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Objective: This study evaluated the effectiveness of the Parents Plus Special Needs (PPSN) programme, a seven-week parenting group intervention for parents of adolescents with intellectual disabilities. Method: In a cluster randomised controlled trial, 24 intellectual disability services supporting families of adolescents with an intellectual disability were assigned to PPSN (12 services; 141 parents) or waitlist control group (12 services; 136 parents). Primary outcomes were parent-reported parenting practices, family adjustment, problem behaviours, emotional problems, and prosocial behaviours. Secondary outcomes were parental satisfaction, parental self-efficacy, and goal attainment. Results: Compared to the waitlist group, participants in the PPSN group reported improvements in parenting practices, problem behaviours, parental satisfaction, parental self-efficacy and goal attainment, which were retained at 3-month follow-up. There were additional gains for family adjustment at follow-up. Conclusion: The PPSN is effective in improving parenting behaviour, family relationships, and problem behaviours in adolescents, but not in improving emotional difficulties.

Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained friendships with school-age peers, resulting in their exclusion from group-based leisure activities. To aid this population in developing friendships, there is a crucial need to evaluate interventions designed to teach social skills during group-based leisure activities. The power card strategy (PCS) is a strength-based intervention that incorporates a child's special interest to help them navigate challenging social situations. Using a multiple-probe design, we evaluated the effects of the PCS with three students diagnosed with ASD who displayed difficulty with social commenting during group-based leisure activities. For all three individuals, the PCS resulted in increased appropriate social comments during game play that included both taught and novel comments. These findings maintained over time and generalized to a novel gaming activity with classmates in the community.

The study examines if African American adolescents' academic self-esteem moderates relations between negative youth experiences and academic achievement. Grounded in a PVEST perspective, the study collected responses from 364 Black adolescents (69% girls) in a southern, urban city. The primary finding in the study confirmed the hypothesis that students who report more negative youth experiences would also report lesser achievement and that negative relations would be buffered by the presence of Academic Self-Esteem. The study also outlines sex differences as Black males appear to be more vulnerable to negative youth experiences. Despite reporting more encounters with neighborhood-based discrimination, Black males appear to benefit academically when negative experiences are coupled with high academic self-esteem. The highest achievement in our sample was reported by students with high academic self-esteem who also reported higher instances of negative youth experiences. Intervention efforts and suggestions for future directions are discussed.

Many journalism students cover stories about tragedy and violence (trauma). Yet few journalism schools offer trauma training despite growing agreement among educators that early journalists need to learn about the impact of reporting trauma on victims, the community, and the journalists' themselves. This contrast is puzzling. This study aimed to identify what trauma-related topics are valued and which are taught. First, 156 Association for Education in Journalism and Mass Communication (AEJMC) members completed a survey rating the importance and extent of course coverage of self-care, trauma-informed interviewing, trauma's impact on the community, and best trauma community reporting practices. The commonly deemed highly valued topics include ethics of accuracy, sensitivity, respect for survivors, and privacy rights. Self-care was deemed important but often not covered. Qualitative interviews provided context on pedagogical techniques, experiences, and barriers to teaching trauma.

In 2019, Spain became the country with the third highest number of asylum applications in the EU and it continues to be one of the top destinations for international migration (Migration Policy Institute 2022). This is a particularly pressing issue in the southernmost regions of Spain, namely the Canary Islands, Ceuta, Melilla and Andalusia, which have become the main gateway to Europe for those arriving by sea (Martín-Ruel 2021). As a result, the need for interpreting in international protection settings has increased, as these services prove essential for overcoming cross-linguistic and cross-cultural barriers, facilitating better integration of asylum applicants and refugees into the host society, and safeguarding their language rights (Wallace and Hernández 2017). In this article, we propose that the interpreter training provided by Andalusian universities can be used to respond to the needs identified in the international protection sector, thus contributing to the professionalization of the activity, and enhancing graduate employability in this field. To that end, we first describe the profile of an ideal interpreter for the stakeholders in international protection settings, then analyze current interpreting training programs, and finally suggest how specific training may be incorporated to provide better services in this field.

The goal of the current study was to investigate whether children's social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers' remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; M[subscript income] = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children's verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children's antisocial and prosocial remarks mediated relations between their aggressive SIP and peers' subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children's social interaction, and (b) cycles of social interactions that maintain and reinforce children's SIP patterns.

Background: Few studies have evaluated the explanatory factors of poor performance and the effects of context in adults with intellectual disabilities. The aim of this study is to assess the role of a familiar experimenter on their cognitive performance, well-being, metacognitive experiences, and social behaviors. Method: Participants with moderate to severe intellectual disability were recruited into two groups, one with a familiar and one with an unfamiliar experimenter. They carried out a categorization task. Before and after they reported their metacognitive experiences and level of well-being. The experimenter observed their pro-social behavior. Results: Performance and some social behaviors were better when the participant knew the experimenter. However, he did not affect the level of well-being. The participants' metacognitive experiences were poor, whether or not they knew the experimenter. Conclusions: The familiarity of the experimenter plays a determining role, both on the participants' performance, and on their compliance with certain pro-social behavior.

Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. Sample: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions. Methods: We performed a series of regression analyses to test a model of instrumental and prosocial motivation to predict three indicators of teaching quality (clarity of instruction, classroom management, and cognitive activation) while controlling for demographic characteristics (age, sex, educational level, and teaching experience). We examined this model in countries and regions from Eastern (Japan, Korea, Singapore, Shanghai and Taipei) and Western (Australia, Canada, New Zealand, United Kingdom and the United States of America) cultures. Results: Results demonstrated that instrumental motivation predicted clarity of instruction in the East and classroom management in both the East and West; prosocial motivation, however, was a more consistent predictor of all indicators of teaching quality, except classroom management in the West, across cultures. Conclusion: Teachers' prosocial motivation to benefit others and contribute to society must be considered to understand teaching quality across various cultural contexts. Implications for theory, practice and policy are discussed.

