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Although the importance of listening to young children’s voices is acknowledged in international literature, it is not clear whether educational researchers really listen to them and, if they do, w...

Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were grouped into two main categories, descriptive (what FS is) and evaluative (FS is good or bad). Thematic analysis revealed five dimensions of evaluation: skills and knowledge, nature connectedness and physical/mental health, structure, inclusivity and enjoyment. Along these dimensions we uncovered tensions between opposing views. We also identified two strategies for dealing with these tensions, dismissal and balance. This is the first study that identifies dimensions of evaluation for FS and potential parent satisfaction. The implications are discussed.

Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.

People across the world and throughout history have gone to great lengths to enhance their physical appearance. Evolutionary psychologists and ethologists have largely attempted to explain this phenomenon via mating preferences and strategies. Here, we test one of the most popular evolutionary hypotheses for beauty-enhancing behaviors, drawn from mating market and parasite stress perspectives, in a large cross-cultural sample. We also test hypotheses drawn from other influential and non-mutually exclusive theoretical frameworks, from biosocial role theory to a cultural media perspective. Survey data from 93,158 human participants across 93 countries provide evidence that behaviors such as applying makeup or using other cosmetics, hair grooming, clothing style, caring for body hygiene, and exercising or following a specific diet for the specific purpose of improving ones physical attractiveness, are universal. Indeed, 99% of participants reported spending >10 min a day performing beauty-enhancing behaviors. The results largely support evolutionary hypotheses: more time was spent enhancing beauty by women (almost 4 h a day, on average) than by men (3.6 h a day), by the youngest participants (and contrary to predictions, also the oldest), by those with a relatively more severe history of infectious diseases, and by participants currently dating compared to those in established relationships. The strongest predictor of attractiveness-enhancing behaviors was social media usage. Other predictors, in order of effect size, included adhering to traditional gender roles, residing in countries with less gender equality, considering oneself as highly attractive or, conversely, highly unattractive, TV watching time, higher socioeconomic status, right-wing political beliefs, a lower level of education, and personal individualistic attitudes. This study provides novel insight into universal beauty-enhancing behaviors by unifying evolutionary theory with several other complementary perspectives., National Science Center, Poland [2019/33/N/HS6/00054]; Basic Research Program at the National Research University Higher School of Economics (HSE University); Basic Research Program at HSE University, RF; FCT [UID/PSI/03125/2021, SFRH/BD/126304/2016]; UTAR Research Centre Excellence Award; Universiti Tunku Abdul Rahman [2019 -CAP (6401/0019)], This work is the result of the research project funded by the National Science Center, Poland (2019/33/N/HS6/00054). Dmitry Grigoryev was supported by the Basic Research Program at the National Research University Higher School of Economics (HSE University).; Dmitrii Dubrov was supported by the Basic Research Program at HSE University, RF.; Patricia Arriaga was supported by the FCT through funds from the research center UID/PSI/03125/2021. Anabela C. Santos was supported by the FCT through funds from a PhD grant SFRH/BD/126304/2016. Kavitha Nalla Muthu and Chee-Seng Tan were supported by the UTAR Research Centre Excellence Award 2019 -CAP (6401/0019) from the Universiti Tunku Abdul Rahman.

This short paper describes the initial scale development of an instrument designed to measure school professionals' awareness of adverse childhood experiences (ACEs), their impact and practices that can support children who have been affected by ACEs.

Abstract: Although lacking in official figures, latest reports from NGOs highlight that Greece has over 85 institutional settings that house more than 2,500 children, excluding unaccompanied minors entering the system continuously for the past few years. Given the impact that institutional care has been found to have on psychological and cognitive outcomes, the authors make the case for the adaptation of Early Childhood Child Care HOME (EC-CC-HOME) a world-renowned instrument that assesses children’s child-care environment. In this instance, we have adapted the child-care version of HOME to assess the physical and organisations aspects of the residential environment, following the permission and through collaboration with the developer. This brief report presents some of the preliminary evidence of the first step undertaken towards the full adaptation of EC-CC-HOME in Greek and for use in institutional environments; participants were 29 children residing in such environments. Preliminary results on the psychometric characteristics of the measure, especially in relation to the learning aspect of the environment presented here, hold promise. This is an especially important first indication of how the measure works in view of the imminent adaptation of the scale to be used with institutional environments where children can benefit greatly from such a measure. Issues in relation to good practices in providing evidence for the psychometric characteristics of measures are briefly discussed as part of this investigation.

This article examines the psychometric properties of the Greek adaptation of Child Parental Acceptance–Rejection Questionnaire (PARQ)–Short Form, Mother, and Father versions. Data on the 24-item long measure were collected from 534 preadolescents and adolescents of the municipality of Ioannina. Participants were asked to report their agreement or disagreement on a 4-point Likert-type scale, developed to tap in to four factors (subscales), namely, (a) perceived warmth/affection, (b) perceived hostility/aggression, (c) perceived indifference/neglect, and (d) perceived undifferentiated rejection. A confirmatory factor analysis was conducted first, to explore if the structure of the four-factor model of Child PARQ is corroborated with the Greek sample. Additionally, the internal consistency of the proposed four factors (subscales) and the global scale were examined through obtaining Cronbach’s alphas and Gutman’s split-half coefficients. The analyses provide preliminary, yet strong, evidence for the structural invariance of the Greek adaptation of Child PARQ–Short Form.

A sample of 168 children ages 7 through 12 years ( M = 10.49 years) from Northern Greece (47.9% boys) was drawn to explore whether interpersonal power or prestige moderated relationships between paternal and/or maternal acceptances and children’s psychological adjustment. Child versions of the Parental Acceptance–Rejection Questionnaire (mother and father forms), the Personality Assessment Questionnaire, and the youth version of the Parental Power–Prestige Questionnaire were used. Both boys’ and girls’ psychological adjustment was significantly correlated with perceived paternal acceptance, but only girls’ adjustment was significantly correlated with maternal acceptance. In addition, girls’ perceptions of parental prestige were negatively correlated with paternal acceptance. Hierarchical multiple regression analyses showed that boys’ adjustment was marginally predicted by their perception of paternal (but not maternal) acceptance, whereas girls’ adjustment was uniquely and significantly predicted by their perception of maternal (but not paternal) acceptance. Finally, parental prestige moderated the relationship between perceived maternal acceptance and both boys’ and girls’ psychological adjustment.

Background Providing support to the increasing numbers of students facing mental health difficulties in higher education (HE) can be difficult due to stigma or lack of resources. Alternative and/or complementary sources of support are needed, such as online interventions that are recognised for their therapeutic value and cost-effectiveness. Objectives We aim to provide evidence supporting the conceptual and practical value of a newly developed online multimedia intervention system for HE students who face mild to moderate symptoms of anxiety and depression and study-skills difficulties. Methods Students from five universities were invited to participate in a cross-sectional proof-of-concept study. Students were invited through the universities’ internal communication channels. Following demonstration of each part of the system, students completed a survey with quantitative and qualitative questions. Results Response was largely positive. Positive responses on the features of the questionnaire ranged between 65% and 86%; on the features of the workshops ranged between 57% and 91%; on ‘My place’ ranged between 65% and 79%; on the animated videos ranged between 79% and 92%; and on the overall system ranged between 78% and 89%. Participants indicated areas for improvement and ways in which such improvement could be accomplished; these then guided the development of the system. Conclusions The results confirm the need for such a system. It can complement student support services (SSS) by dealing with cases with mild to moderate difficulties, hence allowing SSS to prioritise and effectively address more severe cases. Potentially this method can provide a meaningful alternative to SSS; this is worth investigating further.