliness, mastery and care sufficiency as indicators of the three basic needs for wellbeing. Results: Receiving care from a partner care network is, compared to the formal care network, the most negatively associated with depressive symptoms, followed by informal care and privately paid care. Differences in care network types existed in loneliness and care sufficiency, but not in mastery, and in part explained the association between care network types and depressive symptoms. Results of between and within effects are comparable. Conclusion: Using a rich data set and advanced methodology support the hypotheses that formal care networks hamper wellbeing due to insufficient care and increased loneliness, in particular compared to partner and informal care. The role of mastery was less important, possibly because it does not measure care related level of control. [ABSTRACT FROM AUTHOR]

Objectives: Changes in personality and behavioral symptoms are a core clinical criterion for the diagnosis of dementia. This study examines the association between caregiver-rated personality traits and multiple measures of neuropsychiatric symptoms. Method: Caregivers of individuals with dementia (N = 191) or cancer (N = 137) provided premorbid and concurrent personality trait ratings using the Big Five Inventory-2. Caregivers also completed the Mild Behavioral Impairment Checklist, Neuropsychiatric Inventory Questionnaire, and Revised Memory and Behavior Problems Checklist. Results: In the combined sample, high concurrent neuroticism was associated with emotional dysregulation (r = 0.51), low agreeableness with impulse dyscontrol (r=-0.40), and low conscientiousness with decreased motivation (r=-0.42). Associations were similar across neuropsychiatric symptom scales, similar across cancer and dementia, but stronger with concurrent than premorbid personality ratings, and stronger for the individuals with mild than moderate-severe dementia. Conclusion: Personality was associated with neuropsychiatric symptoms, including with the measure for mild behavioral impairment. Personality had stronger associations when concurrently assessed, indicating that personality traits co-develop with neuropsychiatric symptoms. The associations were similar across cancer and dementia, suggesting transdiagnostic processes not limited to dementia. Neuropsychiatric symptoms are partly an expression of personality; accounting for personality traits could help with diagnosis and disease monitoring, tailoring interventions, and fostering person-centered care. [ABSTRACT FROM AUTHOR]

Objectives: This systematic review aims to advance the understanding of the complicated effects of segregation on older adults' cognition and provide guidance for future research. Method: A systematic review using the Social Determinants of Health framework to examine the relationship between segregation and cognition across the selected literature. Results: Eight papers met the criteria for inclusion. All selected studies examined the influence of living in a segregated area on older adults' cognition, covering older adults from different racial/ethnic groups. The association between segregation and cognition was found in different directions across different racial/ethnic groups. The effects can be varied depending on race/ethnicity, level of education, neighborhood socioeconomic status, or social context. Conclusion: This review identified existing gaps in understanding the relationship between segregation and cognition. Future studies should carefully adopt the segregation measures, acknowledge the varying segregation experience among different racial/ethnic groups, and consider more social determinant factors in research. [ABSTRACT FROM AUTHOR]

Inhibition and Working Memory (WM) are crucial predictors of everyday life autonomies in people with Down Syndrome (DS). We aimed to investigate the possible relationship between different levels of autonomy, inhibitory sub-components and WM in people with DS. Twenty-two adolescents and adults with DS were enrolled in the study and were assessed with tasks tapping on response inhibition, interference suppression and WM. With a questionnaire on levels of autonomy, educators evaluated the sample with DS. Considering levels of autonomy, we divided participants into two groups: one with lower levels of autonomy and one with medium-to-high levels of autonomy. Results showed differences between the two groups in WM tasks and both inhibitory dimensions. More specifically, interference suppression seems to have a major role in the acquisition of important, more structured aspects of autonomy such as shopping, behaviour on the road, communication and reading-writing skills. On the other hand, response inhibition seems to be linked to crucial aspects of learning, such as reading and writing and handling a telephone. The results are discussed in terms of possible implementation in training in clinical and educational settings. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate factors related to performance in daily activities, mobility, social/cognitive skills, and responsibility of Brazilian children/adolescents with cerebral palsy (CP). Multivariate binary logistic regression analyses were performed. A total of 190 children/adolescents participated. Most participants performed below expected in mobility, which could be explained by age, locomotion ability, and anatomical distribution of motor impairment (R2 = 0.50). Performance in daily activities (R2 = 0.44) and responsibility (R2 = 0.23) were explained by age and locomotion ability. This study contributes to understanding the factors that explain the functioning of children/adolescents with CP in Brazil, a low/middle-income country. [ABSTRACT FROM AUTHOR]