Empathy is an important competence for communication professionals. This article investigates two aspects of empathy in an educational setting: the validity of self versus other assessments and the manifestation of empathy in communicative behaviors. Communication students were given a mediating role in discussions with two clients and their empathy was measured using self-ratings and client assessments. Videos of highest- and lowest-rated students were analyzed to identify empathy-related behaviors. No correlation was found between self-rated empathy and clients' assessments. Several verbal and nonverbal behaviors corresponded to empathy: body language, an other-orientation in asking questions, paraphrasing, and a solution orientation.

Previous studies have shown that personal factors serve as mediators in the link between self-compassion and subjective well-being (SWB). However, these studies have neglected the possibility that online prosocial behavior (OPB) may serve as a mediator in the link between self-compassion and SWB. Based on the PERMA theory of well-being and the protective-protective model, the current study examined whether OPB would mediate the association between self-compassion and individual SWB, and whether gratitude would moderate the association between self-compassion and OPB. A valid sample of 1488 college students (M[subscript age] = 19.84; SD = 1.61) filled out questionnaires regarding demographics, self-compassion, OPB, gratitude, and SWB. Results showed that, after controlling for gender, age, daily online time, and social desirability, OPB mediated the association between self-compassion and individual SWB, and gratitude strengthened the positive association between self-compassion and OPB. These findings reveal that high self-compassionate and grateful people can enhance their subjective well-being through behaving prosocially online.

The COVID-19 pandemic has dramatically changed the job requirements of school leaders and has negatively impacted the academic outcomes for students (Kuhfeld et al., 2020). As a result of the ongoing demands and stress caused by this pandemic, school leaders are at an increased risk for physical and mental health problems (Boyatzis & McKee, 2005; Brackett et al., 2018; Murphy, 2011; Sorenson, 2007) and, as a result, are less likely to continue in their profession long-term (Brackett et al., 2018; Farrace, 2020). In an effort to subvert the negative impacts of the COVID-19 pandemic as well as future crises, this paper posits the need for educational leadership preparation programs that focus on interventions that address the emotional intelligence, emotional agility, and crisis-induced stressors of current and emerging school educators. This paper reviews interventions to mitigate and manage work-related stressors through the integration of social-emotional constructs, mindfulness, mindfulness-based programs, and self-regulatory practices to decrease work-related stressors, prevent professional burnout, increase school educator retention, and prepare school leaders for effective crisis management. Recommendations are provided for future leadership preparation programs.

The aim of the present study was to determine peer relationship levels of preschool children showing atypical and typical development. The study group consisted of 60 children with atypical development and 60 children with typical development who participated in the inclusion practices in the formal preschools and nursery classes of primary schools in the city centers of Burdur and Isparta and in Soma district of the city of Manisa in the 2012-2013 and 2013-2014 academic years. The data was collected using the Child Behavior Scale developed by "Ladd and Profilet (1996)". The data were were analyzed by t-test and correlation calculations. The results of the study showed significant correlations between developing prosocial behavior, being anxious-fearful with peers, developing asocial behavior and hyperactivity among the peer relationships of the children with typical and atypical development attending preschool education.

Our paper examines the latest frontier of the "War on Terror," countering violent extremism (CVE), non-coercive approaches that aim to prevent "radicalization" that may lead to "violent extremism" or terrorism. We look at the recent implementation of CVE in Québec's education sector. Based on an analysis of key policy documents and interviews with CVE practitioners, we find that: (1) teachers are responsibilized to safeguard society from the risk of terrorism through being expected to "know the signs" of radicalization and to build "resilience," (2) students are responsibilized as agents who can influence their peers against violent extremist messaging and toward "prosocial" behaviour, and (3) elements of school curriculum are responsibilized, especially social studies education, to provide students with "critical thinking" skills thought to be lacking among those at risk of radicalization. We highlight the inherent contradictions in CVE, which, in Québec, claims to foster pluralism and inclusivity to combat Islamophobia, but as a modality of the "War on Terror" also targets and stigmatizes Muslim communities. Critical discussion of CVE's social implications are needed to initiate critical dialogue in Canada over the impact of CVE in social services provision and the risk of securitizing the education sector in Québec.

In this study, it was aimed to determine the relationship between team cohesion and prosocial and antisocial behaviors of football player candidates taking groundwork training in the professional football team of Kayserispor. The population of the study consisted of 172 football player candidates getting regular football training for at least 1 year in the Kayserispor football team and were in competition status, and the sample consisted of 104 volunteers. As data collection tools, "Personal Information Form", "Youth Sport Environment Questionnaire" and "Prosocial and Antisocial Sports Participation Motives" were used. The data obtained in the study were analyzed in computer environment. Number, percentage, mean, standard deviation were used as descriptive statistical methods in the evaluation of the data. Pearson's correlation was applied between the continuous variables of the study.Among the subtitles of youth athlete team cohesion; among the subtitles of task dimension and pro-social and anti-social behaviors, a moderate positive relationship between pro-social behavior towards teammate and a low level positive relationship between pro-social behavior against the opponent were detected. While a moderate negative relationship was detected between social behavior, there was no relationship between pro-social behavior to the opponent and anti-social behavior to the opponent, one of the subtitles of social dimension and pro-social and anti-social behavior. A low-level negative correlation was found between anti-social behavior towards teammate As a result, in Kayserispor football team, it has been observed that athletes who take groundwork training have a high level of cohesion both in terms of their duties and social aspects, they have positive attitudes and behaviors towards their teammates and the opponent both in or outside of the training or competition, regardless of the situation of the training or the competition, they think that they should stay away from humiliating and disabling attitudes and behaviors. It is thought that this is due to the strong emotional relationship among the team members and the high level of closeness to each other, and the respect they have for the opponent team players who are moving towards the same goal as themselves.

