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Positive education is the teaching of both traditional school skills and skills for enhancingwell-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of theexperiences, and quantitative measures investigated teachers' well-being. Results show thatteachers experienced both personal and professional growth. They also saw positive changesin their students. Teachers used methods of positive education e.g. when communicating withstudents and co-workers, and when supporting the students' socioemotional development.Challenges with implementing positive education practices mostly consisted of lack of timeor support from colleagues. The authors argue that positive education is an effective tool forenhanced well-being both for participating teachers and their students and could therefore be utilised on alarger scale. Future studies could focus on whether teachers continue systematicimplementing of positive education methods long-term, and the reasons behind continued ordiscontinued.

The current experience sampling study examined the change in distinct daily positive and negative emotions of 136 students (aged 10–12) participating in the Flourishing Students program. Students completed smartphone-based questionnaires covering emotions, daily activities, and social context at eight semi-random intervals for six days. Using a cluster randomized design, 70 students participated in 32 well-being lessons, and 66 students followed their standard curriculum. The findings suggest that the intervention had a buffering effect on the increase in daily negative emotions that is typical during early adolescence. Moreover, participants in the program experienced positive changes in feeling less lonely and increased levels of calmness and enjoyment of being alone. Noticed in several daily activities were similar differences between the groups. The intervention effect was slightly more pronounced in girls than boys. Overall, we hope to encourage incorporation of positive psychology into education and to broaden the scope of evaluation methods.

Executive functions (EFs) are essential for student's learning and classroom functioning. The current cluster randomized controlled trial examines the effects of mindfulness intervention vs. active control program (i.e., relaxation) focusing on the main EFs (i.e., working memory, response inhibition, cognitive processing, cognitive flexibility and verbal fluency). A total of 131 students from 6th grade and 8th grade (median age 12 and 15) from four comprehensive schools participated. The schools were to equal shares randomized to intervention and active control groups, i.e., groups who underwent a 9-week mindfulness practice or relaxation program, respectively. Participants completed a cognitive test-package at baseline/pre-intervention, post-intervention at 9 weeks and follow-up at 6 months. Both intervention and active relaxation-based control groups improved on a majority of EF measures at both 9 weeks and 6 months. There was no significant difference between the mindfulness intervention group and the active control program in EFs. The current study suggests that mindfulness intervention and active control program do not differ in their effects to EFs, although both may have positive outcomes. Further research with both active and inactive control groups is needed to map the potential benefits of similar programs for cognitive functioning. CC BY-NC-ND 4.0

This study examined the efficacy of a classroom-based positive education program, Flourishing Students, on early adolescents’ positive and negative affect using a cluster randomized control trial (RCT) design. In total, 140 students (aged 10–12) participated in the study: 72 students participated in 32 well-being lessons during one school year, and 68 students followed the standard curriculum. Positive and negative affect (PANAS questionnaire), and daily positive and negative affect (experience sampling method, ESM) were gathered at baseline and post-intervention. PANAS data was also gathered at a follow-up 5 months after the intervention. Student questionnaire and ESM data indicated that the intervention had a beneficial impact on students’ positive affect and daily negative affect from baseline to post-intervention. No effect was seen in parental reports. Both qualitative data from focus group interviews with students and questionnaires for teachers supported the view that the students benefited from the program. Overall, these results demonstrate a positive effect of the positive education program on increasing positive affect and well-being among early adolescents.

Few studies have investigated how positive psychology can be applied in a family context to enhance parenting. This study used an 8-week strength-based intervention on engagement, meaning, hope and flow in a wait-list group design (N=63) within an ongoing larger-scale study in Finland – “Flourishing Families”. Well-being was measured by questionnaires and daily life experiences using the Experience Sampling Method (ESM). Data showed a significant increase in flow in daily life when parents spent time with their child/children. Contrary to the hypothesis, the questionnaires did not reveal any significant increase in engagement, meaning or hope. We conclude that positive psychology interventions may be advantageous to improve parenting and parent-child interaction in daily life, but this may not be evident in parents’ self-report.

