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Background: Children with Prader-Willi Syndrome (PWS) display impaired pretend play abilities, reflective of broader social-cognitive challenges. Pretend play interventions for children with PWS demonstrate preliminary efficacy for improving cognitive and affective processes in play. It is unknown which specific intervention strategies, such as prompting, summarization, and modeling, most effectively improve these skills. The present study examined the effectiveness of different interventionist strategies on eliciting child behaviors within pretend play intervention sessions. Methods: Participants included 21 children (ages 6–12) with PWS who participated in a pretend play intervention. Recorded intervention sessions were coded for interventionist strategies and child pretend play skills. By pairing each interventionist strategy with the immediately following child behavior, it was possible to discern the frequency of how often certain intervention strategies immediately preceded various child pretend play skills. Results: All intervention strategies were followed by child pretend play over 50% of the time. Interventionist summarizing/reflection and modeling most often preceded child pretend play, as well as specific skills of imagination and organization. Prompting, followed by modeling, most often preceded affect expression. Conclusions: Interventionist strategies of summarization and modeling may most effectively facilitate pretend play. Prompts for emotions may be more effective to elicit affect expression, potentially due to social-cognitive difficulties inherent in PWS. Children with developmental differences may benefit from adults who engage in play as a partner, rather than direct the play, to help the child stay on-task and learn target behaviors. This insight may strengthen future efforts to support socioemotional skills through pretend play. [ABSTRACT FROM AUTHOR]

In this paper, I discuss the gendered‐racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in‐depth interviews, I develop the concept of 'socialisation climates' to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation and interrogation. Findings show that insiders play a crucial role in hindering or facilitating EMW's socialisation. Developmental relationships are gendered‐racialised relations in which EMW's identity impacts supervisor and peer support. The departmental context in terms of hierarchy, an Equality, Diversity, and Inclusion culture, and team composition is relevant to their socialisation process. EMW are able to socialise rapidly only in a context that is (radically) inclusive which is still rare in academia. This paper informs higher education institutions to be aware of the gendered‐racialised climate and interactions that influence EMW's socialisation and increase the risk of pushing them out. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has created unprecedented stressors for caregivers due to social distancing requirements that simultaneously increased their responsibilities and reduced opportunities for social connection and support. This concurrent embedded mixed-methods study examined differences between caregivers and non-caregivers regarding the effects of social connectedness on perceived stress and explored challenges caregivers experienced related to social connectedness and perceived stress. Method: A national online survey containing forced-choice and free-response questions was administered between April and June 2020. The survey was distributed via social media advertisements and a crowdsourcing platform to eligible adult residents in the United States (US) fluent in either English or Spanish. Multivariable regression and thematic analysis were used to analyze the quantitative and qualitative data. Mixed-methods integration occurred during the data analysis, interpretation, and reporting phases. Results: The study sample comprised 1540 US adults (1275 non-caregivers, 265 caregivers; 65% women; 36% racial/ethnic minorities). Relative to non-caregivers, caregivers had lower levels of social connectedness and higher levels of perceived stress. Social connectedness was also inversely related to perceived stress for non-caregivers (p < 0.001) and slightly but not significantly positively related to perceived stress for caregivers. Qualitative findings showed caregivers experienced a variety of stressors including fear of COVID-19 exposure to their care recipients, disruption to usual care routines, and difficulty accessing healthcare services that may have contributed to decrements in social connectedness and higher levels of perceived stress. Conclusion: Findings suggest social connectedness may be beneficial for reducing perceived stress, but its impact can vary depending on individual circumstances. Overall, findings support the idea that caregivers are a particularly vulnerable sub-group of the population and may benefit from more targeted support and interventions. [ABSTRACT FROM AUTHOR]

• We empirically examine the impact of social public spending on human development distribution in a sample of 82 developed and developing countries over the period 2010–2021. • We focus on the Human Development Index (HDI) and the Inequality-Adjusted Human Development Index (IHDI). • Social public spending (health, education and social protection) reduces the loss of HDI caused by inequality. • Social public spending has an important redistributive impact with regards to human development outcomes related to life expectancy, years of schooling and income per capita. In this article, we empirically analyse the impact of social public spending on human development distribution in a sample of 82 developed and developing countries over the period 2010–2021. Specifically, we focus on the impact of the three components of social spending (health, education and social protection) on the distribution of human development as measured by the Human Development Index (HDI) and its dimensions (health, education, and income). Applying data panel analysis, our empirical evidence shows that the three components of social expenditure reduce the loss of HDI caused by inequality. Hence, public resources allocated towards social spending have an important redistributive impact with regards to human development outcomes related to life expectancy, years of schooling and income per capita. [ABSTRACT FROM AUTHOR]

This study assesses the impact of NATO socialization upon an 'outsider' country, using Sweden in the area of civil defence as a case study. Relying on 33 interviews from 2020 and 2022 with civil servants from Swedish government agencies, the article gives a unique empirical account of practitioners' perceptions on the interactions (or the absence thereof) with NATO prior to Sweden's NATO membership, covering a crucial phase under which the country knocked on the alliance's door. It expands the existing socialization literature by developing the 'outsider' perspective, while also contributing to the understanding of the impact of the socialization process on a practical level. To that end, the study develops a theoretical framework based on exclusion, interactions, incentives, and compatibility which serves to elevate the analysis that highlights challenges for 'outsiders,' while proposing subsequent strategies to mitigate them. Furthermore, it unlocks a discussion on NATO's role in national resilience of present and future member countries. [ABSTRACT FROM AUTHOR]