Cultural, racial, social, religious, ethnic heterogeneity of educational groups is a problem of modern education in the context of integration and globalization. This often becomes a reason for misunderstandings, sometimes aggression in the interaction of representatives of opposing worldviews, preferences or traditions. Tolerance in the communicative culture of the educational manager, activated at the level of management structures and broadcast vertically and horizontally through the education system through pedagogical teams to all categories of consumers of educational services, will be able to prevent this. The aim of the article is to outline the role of tolerance in the communicative culture of the modern education manager. According to the purpose the following tasks of research have been defined: - to analyze sources of various branches of science and to find out meanings of basic concepts; - to outline the features of management in education in communication area; - to define its structure, establish relationships between components and develop a structural and semantic model of tolerance in the communicative culture of the education manager. The following research methods have been used to study the backgrounds of the problem: information, terminology, analysis, synthesis, methods of scientific research. The comparativetypological method has been used to compare, identify signs of similarities and differences between phenomena and facts Methods of forecasting and theoretical modeling have been used in the development of structural and semantic model. Systematization, classification and use of structuralfunctional analysis have been contributed to the generalization of the research results. Interdisciplinary approaches (sociocultural and multicultural) to the study of management, along with axiological, holistic, systemic, activity and synergetic are the methodological basis of the study. Methodological principles (synergetic, complementarity, activity (action and creative), interaction between the subjects of the educational process, convergence from the abstract to the concrete) have been applied. The scientific novelty of the research: - for the first time the meaning and valuesemantic nature of tolerance in the communicative culture of an educational manager have been determined; - the determinants of educational management in the projection on communication have been clarified; - the interrelations between the components have been established and the possibilities for realization of tolerance in different directions of communicative culture have been revealed; - a structural and semantic model of tolerance in the communicative culture of the education manager has been developed. The main results of the study are the analysis of the source base from the standpoint of scientific approaches to various fields of knowledge (economics, sociology, psychology, pedagogy, management, culturology, etc.), which made it possible to identify a modern interpretation of "education management". The determinants of educational management as a component of social in the context of intangible, spiritual resource of education have been revealed. The similar and different characteristics of the managerial activity of the education manager and the pedagogical worker have been outlined. The essence, origin, structure, types and directions of functioning of communicative culture of the manager of education have been determined.

In recent years, educational practitioners have become more aware of the importance of cultivating students' social and emotional skills, in order to facilitate adaptation beyond academic contexts. Emotional intelligence (EI), the ability to regulate one's own and others' emotions appropriately, has often been targeted in educational interventions. Previous studies suggest that EI promotes various positive social outcomes such as social support, prosocial behaviour, and subjective well-being. However, a growing body of research has also shown that EI may sometimes lead to antisocial behaviours such as indirect aggression and support for others' retaliation, but this "darker side" of EI tends to be overlooked. We argue that emotional intelligence without empathy can bring about manipulative or aggressive behaviour, and highlight the need to explore further how EI interacts with other personality traits in determining different social outcomes. This review addresses both the "bright" and the "dark" side of EI, aiming to offer a comprehensive, balanced perspective on its adaptive functions. Based on Reinforcement Sensitivity Theory (RST), our paper proposes that there might be a common mechanism by which EI links to both prosociality and aggression. Our analysis leads to the conclusion that researchers need to elaborate on the motivational mechanism underlying the behaviours of emotionally intelligent individuals, while teachers would be well-advised to pay attention to the motivations that support students' socially adaptive behaviours.

Recent work suggests that common knowledge is an important cognitive mechanism for coordinating prosocial behavior, in part because it reduces uncertainty about others' cooperative behavior. However, it remains unclear whether children also rely on common knowledge to solve coordination problems. Here we examined whether 6- to 9-year-old children (N = 133) from the United States were more likely to attempt to coordinate when they had common knowledge about a joint payoff. Participants saw 3 vignettes that modeled the structure of a 2-player coordination problem and were provided with common knowledge, secondary knowledge, or private knowledge about the mutually beneficial, but risky, joint payoff. By 6 years of age, participants were more likely to attempt to coordinate when they had common knowledge than secondary knowledge, and secondary knowledge than private knowledge. Participants were also most likely to expect the other player to coordinate, and were most certain in their predictions, when there was common knowledge. Results indicate that, by middle childhood, children are able to solve coordination problems by relying on common knowledge, in part because it likely increases their certainty in others' cooperative behavior. Overall, findings suggest that common knowledge is an important cognitive mechanism for coordinating behavior and that it does so by reducing uncertainty about others' cooperative behavior.

This study examined pathways from prosocial behaviour in the beginning of the school year to emotional health and academic achievement in the end of the year, taking into account the mediating role of peer acceptance. Participants were 734 grade 4 to 7 students in public elementary schools (51% female) in Western Canada. As expected, pathway analyses taking into account the clustered structure of the data indicated that self-reported prosocial behaviour in the beginning of the school year was significantly related higher levels of self-reported optimism, lower levels of depressive symptoms, and better grades in the end of the year; the association was mediated by peer-reported peer acceptance in the classroom. Findings support the role of peer acceptance as an underlying mechanism involved in the association between prosocial behaviour and positive developmental health outcomes in early adolescence. Findings are also practically relevant as they inform school-based social-emotional competence promotion through interventions.

Numerous studies have documented children's understanding of fairness through their ability to rectify inequities when distributing resources to others. Understanding fairness, however, involves more than just applying norms of equity when distributing resources. Children must also navigate situations in which resources are collected from them for a common good. The developmental origins and the trajectory of equitable resource collection are understudied in the literature on children's prosocial behavior. Experiment 1 presented 4- to 8-year-olds (N = 130) with characters who started with different amounts of resources that were available for both personal use and a group project in school. Participants were asked how a teacher should fairly collect resources from the two characters, contrasting the teacher taking the same amount of resources from each individual (preserving the inequity) or leaving each individual with the same amount of resources (rectifying the inequity). Four- and 5-year-olds responded randomly; 6- to 8-year-olds preferred to rectify the inequity. Experiment 2 reproduced this finding on a new group of 5- to 7-year-olds (N = 69), eliciting justifications for their choice. Justifications in terms of fairness related to equitable choices. Experiment 3 reproduced this finding again in a new group of 5- to 7-year-olds (N = 77), contrasting children's preference for equitable resource collection with that of resource distribution. Children were more likely to rectify an inequity when collecting resources than when distributing resources to individuals who started with an inequity. This difference was driven more by the younger children in the sample. We discuss potential mechanisms for these findings in terms of children's developing concepts of fairness.