Purpose: Early language intervention is essential for children with indicators of language delay. Enhanced milieu teaching (EMT) is a naturalistic intervention that supports the language development of children with emerging language. We conducted a systematic review and meta-analysis of all qualifying singlecase and group design studies that evaluate the experimental effects of EMT on child outcomes. Method: We evaluated the risk of bias in the included studies and conducted a descriptive analysis of study quality, effect sizes, and demographics. We reviewed a total of 29 single-case and 17 group design studies in which 1,590 children participated. Results: Out of 46 studies, 39 met the What Works Clearinghouse standards without reservations, showing low levels of risk of bias. The effects were comparable when EMT was implemented alone and when it was implemented with another intervention component, and EMT was more effective when implemented by caregivers than when implemented by therapists. Most studies did not report sufficient participant demographics. Conclusions: The EMT research literature published thus far is of high study quality; the effects across studies are comparable; and the intervention has been studied via a wide range of delivery modalities, contexts, implementers, and samples. Future research could systematically examine the effects of EMT and explore these varying intervention delivery, implementer, and learner characteristics as moderators. [ABSTRACT FROM AUTHOR]

This brief paper reviews the articles in this special issue and summarizes contributions and provides suggestions for future research. [ABSTRACT FROM AUTHOR]

Social skills are critical behaviors that enable students to effectively navigate their social lives. Further, social skills function as protective factors against emotional behavior concerns and enable strong academic growth. Social skills can be developed and improved via programs implemented in schools. Students identified as gifted have long faced stereotypes as "nerds" or "geeks" with strong academic but weak social skills. Yet, there are few studies investigating the social skills of these students. Thus, we explicated the definition of social skills, their importance, and instructional approaches supported by research. Further, we utilized a national sample of students who provided self-ratings (N = 325) or were rated by teachers (N = 322) to compare the social skills and emotional behavior concerns of students identified as gifted or not gifted. Results indicated few differences with notable exceptions for teacher rated cooperation and responsibility skills. Implications for further research and practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities 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.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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.)

Historically, education has been used as a mechanism of assimilation for marginalized identities in the United States, demanding conformity to the dominant culture and society. The occupational therapy (OT) profession is not immune and must examine and understand how our educational systems have erected and maintained barriers designed to exclude people from historically minoritized communities through the lens of professional behaviors. Professionalism and professional behaviors are not well-defined constructs in OT, and there is significant variability among educational institutions in how professional behavior standards are written, communicated, and applied. There is significant inconsistency across OT educational programs in the US in how and where professional behavior standards are documented and the implications of failure to meet one or more of those standards. Research findings suggest that individuals from dominant cultures may be allowed significant leniency related to professional behaviors, which perpetuates the marginalization of and discrimination against those from non-dominant groups. This paper explores the historical use of professionalism in education and many of the required professional behaviors and social constructs that continue to be used in OT education (language, appearance, and behavior) to perpetuate demands for assimilation. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to compare the physical fitness test results of Japanese children in 2008 and 2018 to narrow the gap between life expectancy and healthy life expectancy and extend healthy life expectancy. In addition, this paper sought to explore the potential of implementing health education programs as a new social context to promote race equality and human rights in health and social care. Design/methodology/approach: This study was conducted in 2008 and 2018 in Nagano Prefecture, Japan. Physical fitness tests related to growth and development were administered to participants aged 6–17 years. Findings: Physical fitness measurements in 2018, specifically those for walking ability and endurance, were significantly inferior to those in 2008. In a gender-specific analysis, boys outperformed girls in muscle strength, muscle endurance, walking ability and endurance tests, while girls outperformed boys in the balance test. Research limitations/implications: Most of the junior and senior high school students who participated in the EO test exceeded the upper limit of 120 s, suggesting that the load of the measurement method is low and improvement is necessary. In 2018, a large variation in 6M results was observed among participants, possibly due to the differences in the level of seriousness during the 6M test. Therefore, to ensure that junior and senior high school students properly perform the EO and 6M tests, it is necessary to devise an effective method of implementation, such as changing the physical fitness test load. Originality/value: Mere health education is ineffective to address health inequalities. Addressing structural factors is essential to avoid unintended consequences such as increasing the gap between groups of people. However, one way to extend healthy life expectancy is to improve overall health, including differences in the health status of groups due to differences in region and socioeconomic status. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