The aim of this article was to describe the development of an intervention model for supporting early parenthood. Developing an intervention model that seeks to promote family and child health as well as to prevent the subsequent development of mental health problems is a complex task. The Medical Research Council (MRC) in the United Kingdom has developed a stepwise framework for designing and evaluating complex interventions (Medical Research Council, 2000). The first step is pre-clinical or theoretical, and answers the question why this intervention ought to work. The next step answers the question how the intervention will work (i.e., what are the mechanisms by which the intervention seeks to induce change). The next phase involves conducting a pilot trial, followed by a definitive randomized controlled trial. The last phase is implementation. The original MRC approach has proved influential and is widely cited (Campbell et al., 2000), but the need for further development soon became evident. Accordingly, a revised version of the MRC framework was published in 2008 (Craig et al., 2008), the result of a need for a revision based on several papers that identified limitations in the original framework (Hardeman et al., 2005; Oakley et al., 2006; Campbell et al., 2007). These papers also recommended greater attention to the early phase of piloting and development work, a less linear model of the evaluation process, the recognition that complex interventions may work best when tailored to local contexts, and the consideration of alternatives to randomized trials. Despite the scientific evidence that supporting parenthood as early as possible positively affects the health and development of the child (Olds et al., 2007a, Olds et al., 2007b), the programs are often deemed too time consuming and difficult to implement or to enter widespread practice (Farely et al., 2009). In this article, we provide a theoretical understanding of the importance of parental mentalization for the development of the parent–child relationship and the development of the child. We propose mechanisms of action for enhancing parental mentalizing capacity through group-based interventions. Further, this article describes the cultural context and a justification for why a new way of working with parents is currently necessary in Finland. The article also describes the scientific evaluation protocol of the intervention model and discusses possible limitations and challenges of the intervention model.

Aim To examine risk and protective factors associated with behavioural problems of children and adolescents following prenatal alcohol exposure.

Background A primary goal of recent research is the development of neurobehavioral profiles that specifically define fetal alcohol spectrum disorders (FASD), which may assist differential diagnosis or improve treatment. In the current study, we define a preliminary profile using neuropsychological data from a multisite study. Methods Data were collected using a broad neurobehavioral protocol from 2 sites of a multisite study of FASD. Subjects were children with heavy prenatal alcohol exposure and unexposed controls. The alcohol-exposed group included children with and without fetal alcohol syndrome (FAS). From 547 neuropsychological variables, 22 variables were selected for analysis based on their ability to distinguish children with heavy prenatal alcohol exposure from nonexposed controls. These data were analyzed using latent profile analysis (LPA). Results The results indicated that a 2-class model best fit the data. The resulting profile was successful at distinguishing subjects with FAS from nonexposed controls without FAS with 92% overall accuracy; 87.8% of FAS cases and 95.7% of controls were correctly classified. The same analysis was repeated with children with heavy prenatal alcohol exposure but without FAS and nonexposed controls with similar results. The overall accuracy was 84.7%; 68.4% of alcohol-exposed cases and 95% of controls were correctly classified. In both analyses, the profile based on neuropsychological variables was more successful at distinguishing the groups than was IQ alone. Conclusions We used data from 2 sites of a multisite study and a broad neuropsychological test battery to determine a profile that could be used to accurately identify children affected by prenatal alcohol exposure. Results indicated that measures of executive function and spatial processing are especially sensitive to prenatal alcohol exposure.

Prenatal alcohol exposure may adversely affect fetal development, causing growth restriction, distinctive craniofacial anomalies, and central nervous system dysfunction. The continuum of associated adverse fetal outcomes is most accurately termed fetal alcohol spectrum disorders (FASD). The purpose of this study was to further clarify the relationship between dysmorphic features and general cognitive capacity in a study on Finnish children with FASD. Forty-eight 8- to 16-year-old children with FASD underwent a dysmorphology examination and an assessment of cognitive capacity. Dysmorphic features and growth deficiency were quantified by assigning each child a total dysmorphology score (TDS). Six subtests from the Wechsler Intelligence Scale for Children (WISC-III) were used for assessment of general cognitive capacity. Our results show a significant correlation between the TDS and cognitive capacity was found, suggesting that children with more severe growth deficiency and dysmorphic features have more cognitive limitations. Birth measures of length and weight correlated with general cognitive capacity. Head circumference correlated only with Performance IQ. These findings imply an inverse relationship between growth deficiency/dysmorphic features and cognitive function in children with FASD. Although the correlations are significant, the data suggest that in individual cases, the TDS cannot reliably predict cognitive function in later life.