We examined Canadian host-society children's prosociality (i.e., emotions and behaviors that reflect care for the welfare of others) toward refugee newcomer peers and the role of parental socialization (i.e., frequency of parent-child conversations about refugee newcomers) in children's refugee-specific prosociality. The sample included 168 children (ages 6, 9, and 12 years; 51% girls; 58% European ethnicity) and their primary caregivers. We interviewed children to assess their ethical guilt-related emotions (based on emotions and reasoning) in response to a hypothetical vignette depicting prosocial omission involving a refugee newcomer peer or a non-refugee peer (between-subjects manipulation). A donation task was used to assess prosocial behavior wherein children were given the opportunity to donate chocolate coins to a refugee newcomer peer. Parents reported on how often they typically engage in conversations with their children about refugees and about inclusion. Children experienced similar intensities of ethical guilt-related emotions in the refugee compared with the nonrefugee condition, and donations to refugees increased across age groups. Furthermore, children whose parents engaged them in more frequent conversations about refugees expressed stronger ethical guilt-related emotions toward refugee peers (but not toward host-society peers), and donated more to a refugee peer. No significant associations between conversations about inclusion more broadly and refugee-specific prosociality were found. Encouraging parents to have conversations with their children that focus on the experiences of refugees may be important for fostering kindness between refugees and host-society children. Ultimately, these findings may contribute to initiatives that focus on promoting the inclusion of refugee newcomers in their postmigratory societies.

Despite the research exploring the benefits of using cooperative learning in secondary physical education, several research gaps still remain, namely, limited research on its effects on prosocial behaviours, the impact on adolescents as they grow up, and the lack of assessment of differently structured cooperative learning frameworks. The goal of this study was to compare high- versus low-structured cooperative learning frameworks and assess their impact on adolescents' prosocial behaviours at different ages. The study followed a quasi-experimental pre-test--post-test design. Two hundred and eighty-six students (150 girls) participated and were distributed into four groups: Control 1 (year-8 students), Control 2 (year-10 students), Experimental 1 (year-9 students) and Experimental 2 (year-11 students). All groups experienced the same Acrosport unit, but the control groups were within a low-structured cooperative learning context and the experimental groups were within a high-structured cooperative learning framework. Cooperative learning and prosocial behaviours were measured before and after the intervention. Results showed that students who experienced a high-structured framework at a younger age significantly increased their scores on the five variables that mediate the effectiveness of cooperative learning, and their prosocial behaviours. The older the adolescents, the fewer the changes in cooperative learning, and with no changes in prosocial behaviours. Students who experienced a low-structured framework did not improve their cooperative learning and decreased their empathy, social relations, and leadership at younger ages. In conclusion, cooperative learning must be properly structured to produce a positive impact using heterogeneous working groups, teachers' feedback and shared regulation. However, older adolescents need specifically designed cooperative learning contexts with longer learning units.

Homophobic name-calling is one of the most common forms of gender-based violence that occurs among young people at school. Yet students are reluctant to seek teacher help when homophobic bullying occurs. We investigated what enables bystanders to seek help from teachers when they witness the homophobic harassment of a peer who may be unwilling to seek help for themselves. Respondents were a sample of 2119 secondary students from 11 Australian schools. Data analysed using generalised mixed linear modelling demonstrated that student connectedness to teachers at the individual and school level were the strongest predictors of the likelihood of reporting the homophobic harassment of a peer. Findings suggest that above and beyond the effects of student relationships with teachers, a culture of teacher care at the school level is crucial in enabling students who witness homophobic bullying to seek teacher help.

This paper analyzed college students' perceptions regarding their graduate teaching assistant's (GTAs) power use and their levels of communication apprehension (CA) in the classroom. This study demonstrates how instructor power strategies not only determine how students perceive their instructor but also how those strategies affect students' CA. The findings indicate that students' perceptions of their GTAs' use of reward power are highly correlated with students' interpersonal CA. Results from this study suggest that the use of pro-social power in the classroom can create positive student-teacher relationships and builds upon positive teacher aspects.

Background: Help-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context. Aim: We aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons. Sample: Participants were 290 pupils in Years 4-6 (aged 8.22-11.48) and 12 teachers in 12 classrooms in three schools across two local authorities in South East England, UK. Method: The microlongitudinal data consisted of 6,592 task-specific reports. Pupils reported on their task understanding and need for help and their help-seeking (teacher and peer) and help-giving behaviours at the end of each lesson. On average, pupils completed 25.44 reports across 14.64 lessons, 13 school subjects and 4.80 days. Teachers reported on pupils' academic performance. Data were analysed using two-level logistic and multinomial logistic regressions. Results and conclusions: Task-specific understanding and need for help were associated with help-seeking and help-giving behaviour during lessons. Understanding was associated also with the type of help sought and given among classmates and appeared to influence whether pupils were help-seekers or help-givers during peer interactions. There was an apparent reciprocity in peer help-seeking interactions, occurring namely among girls and higher performers. Overall, girls were more likely than boys to seek and give help across tasks. Pupils for whom English was an additional language were less likely than classmates to seek help when they needed it. The study (1) sheds new light on the dynamics of everyday help-seeking interactions in the classroom, (2) provides a conceptual framework for researchers interested in reciprocal processes of social interaction in self-regulated learning, and (3) highlights groups who might benefit from intervention.