There are many influences on the piano playing learning process. Research on combining it with self-regulated learning (SRL) methods has rarely been reported. This study aimed to elucidate the complex relationships between social skills, anxiety, and self-efficacy (SE) in piano learning and performance contexts. The question of whether reflection enhances SRL effectiveness was also raised. The participants included 24 Chinese piano students, who were divided into three groups and received different emotional interventions. Over the course of an eight-week study program, the groups were exposed to different teaching methods. One group received positive emotional input designed to boost confidence, another group encountered negative emotional input that triggered stress, and a control group received a routine without emotional manipulation. The relationship between anxiety, self-efficacy, social skills, mood, and reflection were explained through quantitative academic performance results and qualitative return interviews. The results showed that self-efficacy was significantly negatively related to anxiety levels, while transient emotional states had minimal impact on immediate learning outcomes. Reflection, on the other hand, led to the increased effectiveness of SRL, which could quickly alleviate anxiety and increase self-efficacy by enhancing students' reflective process after class. This study also highlights the complexity of the interplay between social skills and self-efficacy, as well as anxiety levels. These findings suggest that fostering self-efficacy and reflective practices in piano education can help manage student anxiety and improve learning outcomes, providing valuable insights for teaching strategies. [ABSTRACT FROM AUTHOR]

Positive social relationships between pupils are crucial for creating a conducive learning environment. Integrating the arts into classrooms fosters these relationships by promoting creative expression and social skills such as empathy, mutual support, and teamwork. Arts-based activities encourage collaboration, enabling pupils to develop creative solutions and appreciate diverse perspectives. Despite growing interest in this interdisciplinary approach, research on its impact on pupil relationships remains limited. This longitudinal study collected data from 381 pupils across five schools at two measurement points using standardized questionnaires to assess different dimensions of social relationships. Results indicated a significant increase in helpfulness and a reduction in discrimination among pupils who participated in several weeks of arts workshops. However, cliquishness and competitive thinking also increased, while aggressiveness remained unchanged regardless of group membership. These findings demonstrate the benefits of arts integration for fostering positive pupil relationships while highlighting the complex dynamics between creative learning environments and social interactions. The results underscore the need for targeted strategies to balance cooperation and competition effectively, ensuring that arts-based approaches maximize their potential to enhance classroom social dynamics. [ABSTRACT FROM AUTHOR]

Background: Problematic social media (SM) use is a growing concern, particularly among adolescents who are drawn to these platforms for social interactions important to their age group. SM dependence is characterized by excessive, uncontrolled usage that impairs personal, social, and professional aspects. Despite the ongoing debate over recognizing SM addiction as a distinct diagnostic category, the impact of social feedback, particularly through the "like" button, on brain activity remains under scrutiny. Objective: This systematic review aims to study the neural correlates of online social feedback, focusing on the effects of the "like" feedback on brain activity using fMRI and EEG. Methods: The review followed the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA). Results: The review included 11 studies with 504 participants, identifying key brain structures such as the amygdala, ventromedial prefrontal cortex (vmPFC), and ventral striatum involved in reward processing. Positive feedback ("likes") activates areas like the nucleus accumbens (NACC), vmPFC, and amygdala, with NACC correlating with increased SM use intensity. Negative feedback activates the ventrolateral prefrontal cortex (vlPFC) and left medial prefrontal cortex (mPFC). Behavioral data indicates that positive feedback influences subsequent social interactions. Conclusions: The review highlights disparities in the literature regarding the neural response to social feedback, emphasizing the need for further research to clarify the roles of sex, personality traits, and the person giving feedback. Overall, understanding the neurobiological underpinnings of SM engagement is essential for developing effective interventions to prevent or address the negative effects of excessive SM use. [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.)