Background: Prenatal alcohol exposure affects brain structure and function. This study examined brain metabolism using magnetic resonance spectroscopy (MRS) and searched for regions of specific vulnerability in adolescents and young adults prenatally exposed to alcohol. Methods: Ten adolescents and young adults with confirmed heavy prenatal alcohol exposure and a diagnosis within the fetal alcohol spectrum disorders (FASD) were included. Three of them had fetal alcohol syndrome (FAS), 3 had partial FAS (PFAS), and 4 had alcohol-related neurobehavioral disorder (ARND). The control group consisted of 10 adolescents matched for age, sex, head circumference, handedness, and body mass. Exclusionary criteria were learning disorders and prenatal alcohol exposure. Three-dimensional 1H magnetic resonance spectroscopic imaging (1H MRSI) was performed in the cerebrum and cerebellum. Metabolite ratios N-acetylaspartate/choline (NAA/Cho), NAA/creatine (Cr) and Cho/Cr, and absolute metabolite intensities were calculated for several anatomic regions. Results: In patients with FASD, lower NAA/Cho and/or NAA/Cr compared with controls were found in parietal and frontal cortices, frontal white matter, corpus callosum, thalamus, and cerebellar dentate nucleus. There was an increase in the absolute intensity of the glial markers Cho and Cr but no change in the neuronal marker NAA. Conclusions: Our results suggest that prenatal alcohol exposure alters brain metabolism in a long-standing or permanent manner in multiple brain areas. These changes are in accordance with previous findings from structural and functional studies. Metabolic alterations represent changes in the glial cell pool rather than in the neurons.

Foetal alcohol spectrum disorders (FASD) is a leading cause of intellectual disability in the western world. Children and adolescents with FASD are often exposed to a double burden in life, as their neurological sequelae are accompanied by adverse living surroundings exposing them to further environmental risk. In the present study, the adaptive abilities of a group of children and adolescents with FASD were examined using the Vineland Adaptive Behaviour Scales (VABS) and compared to those of a group of IQ-matched children with specific learning disorder (SLD) as well as with typically developing controls (CON). The results showed significantly different adaptive abilities among the groups: Children with FASD performed worse than IQ-matched children with SLD, who in turn performed worse than typically developing children on all domains (communication, daily living skills and socialization) on the VABS. Compared to the other groups, social skills declined with age in the FASD group. These results support previous studies of adaptive behaviour deficits in children with FASD and provide further evidence of the specificity of these deficits. On a societal level, more efforts and resources should be focused on recognizing and diagnosing FASD and supporting communication skills, daily living skills and most of all social skills across diagnostic groups within FASD. Without adequate intervention, adolescents and young adults with FASD run a great risk of marginalization and social maladjustment, costly not only to society but also to the lives of the many young people with FASD.

The Collaborative Initiative on Fetal Alcohol Spectrum Disorders (CIFASD) was created in 2003 to further understanding of fetal alcohol spectrum disorders. Clinical and basic science projects collect data across multiple sites using standardized methodology. This article describes the methodology being used by the clinical projects that pertain to assessment of children and adolescents. Domains being addressed are dysmorphology, neurobehavior, 3-D facial imaging, and brain imaging.

Directional asymmetry, the systematic differences between the left and right body sides, is widespread in human populations. Changes in directional asymmetry are associated with various disorders that affect craniofacial development. Because facial dysmorphology is a key criterion for diagnosing fetal alcohol syndrome (FAS), the question arises whether in-utero alcohol exposure alters directional asymmetry in the face. Data on the relative position of 17 morphological landmarks were obtained from facial scans of children who were classified as either FAS or control. Shape data obtained from the landmarks was analyzed with the methods of geometric morphometrics. Our analyses showed significant directional asymmetry of facial shape, consisting primarily of a shift of midline landmarks to the right and a displacement of the landmarks around the eyes to the left. The asymmetry of FAS and control groups differed significantly and average directional asymmetry was increased in those individuals exposed to alcohol in utero. These results suggest that the developmental consequences of fetal alcohol exposure affect a wide range of craniofacial features in addition to those generally recognized and used for diagnosis of FAS.

Structured Abstract Authors – Fang S, McLaughlin J, Fang J, Huang J, Autti-Ramo I, Fagerlund A, Jacobson SW, Robinson LK, Hoyme HE, Mattson SN, Riley E, Zhou F, Ward R, Moore ES, Foroud T, and the Collaborative Initiative on Fetal Alcohol Spectrum Disorders. Objectives – Use three-dimensional (3D) facial laser scanned images from children with fetal alcohol syndrome (FAS) and controls to develop an automated diagnosis technique that can reliably and accurately identify individuals prenatally exposed to alcohol. Methods – A detailed dysmorphology evaluation, history of prenatal alcohol exposure, and 3D facial laser scans were obtained from 149 individuals (86 FAS; 63 Control) recruited from two study sites (Cape Town, South Africa and Helsinki, Finland). Computer graphics, machine learning, and pattern recognition techniques were used to automatically identify a set of facial features that best discriminated individuals with FAS from controls in each sample. Results – An automated feature detection and analysis technique was developed and applied to the two study populations. A unique set of facial regions and features were identified for each population that accurately discriminated FAS and control faces without any human intervention. Conclusion – Our results demonstrate that computer algorithms can be used to automatically detect facial features that can discriminate FAS and control faces.