We assessed the psychometric properties of the Social Behavior Questionnaire (SBQ), a 30-item questionnaire evaluating social (e.g., disruptive behaviors, bullying) and emotional problems (e.g., anxiety, depression) among children aged 3.5-12 years. Children (n = 1,950, 50.21% boys) were drawn from the Quebec Longitudinal Study of Child Development. Mothers reported the frequency with which children presented social and emotional behaviors from 3.5 to 8 years of age, and teachers from 6 to 12 years. We assessed internal structure using Confirmatory Factor Analysis, reliability using Cronbach's alpha, and convergent and discriminant validity using a multitrait-multimethod (MTMM) approach. The six-factor (emotional distress, withdrawal, impulsive/hyperactive/inattentive, disruptive behaviors, prosocial behaviors, and peer relationships difficulties) structure of the SBQ showed good fit from ages 3.5 to 12 years. Reliability estimates were good to excellent (alphas > 0.7), and MTMM showed good convergent and discriminant validity. Overall, the SBQ presented good psychometric properties with a large population-based sample aged 3.5-12 years. Further studies should assess its screening potential by investigating its convergent validity with diagnostic information.

This contribution aimed at investigating how work-related reflection as cognitive efforts towards developing an understanding of work tasks, the surrounding work context, and one's professional competencies adds to the role of psychological empowerment and participative safety in predicting innovative behaviour and job crafting as two forms of proactivity. Quantitative data from 295 employees of micro, small, and medium-sized organizations in the information sector were collected with a cross-sectional questionnaire. For hypotheses testing, structural equation modelling was employed. The results of the study showed that work-related reflection and psychological empowerment were substantially related to innovative behaviour and job crafting while participative safety only played a minor role. These findings imply that jobs need to contain empowering and sufficiently complex work tasks that require reflection and provide occasions for reflective interactions to enable employees to create efficient routines and adapt to changes at work. Furthermore, experiences of empowerment need to be rooted in social interactions at work. Likewise, the value of reflection will only unfold if employees and supervisors regularly engage in reflection.

Background: Social responsibility and democratic citizenship are essential outcomes of a college education. Yet limited research has examined how college experiences may relate to students' moral and prosocial development, qualities that ground responsibility and citizenship. Purpose: This research sought to identify the college experiences, including six types of community engagement, associated with moral and prosocial developmental outcomes. Methodology/Approach: Participants (n = 675) completed a survey consisting of items addressing their college experiences, attitudes and beliefs concerning social inequity and responsibility toward others, and six moral and prosocial outcomes. Blocked regression models assessed relationships between predictor variables (experiences and attitudes/beliefs) and the outcomes. Findings/Conclusions: Participation in public service was the only community engagement experience to predict any of the six outcomes. Rather, the attitudes and beliefs students hold seem to have a much greater relationship with moral and prosocial outcomes. Implications: Students' existing attitudes and orientations to moral and prosocial concerns may determine which types of community engagement experiences they are attracted to and how these experiences may influence students' development. Colleges and universities should therefore provide multiple modes of participation in community engagement rather than assuming a single type of engagement fosters all students' development.

Bullying is a prevalent problem in schools and is linked to negative mental health and academic outcomes. Latinx youth, specifically, may experience higher rates of bullying and depression than their non-Latinx peers. Considering that bullying often occurs in front of peers, bystander intervention can be an effective way to reduce bullying at school and lower associated negative outcomes. However, most bullying bystander intervention research does not focus on Latinx students. This study applied the Bullying Literature Project--a five-session bullying intervention that uses existing children's books--to promote bystander behavior among Latinx elementary school students. The present study examined the effectiveness of the Bullying Literature Project intervention on bystander behaviors using a quasi-experimental design among 192 elementary school students (44.3% females, 81 third graders, and 111 fourth graders) from eight classrooms in two schools with majority low-SES, Latinx student bodies. Results showed that students in the intervention group reported significant increases in positive bystander behaviors compared with students in the waitlist control group (F(1, 166) = 4.72, p = 0.031). Social validity data suggested that teachers and students were satisfied with the intervention. We discuss practical implications for the use of children's literature by school-based mental health providers as a medium for bystander intervention to promote positive bystander behaviors among elementary school students.

Peer victimization is critical to study in early and middle childhood as it is associated with adjustment and behavioral problems in adolescence. Because much victimization occurs outside of the purview of adults, self-report measures are important assessments of this construct; however, there is limited evidence for the psychometric properties of the score interpretations of many measures. The goal of the current study was to replicate and extend previous work with the Social Experiences Questionnaire (SEQ; Crick and Grotpeter, Development and Psychopathology 8:367-380, 1996). Specifically, we explored the factor structure of the measure, investigated measurement invariance across gender, age and time, and examined evidence for criterion-related validity of the SEQ score interpretations. Participants were 558 children (49.2% girls; 50.7% boys) within the classrooms of 34 teachers (Kindergarten-5th grade). Children completed the SEQ, and children and teachers completed measures of social and academic functioning in the fall and spring of the school year. Confirmatory factor analysis revealed strong evidence for a two-factor solution (Factor 1: victimization; Factor 2: receipt of prosocial acts), with evidence of invariance across gender, age, and time. There was evidence of criterion-related validity across measures of social and academic functioning. Implications for our understanding of victimization and continued use of the SEQ are discussed.

Parenting behaviors and children's prosociality (i.e., voluntary behaviors intended to benefit others) are linked across development. Contextual risk and environmental stressors may undermine parenting behaviors known to promote children's prosocial behavior. The COVID-19 pandemic provides a unique context in which to examine how stress and contextual risk disrupt parenting practices and the development of children's prosociality over time. To explore the associations between pandemic-related adversity, parenting practices, and child prosocial behavior, we used survey data from 303 families (child M[subscript age] = 6.43; 51.4% female, 48.6% male; 65.7% White) who participated in a three-wave longitudinal study during the first year of the pandemic. Families were recruited from two northeastern cities in the United States. Growth mixture modeling identified two groups of parents who varied in their experience of pandemic-related adversity. The high-adversity group reported significantly more symptoms of depression and anxiety, parental burnout, and pandemic-related worries than the low-adversity group. At baseline, parents in the high-adversity group reported harsher parenting and perceived less prosocial behavior in their children. Across the full sample, there were no significant changes in harsh parenting and parental perceptions of child's prosociality across the first year of the pandemic. However, within the high-adversity group, increases in harsh parenting were related to reductions in children's prosociality over time. Results are interpreted in the context of family systems theory and contribute to our understanding of the links between parenting and children's prosociality and patterns of risk and resilience in the context of the COVID-19 pandemic.