In the midst of the Knowledge Society, where social interactions, contact, and the establishment of relationships—whether face to face or through the use of new technologies—prevail, isolation is detected as a consequence of the global COVID-19 pandemic, due to which both interpersonal relationships and attachment bonds are negatively affected. It is for all this that the need arises in this study to analyze the possible existence of a correlation between both variables. The objective of this work is to analyze the relationship between social skills and the type of attachment in a sample of subjects over 18 years of age. After carrying out the analyses, the existence of a statistically significant relationship was detected between the social skills variable and Attachment Scale 3, corresponding to subjects with good abilities to express feelings and comfort with relationships (secure attachment). It is concluded by stating that subjects who have developed a secure attachment will have more satisfactory social relationships. [ABSTRACT FROM AUTHOR]

Background/Objectives: Being a healthcare professional often involves exposure to complex situations that can contribute to the development of psychological problems. Evidence suggests that both mental and physical health are crucial for the well-being of these professionals, which in turn influences the quality of care they provide to patients. The main aim of this study was to examine the association between adaptive and maladaptive forms of humor and psychopathological disorders among healthcare workers. Methods: A cross-sectional and descriptive correlational design was employed. The participants consisted of 250 healthcare professionals at a general hospital. Humor styles and the presence of psychological and psychosomatic symptoms were assessed. Data were collected using the Humor Styles Questionnaire (HSQ), the Short Checklist of Symptoms (LSB-50), and sociodemographic information. Spearman correlation analysis and linear regression analysis were conducted. Results: Healthcare professionals were more inclined to use affiliative and self-enhancing humor styles compared to self-defeating and aggressive humor. Affiliative and self-enhancing humor styles were negatively correlated with psychological symptoms, whereas aggressive humor and, to a lesser extent, self-defeating humor styles showed a significantly positive correlation with most psychological symptoms. Regression analysis revealed that positive humor styles negatively predicted all severity indices of the LSB-50. In contrast, negative humor styles, particularly self-defeating humor, positively predicted the severity indices. Being female, working night shifts, and having temporary contracts were positive predictors of most global indices of the LSB-50. Conclusions: This study highlights the importance of considering different types of humor as a potential strategy for improving the mental health of healthcare professionals, as well as the influence of other independent variables related to their personal and work environment. Positive humor styles, specifically affiliative and self-enhancing humor, are associated with a lower prevalence of psychological symptoms among healthcare professionals. Negative humor styles are correlated with a higher prevalence of these symptoms. [ABSTRACT FROM AUTHOR]

We construct mechanisms that can robustly implement any desired social choice function when (1) agents may incur a cost to learn the state of the world, (2) with small probability, agents' preferences can be arbitrarily different from some baseline known to the mechanism designer, and (3) the mechanism designer does not know agents' beliefs and higher-order beliefs about one another's preferences. The mechanisms we propose have a natural interpretation and do not require the mechanism designer to be able to verify the state ex post. We also establish impossibility results for stronger notions of robust implementation. [ABSTRACT FROM AUTHOR]