Background: Effective management of fetal alcohol spectrum disorders (FASD) is dependent on the timely and reliable diagnosis of affected individuals. There are significant diagnostic difficulties because of the reduced prominence of facial features as children age to adulthood as well as potential population or ethnic differences in the most characteristic alcohol-related facial features. Methods: A total of 276 subjects were recruited from 4 sites (Cape Town, South Africa; Helsinki, Finland; Buffalo, New York; and San Diego, California) and completed a detailed dysmorphology evaluation to classify subjects as either fetal alcohol syndrome (FAS; 43%) or control (57%). Computerized anthropometry was employed to identify facial features that could distinguish FAS patients from controls across a wide age range and across ethnically disparate study populations. Results: Subjects were placed into 1 of 4 populations based on their ancestry (Cape Coloured, Finnish Caucasian, African American, or North American Caucasian). Analyses performed in each of the 4 study populations were able to identify a unique set of variables which provided excellent discrimination between the 2 groups (FAS, control). In each study group, at least one ocular-related measurement, shortened palpebral fissure, reduced outer canthal width, or reduced inner canthal width, was included in the final classification model. Conclusions: We found measurements that reflected reduced size of the eye orbit to be a consistent feature discriminating FAS and controls across each study population. However, each population had a unique, though often overlapping, set of variables which discriminated the 2 groups, suggesting important ethnic differences in the presentation of FAS. It is possible that these differences were accentuated by the wide age distribution of the study subjects.

The adverse effects of alcohol on the developing human comprise a spectrum of structural anomalies and behavioral and neurocognitive disabilities, most accurately termed fetal alcohol spectrum disorders (FASD). We previously have proposed revisions to the 1996 Institute of Medicine Diagnostic Criteria for diagnoses in the FASD continuum [fetal alcohol syndrome (FAS), partial fetal alcohol syndrome (PFAS), alcohol related birth defects (ARBD), and alcohol related neurodevelopmental disorder (ARND)], allowing for more reproducible and accurate FASD diagnosis in a clinical setting [Hoyme et al., 2005]. The NIAAA recently has coordinated and funded an international consortium of projects aimed at more complete characterization of the teratogenic spectrum of alcohol. One of the projects sites is in Finland. The aims of this project are: (1) to completely clinically characterize the structural and learning/behavioral phenotypes of a large cohort of older children and adolescents with moderate to severe disability within the FASD continuum; (2) to correlate FASD dysmorphology and behavioral phenotypes with CNS structure and function (i.e., MRS, MRI correlations); (3) to compare the phenotype of a genetically homogeneous population of Finnish children with FASD to that observed in other populations. We have recently completed dysmorphology examination and parent/guardian interviews of the 77 children in the Finnish cohort. The purpose of this report is to present historical and morphometric data on these patients, thereby more completely delineating the clinical spectrum of FASD in older children and adolescents, contrasting the phenotype with that described in other populations and examining whether a weighted dysmorphology score could be used as a clinical and research adjunct when fetal alcohol exposure is being suspected. All children were previously diagnosed with FASD by an experienced pediatric specialist in Finland, and all were exposed to significant maternal alcohol abuse prenatally. The sex ratio of the cohort was 0.38 (male: female) and ages ranged from 8 to 20 years, with a mean of 13 years. After application of the Revised IOM Diagnostic Criteria, 53% of the subjects were diagnosed as having FAS, 30% PFAS, 12% ARND, and 5% other diagnoses. Of note, although a family history of mental retardation or birth defects was rare, 43% of the children had one or more sibling who also carried a diagnosis of FAS. Eighty-nine percent of the mothers smoked cigarettes during gestation; other teratogenic exposures were rare. Almost none had undergone genetics evaluation in the past. Almost all of the subjects had resided in multiple foster placements since early childhood and had been followed regularly by pediatric specialists. Although 11% were born prematurely, 70% demonstrated prenatal growth deficiency, and 45% were microcephalic. Other than growth deficits and the cardinal facial features, the most common major and minor anomalies noted were: camptodactyly (55%), "hockey stick" or other altered palmar creases (51%), refractive errors (40%), strabismus (38%), dental crowding (43%), nail hypoplasia (38%), GU anomalies (22%), and congenital heart defects (18%), "Railroad track" ears were not observed in this population.