Infants can help and share in the second year of life. However, there is limited knowledge as to variability in these behaviors as a function of target (e.g., caregiver vs. unfamiliar adult) and the influence of caregiver support on infant prosocial behavior. Infants (N = 268, 124 female) at 1-2 years of age (M = 1.47, SD = 0.27) and again at 2-3 years of age (M = 2.48, SD = 0.26) participated in a helping task (with the caregiver or unfamiliar experimenter), a sharing task (with either target), and a free-play observation with their primary caregiver from which caregiver support was coded. The racial and ethnic composition of the sample consisted of 3% Asian, 10% Black, 20% Hispanic, 59% White, 1% mixed race, and 6% "other." Median family annual income was $50,000 to $59,000, and median caregiver education level was "some college." Infant helping favored caregivers at both time points. However, infant sharing did not differ by target for 1-2-year-olds, but 2-3-year-olds shared more with their caregivers than an unfamiliar experimenter. Additionally, infants' behaviors antecedent to the act of helping or sharing (e.g., latency to respond, checking behaviors, and looking duration toward the target) differed by target. Concurrent relations between caregiver support and helping and sharing were moderated by age and differed by time point. Caregiver support for 1-2-year-olds also longitudinally predicted an age-moderated relation with 2-3-year-olds' helping toward an unfamiliar experimenter. Theoretical implications for the role of socialization in the emergence of helping and sharing behaviors are discussed.

Children are online at increasing frequency, for longer periods of time, and at younger ages than ever before. Schools in the USA are engaged in providing online citizenship education to students; however, there are few evaluations of how well programs work or tools to measure program effectiveness. The current study provides psychometric information on one tool, the eight-item online civility scale (OCS), administered as part of an evaluation of the Be Internet Awesome (BIA), digital citizenship curriculum. The OCS was administered securely online to children in grades 4th, 5th, and 6th, to evaluate whether the BIA program improved their online citizenship skills. Psychometric analysis of the OCS was conducted for 824 youth who responded to both the pretest and posttest measures. Item constructs were validated in structural equation models with self-reported online behaviors. The eight items formed a cohesive construct, explaining 60% of the variance in online civility. The item response theory models showed that the items covered a range of the underlying trait. Differential item functioning (DIF) was observed by gender. The difficulty parameter did not show DIF across time (p = 0.11), but the discrimination parameter did (p = 0.002). The OCS construct was significantly and strongly associated with each of the validating variables in the expected directions. The OCS demonstrated excellent psychometric properties and could be a useful evaluation tool in programs designed to promote prosocial online behaviors in children. The scale behaves differently by gender and may discriminate differently across time points after an intervention.

This article examines reader development as a key factor in understanding the pathways through which readers connect to gender expansive books, and relates those concepts to the corpus of books available for elementary level readers. The article provides evidence for the importance of attending to both book quantity and quality, as well as thoughtfully scaffolding the use of gender inclusive texts in rich classroom contexts, bringing new lenses of connections and disconnections, queering, and other ways of reading against the grain to reconsider mainstream titles. A qualitative study of gender expansive elementary school students engaging in a book group discussion using literature with gender expansive characters is presented. The study was aimed at understanding how children interact with books inclusive of gender diversity and how the visibility of gender creative and transgender characters is essential for reader empowerment, self-development, and acceptance of others.

Black and Latinx youth are situated in a maladaptive discriminatory context in the United States; however, prosociality may be one way that youth can promote their own positive development in the face of these experiences. We examined the longitudinal associations between discrimination and prosociality among 380 Black and Latinx early adolescents (M[subscript W6age] = 12.38 years, 52% female) and considered race/ethnicity and self-esteem control beliefs as potential moderators to this association. Discrimination predicted higher levels of prosociality among Black youth 6 months later, but not among Latinx youth. Discrimination also predicted higher prosociality among youth with very high self-esteem control beliefs 6 months later, but not among youth with lower levels of self-esteem control beliefs. None of these associations were significant when looking across a 1-year time frame. Our findings support the predictions of self-esteem enhancement theory and highlight the importance of considering how youth's unique racialized experiences can inform how they respond to discrimination.

The current study was carried out to determine the problems that preschool children experience during COVID-19 and also what could be done from perspectives of preschool prospective teachers. The working group of the study was made up of 45 projects prepared by 15 preschool prospective teachers attending to the midterm exam of lecture of "Practices of social service" in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. As a data collection tool, the project preparation form (A unstructured survey form) that was prepared by the researcher was used. The study was carried out by qualitative research methods and the projects comprising the working group of the study were analyzed with content analysis technique. At the end of the study, the problems that preschool children might experience in the pandemic period, the purposes to decrease these problems to minimum, the concepts and values to be attained and recommendations for projects were determined. Various recommendations were made in line with the findings obtained. [This study was presented as an oral presentation in International Conference on Studies in Education and Social Sciences (ICSES)-2020, Istanbul, Turkey.]

Use of digital tools that have entered people's lives in recent years has become a necessity during the COVID-19 pandemic, and students have started to use digital tools extensively both in their lessons and at their home. Students use technology intensively on daily basis, and the need for training these students in a way to establish safe online communication and collaboration has put the concept of digital citizenship on the agenda. In this study, the theoretical framework of the concept of digital citizenship was introduced, and the studies reported in the literature regarding digital citizenship and teaching of it were examined. The studies reviewed included (1) those on the introduction of the concept of digital citizenship or the elements of digital citizenship, (2) those conducted to determine the participants' digital citizenship levels or perceptions, (3) those examining the curricula within the framework of digital citizenship, and (4) those carried out in relation to teaching of digital citizenship and its elements. The studies in each group were briefly introduced. As a result of the study, several suggestions were put forward regarding digital citizenship education.