Objective The COVID-19 pandemic required behavioral researchers to rapidly pivot to the implementation of remote study protocols to facilitate data collection. Remote implementation required robust and flexible research protocols including reliable audio/visual technology that met all the quality, security, and privacy hallmarks of lab-based equipment, while also being portable and usable by nontechnical staff and participants. The project's primary purpose was to develop a technology kit that could be deployed for data collection in homes with young children. The secondary objective was to determine the feasibility of the kit for use longitudinally across four disparate sites. Method User-centered design principles were employed in the development and implementation of a technology kit deployed across urban, suburban, and rural participant locations in four states. Preliminary feasibility and usability data were gathered to determine the reliability of the kit across three timepoints. Results In study 1, a technology kit was constructed addressing all project needs including the provision of the internet to connect remotely with participants. Staff training protocols and participant-facing materials were developed to accompany deployment procedures. In study 2, data gathered in technology logs demonstrated successful capturing of video footage in 96% of opportunities with most technology challenges mitigated. Subsequent behavioral coding indicated 100% of captured assessment footage has been successfully coded to date. Moreover, participants needed less support for technology setup at their later timepoints, and staff rated the kit as highly usable. Conclusion This study offers a model for future development of technology use in remote community- and home-based pediatric research. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU 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.)

Virtual reality (VR) has become a promising tool for enhancing social skills in special education, K-12 education, and post-secondary education. However, there is a lack of comprehensive meta-analyses examining the effectiveness of VR social skills training and the factors that moderate its efficacy. In this study, a meta-analysis approach was used to quantitatively analysis 31 experimental or quasi-experimental studies, systematically examining the effectiveness of VR social skills training. The results indicate that VR training is an effective method for improving social skills, with a statistically significant overall effect size (ES = 0.667). However, the effectiveness of VR training varies depending on the complexity of the social skills being targeted. While VR training significantly enhances trainees' complex social skills (ES = 0.984), it does not have a significant effect on basic social skills (ES = 0.133). Furthermore, the intervention duration and interaction methods were found to be important factors influencing the efficacy of social skills training. These findings suggest that VR social skills training can be an effective approach, particularly for complex social skills, and that intervention duration and interaction method should be carefully considered when designing VR training programs. The paper concludes with a discussion of the results and provides directions for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arab Studies in Education & Psychology is the property of Association of Arab Educators 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.)

Unlike other technologies that augment human physical skills and abilities, artificial intelligence (AI) technologies interact with human thinking skills nurtured through various educational processes. Hence, advances in these technologies challenge the education sector to reimagine the suitable intellectual formation of students in the AI age. It is observed that as soon as AI tools acquire certain cognitive skills, humans tend to delegate those skills to such tools, risking redundancy in their personal and professional lives. Therefore, anticipating an ever-increasing involvement of AI tools in various cognitive processes, educational systems must equip students with both AI-collaborative and AI-complementary thinking skills, making them resilient to the advancements of AI technologies. Furthermore, it demands that educators continually redefine the spectrum of thinking skills required for and imparted to students in the AI age. This article aims to develop a comprehensive taxonomy of educational objectives for AI-natives by reimagining thinking skills relevant in the AI age. It is intended to help educational policymakers worldwide reimagine the appropriate set of thinking skills relevant for students in the AI age. Additionally, the article provides important insights to restructure contemporary educational practices to meet the requirements of the holistic formation of the AI-natives. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University 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.)

Copyright of Journal of South-Central Minzu University (Natural Science Edition) is the property of Journal of South-Central Minzu University (Natural Science Edition) Editorial Office 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.)

We investigate the impact of peer interaction on the quality of financial decision making in a laboratory experiment. Face-to-face communication with a randomly assigned peer significantly improves the quality of subsequent private decisions even though simple mimicry would have the opposite effect. We present evidence that the mechanism involves general conceptual learning (because the benefits of communication extend to previously unseen tasks), and that the most effective learning relationships are horizontal rather than vertical (because people with weak skills benefit most when their partners also have weak skills). The benefits of demonstrably effective financial education do not propagate to peers. [ABSTRACT FROM AUTHOR]