The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with "Tri Hita Karana" insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with "Tri Hita Karana" insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category 'sometimes shows good behavior according to the "Tri Hita Karana" aspect and often behaves not in accordance with the "Tri Hita Karana" aspect' to the category 'often and consistently shows good behavior according to the "Tri Hita Karana" aspect'; and (3) positive student responses to learning.

While aggression is considered as one of the most common behavior problems among adolescents, empathy can be a predictor of prosocial behaviors and underlines different implications for aggression in children. Empirical studies had proved that there was a negative correlation between empathy and aggression in children and adolescents. Nevertheless, the vast majority of studies on the relationship between aggression and empathy has been well documented in the literature with Western samples. The current study aims to examine the aggression-empathy association in Vietnamese adolescents and to explore whether or not aggression can be predicted by empathy and self-control. A total of 1,236 adolescents aged 12-13 years from 3 regions of Vietnam were asked to answer the survey package including the Reactive and Proactive Aggression Questionnaire, the Basic Empathy Scale and the Self-Control Questionnaire. Findings revealed that there was a statistically significant difference in aggression and empathy scores for gender, in which female adolescents showed a higher level of aggression and empathy than that of male ones. There was a strong negative relationship between aggression and empathy. Aggression can be predicted by empathy and self-control. Of the two variables, empathy was a better predictor of aggression (beta = -0.42) than self-control (beta = -0.37). The results add more valuable evidence to the existing literature on the relationship between aggression and empathy in a diverse population, and proved the role of education in enhancing empathy for adolescents in general and those with high levels of aggression in particular in school settings.

Objective: To study the relationship between emotional contagion, professional behavior, and moral judgment of student teachers and the mediating role of moral judgment among them. Methods: The "Emotional Contagion Questionnaire", "Pro-social Tendencies Measure for Adolescent (PTM)" and "Moral Judgment Test (MJT)" was used to survey 448 student teachers. Results: The emotional contagion and pro-social behavior of student teachers have no significant differences between gender and urban and rural areas, but significant differences in professional nature. No significant differences were observed in moral judgment between urban and rural areas and major character, but significant in gender. A significant positive correlation was detected between emotional contagion and pro-social behavior. Conclusion: Moral judgment plays a partially mediating role in the relationship between emotional contagion and pro-social behavior.

Global policy makers increasingly adopt subjective wellbeing as a framework within which to measure and address human development challenges, including policies to mitigate consequential societal problems. In this review, we take a systems-level perspective to assemble evidence from studies of wellbeing, of collective intelligence, and of metacognition and argue for a virtuous cycle for health promotion in which the increased collective intelligence of groups: (1) enhances the ability of such groups to address consequential societal problems; (2) promotes the wellbeing of societies and the individual wellbeing of people within groups; and, finally, (3) enables prosocial actions that further promote collective problem-solving and global wellbeing. Notably, evidence demonstrates that effective collaboration and teamwork largely depend on social skills for metacognitive awareness--the capacity to evaluate and control our own mental processes in the service of social problem-solving. Yet, despite their importance, metacognitive skills may not be well-captured by measures of general intelligence. These skills have instead been the focus of decades of research in the psychology of human judgment and decision-making. This literature provides well-validated tests of metacognitive awareness and demonstrates that the capacity to use analysis and deliberation to evaluate intuitive responses is an important source of individual differences in decision-making. Research in network neuroscience further elucidates the topology and dynamics of brain networks that enable metacognitive awareness, providing key targets for intervention. As such, we further discuss emerging scientific interventions to enhance metacognitive skills (e.g., based on mindfulness meditation, and physical activity and aerobic fitness), and how such interventions may catalyze the virtuous cycle to improve collective intelligence, societal problem-solving, and global wellbeing.

Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one's character strengths are demonstrated to improve emotional management and individual/group's quality of life. We studied three fifth-grade Italian classes using an emerging educational model called IARA to verify if it can truly improve emotional literacy, characters strengths awareness, and cohesion in ten-years children. To demonstrate its efficacy, we used Bloom's Taxonomy and Sociogrammatic study. We proved that the IARA could be an efficient model to improve one's character strengths and class milieu awareness.

Prosocial behavior is important for every individual from an early age. This behavior can teach each individual to be able, share, cooperate, be generous, help and practice honesty. The level of students' prosocial behavior can also affect their academic achievement, so there needs to be an intervention to improve students' prosocial behavior since elementary school. To improve prosocial behavior in elementary school students, researchers provide treatment through virtual media based on religious values. This study uses a quasi-experimental design with a non-equivalent control group design model. Respondents in this study amounted to 24 respondents consisting of 2 groups, namely the control group 14 respondents, and the experimental group 14 respondents. Measuring the level of students' prosocial behavior using a prosocial behavior scale instrument consisting of 15 items. Data analysis was carried out using the Wilcoxon signed-rank test to determine differences in the prosocial behavior of respondents before and after the intervention and the Mann Whitnney test to see differences in the level of prosocial behavior of respondents between the experimental group and the control group. The results showed that virtual media based on religious values had a positive impact on improving the prosocial behavior of elementary school students. The implications of the results of this study can be used as a basis for decision-making to help students' problems, especially prosocial behavior.

This research aims to determine the techniques for effective management of organizational rumor and gossip in schools. Rumors are informal conversations circulating among the employees of the organization towards an event. Gossips are informal evaluative speech about people who are not present there. Rumors and gossips are common informal conversations, which should be managed by school administration. In this term, this research investigates the ways of managing them. The study is a phenomenological qualitative research carried out by conducting semi-structured interviews with 33 teachers in Diyarbakir, Turkey. The data were analyzed by using content analysis technique and some themes and categories were created. According to the research results, school administration should organize some informative seminars on awareness, communication and values in order to reduce the harmful aspects of rumor and gossip. The school administration should adopt a transparent management approach, establish a feedback mechanism, provide effective communication, operate formal communication channels and react to those who spread harmful rumor and gossip. The rumors and gossips can be used for organizational purposes such as; improving intimate relationships, recognizing the organization and employees, improving group cooperation and sincerity, understanding the hidden side of events, learning innovations and changes, learning how changes and practices are perceived, identifying deficiencies and problems in jobs, learning employee expectations.