This study aims to investigate the perception of trainers on official football courses regarding the development of leadership knowledge and competencies in coaches' teaching learning process. Understanding the Union of European Football Association trainers' perception of the importance and role of leadership knowledge and competencies in football is fundamental in order to raise the quality in preparing future coaches. A qualitative approach was adopted by conducting semi-structured interviews with Union of European Football Association trainers in Portugal. The data were subject to content analysis using NVivo software; the following three dimensions of leadership were observed: knowledge, training, and competencies. The results revealed that trainers recognise the importance of the three dimensions analysed, emphasising the relevance of leadership competencies in improving coaches' interventions. The trainers also highlighted the need for coaches to develop effective communication skills, the capacity to make decisions under pressure, and interpersonal skills to lead football teams efficiently. In addition, they reinforced the importance of coaches' continuous training, encouraging them to seek learning opportunities in this field of knowledge. They suggest that coaches must be able to adapt to different contexts and learn from practical experience. These results have practical implications for football coaches' training and development, namely the need to reflect on current training programmes. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate international students' experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment. Design/methodology/approach: An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data. Findings: The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress. Practical implications: This study's findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students. Originality/value: This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education. [ABSTRACT FROM AUTHOR]

The fear of spending time alone (isolation) may be closely related to dysfunction in decision‐making. This study tested the prediction that people who strongly fear isolation have a reduced ability to think about social issues. The authors polled Japanese respondents via an online survey (N = 824). The results revealed that fear of isolation, measured by self‐report, was negatively correlated with the ability to detect inappropriate agendas, inconsistent with a meeting's purpose. Additionally, fear of isolation was negatively correlated with a capacity to detect less relevant propositions addressing the causes of social issues and their solutions. These results showed that the more people feared isolation, the lower their ability to think about social issues. Based on these findings, the authors argue that fear of isolation is a good predictor of a lower ability for contemplating social issues. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia 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.)

Purpose: The impact of daily living often results in unimaginable stress for children, which can be exhibited as lack of self-control. Children with decreased self-regulation are often not successful in school. Many schools do not have the resources needed to employ professionals who could provide programs to improve self-regulation. Creative programs that can be implemented into the classroom without disrupting the school day are needed. The current article describes a resiliency program that was implemented in a school setting to increase self-regulation. Method: This pilot project used descriptive statistics to analyze the feasibility of incorporating resiliency skills into an elementary school curriculum and the resulting impact on self-regulation among school-aged children. Results: Improvements were identified in self-esteem, compassion, and classroom behavior. Conclusion: Implementing resiliency skills into the curriculum can result in positive outcomes by improving self-regulation in school-aged children. [Journal of Psychosocial Nursing and Mental Health Services, 63(1), 31–38.] [ABSTRACT FROM AUTHOR]

The Colombianitos Foundation (CF) is a pioneering youth development organization that utilizes football as a pedagogical instrument to promote life skills, civic values, and social inclusion in vulnerable communities across Colombia. This study aims to challenge the foundational assumption that sport can catalyze positive change and impart civic values, by investigating the perceived change and efficacy of the CFs Goals for a Better Life program on positive youth development in Colombia. Employing a qualitative research methodology, 28 in-depth interviews with administrators and coaches were conducted, followed by a content analysis to identify thematic patterns. The findings reveal CF's transformative capacity in cultivating human capital, social and societal capital, and distinct programmatic characteristics. CF's interventions foster significant behavioral changes, such as improved conflict resolution and non-violent communication, while promoting essential life skills and social cohesion. Moreover, the study illustrates CF's role in generating a ripple effect, wherein the benefits extend beyond individual participants to their families and the broader community. CF challenges entrenched gender norms through its mixed-gender team structure, aligning with SDG 5, and demonstrates a commitment to fostering peaceful, inclusive societies in line with SDG 16. By grounding its approach in evidence-based evaluation and leveraging strategic partnerships, CF exemplifies a sustainable model of sport-for-development. The study contributes to a deeper understanding of sport's potential to drive long-term social transformation, offering empirical insights for future research and intervention design in post-conflict and marginalized settings. [ABSTRACT FROM AUTHOR]