The main objective of this study is to investigate the relationship between critical motivation, altruism and peer caring as the moral foundation of social life. Although the direct relationship between critical consciousness and prosocial involvement has for some time entered the realm of educational research, the mechanisms by which the components of critical consciousness influence behaviour are not clearly defined. Therefore, we investigated the mediating role of the tendency to protect others as a moral foundation in the relationship between critical motivation and altruistic behaviour. The study involved 308 young people aged 18-24. Participants were recruited from various urban high schools and universities, and invited to complete a set of questionnaires. The results emphasise the importance of critical motivation as a predictor of altruistic behaviour. Moreover, the data indicate that the tendency to protect others mediated the effects of critical motivation regarding altruistic behaviour. These results provide a clearer perspective on the process by which critical motivation can influence the behaviour and involvement of young people in different social contexts. The results emphasise especially the importance of developing and stimulating critical motivation in schools in order to increase the active involvement of young people in the current social context.

The research examines the concepts of 'friendship' and 'best friend' among preschool children (n=52) who live in different countries (Sweden and Turkey), with the aim of presenting their ideas about the concepts of 'friendship' and 'best friend'. For this purpose, 52 children, 4-5 year olds (25 from Turkey and 27 from Sweden) participated in semi-structured interviews, the content of which was later analysed. A content analysis method included the identification of codes that could be used for comparison across the two populations through statistical analysis. The main results of our study show that, despite the fact that preschools are organized differently in Sweden and Turkey, children from both populations used prosocial behaviour and their perceptions about what a best friend is more similar between children in these different cultures than they are different.

This study set out with the aim of understanding the teaching of religious moderation from a Sufistic perspective and its implications for increasing student competencies. The participants for the study comprised 100 students and 40 lecturers involved in Al-Quran and Tafsir science at the Ushuluddin Faculty at IAIN Pontianak, West Kalimantan, Indonesia. The research adopted a qualitative approach, with data being collected through observation, interviews, and documentary studies that focused on the research themes of religious moderation, the Sufistic perspective, and student competencies. The findings revealed that according to some Sufistic commentators, religious moderation comprises the moderate values of 1) maintaining brotherly relations with other people, 2) appreciating people's differences, 3) showing tolerance and dismissing fanaticism, and 4) thinking ahead. This has implications for students' competencies, because teaching religious moderation encourages them to gain a better-quality interpretation of the Quran, so they can develop better reasoning, understanding, and professional skills. Students are therefore guided to become superior Muslim scholars who are professional and qualified to respond to the challenges of the times. These findings are expected to reinforce the importance of the Quranic values in moderate Islamic education, especially those related to the role of religious moderation in increasing student competence in terms their morality and religious spirituality. Islamic universities therefore need to consider various studies of interpretative science as a reference for transforming Islamic religious education in an era of technological disruption and radicalism.

The article is devoted to the process of learning a foreign language, replete with emotions, that has not been sufficiently studied in the domain of fostering language acquisition; specifically, learning the process through the prism of the concept of "happiness" in applying Suggestopedia. It also discusses the problem of humanistic approaches to the teaching of language and the entire learning process. Lastly, but certainly just as critically, it also provides perspectives over theories of happiness and the broaden-and-build theory of positive emotions, suggesting that certain positive emotions such as interest, joy, contentment, and awe have the capacity to broaden an individual's thought-action repertoires. Of significance to this theory is the role of suggestion as a communicative factor, which is expressed in the "offer" of the individual to make a choice from a wide range of opportunities and complex incentives. It looks at factors accelerating the harmonious development of personality, the disclosure of versatile reserve capacity memory, intellectual activity, and the creative abilities of the individual. Key highlights of this theory also include faith in the promise of success for everyone, benevolence as the basis of the relationship between teacher and pupils, as well as between the pupils themselves. Attention is given to the authority and creative role of the teacher, who provides education activities that are highly motivational and aimed at stimulating the individual student to strive not only to acquire the content of the lessons but to achieve academic excellence.

Building "happy schools" has been one of the key concerns by many countries in recent years with an aim to create a friendly, safe, and happy teaching and learning environment so that teachers and students can have more motivation in improving their teaching and learning achievements, thus bringing forth more happiness to the involved individuals and organizations. The article introduces the concept of a "happy school", outlined the perspectives on building happy schools by the world and Vietnamese political, cultural leaders, educational researchers as well as organizations so that they can be applied in the process of educational innovation. Thereby, the authors identify the key elements and criteria for such a "happy school" model, clarify the roles of the schools' headmasters as well as summarize a set of ten messages for a happy school to prepare under the current situation of school innovation.

Short stories have the advantage of teaching materials. Because of its short form, it is flexible to be used as teaching materials that do not take long to read. This study aims to describe the teachers' perception of the urgency of integrating tolerance education in the short story appreciation, the content of tolerance values in the short story appreciation learning instruments in high school, and the content of tolerance values in the short story appreciation teaching materials in textbooks. In order to achieve that, a descriptive qualitative method was employed in this study. The results are as follows: (1) All Indonesian teachers in senior high schools in Surakarta have the perception that the value of tolerance education is important to be integrated into learning, including in the short story appreciation learning. (2) The character of tolerance is always listed in the Syllabus document and the Core Competency component of the lesson plan. Apart from that component, the character of tolerance is implicitly included in the character of "caring" and "open to others' opinions" in 86% of the syllabus and lesson plans. (3) There are 9% of short story appreciation teaching materials that have tolerance education content. The potential for this tolerance content is found in a lot of teaching material topics in the form of learning activities and short stories.