This study examines whether there is a relation between assigned skin tone and parental racial socialization of their young children (ages 5–8). The concurrent mixed methods design combined quantitative and qualitative findings to explore the complexity and role skin tones play in Black parents' messages to their children. In the quantitative strand, 178 Black parents completed a survey and questionnaire. The qualitative strand consisted of a one-on-one interview with 10 parents from the quantitative sample. Quantitative findings revealed that parents who assigned a light skin tone to their children engaged in more specific types of racial socialization than those who assigned a darker skin tone to their children. Analysis of qualitative interviews revealed parents' unique messages based on assigned skin tones. Data from the two strands were integrated using a weaving approach that compared findings from both strands. [ABSTRACT FROM AUTHOR]

Introduction: The COVID‐19 pandemic (2020–2021) resulted in isolation due to social distancing rules and lockdowns, during which technology was used to enable families and friends to maintain contact. Despite loneliness being high in parents, little is known about which parents are more likely to experience loneliness and strategies to support them. Method: This mixed‐methods study examines which parents were lonely during the pandemic and how digital technologies were used to reduce loneliness and social isolation. Data were collected during the first UK lockdown from May to July 2020 via an online survey (N = 145) and follow‐up interviews (n = 13). Results: Loneliness reported during lockdown was greater than retrospective reporting of loneliness for all respondents, but it was higher in single parents, those caring for children with specific needs, and those with lower household incomes before and during lockdown. Parents rapidly adapted to and experimented with using technology for social connection during the lockdown, which helped to reduce feelings of isolation and loneliness. Video calling was found to be useful for making connections and enhancing social presence, but parents also experienced anxieties and difficulties with its use. There were mixed views about technology use; some were keen to continue using technology for socializing after the lockdown ended, but for others, it was only a temporary measure. Conclusion: Although technology was invaluable during the pandemic, it was not a panacea, and the way parents used it was influenced by their approach to technology and existing social behaviors and networks. [ABSTRACT FROM AUTHOR]

COVID-19 has heralded a health and socioeconomic crisis that has made it difficult for nonprofit human service organizations (NPHSOs) to play their social roles and achieve their goals. This article examines how the merger of NPHSOs can serve as a strategy for coping with an organizational crisis caused by external extreme events such as the COVID-19 pandemic. The study focused on eight mergers of Israeli NPHSOs. Using in-depth interviews and a survey methodology of senior managers and board members who have participated in the merger process, we explore the motives, challenges, and key processes characterizing these mergers. The findings are organized around three stages in the merging process – the Three P's in human service mergers: Pre-merger, when the motives and barriers were examined; Process, where decision-making mechanisms, issues of belonging and identity, and coping with conflicts and trust-building were examined; and Post-merger, where attitudes toward the outcomes of the merger and its success in various organizational areas were assessed. The findings also point to a lack of proper preparation and orientation for the merger, ego struggles between managers and workers, and the need for socializing the employees to the merger. We conclude by discussing the importance of planning for and attending to the human capital in the merged NPHSOs, the need to build a shared sense of belonging, and the value of shaping a new and shared organizational culture. Implications to theory, practice, and policy are discussed. Executives of nonprofit human service organizations considering a merger in response to a crisis should prepare, orient, and socialize executives, board members, and employees before entering the merger process; part of this socialization should include emotional dimensions of trust building, respect, and empathy. Executives should establish mechanisms for shared decision-making and for coping with conflicts. Executives and board members should collaborate to plan the merger strategically (i.e. establish goals before initiating the merger) to make the process more efficient, effective, and adjusted to expected and unexpected events in the external environments. Umbrella organizations, infrastructure organizations, government agencies, and funders should develop knowledge and support systems to help organizations consider mergers. Funders should be engaged in due diligence to assess the organizations' financial and economic resilience before the merger. They should also consider the synergies of the merger and its added value to the beneficiaries before entering the process. [ABSTRACT FROM AUTHOR]

Intergenerational political socialization is alive and well in the polarized American polity. But, by what mechanism do parental views transmit to children? We develop a theory (dyadic social learning theory) which posits the importance of dyadic familial communication in facilitating attitudinal concordance between parents and children. Using original survey data of 1,048 dyadic pairs of American parents and middle school-aged children, we develop a novel measure of political perception that combines the perceptive accuracy of parents with the perceptive accuracy of their children. This measure of parent-child alignment, which we argue signals quality communication in families, is a powerful determinant of parent-child congruence on political views and emotions, particularly polarization. When a dyadic pair accurately perceives each other politically, the likelihood of congruent views and shared polarization increases. This research has implications for how we understand political transference of polarized views, and for broader theories of how children are socialized into the political world. It also suggests that solutions to polarization will have to address the role of parents in initiating polarization. [ABSTRACT FROM AUTHOR]

This preliminary investigation explored associations between Black adolescents' experiences with parental racial socialization (racial pride and racial barrier messages), dimensions of racial identity (centrality and private regard), and critical reflection regarding the need for school change of racial inequity. One hundred fifty‐one (78 girls; 73 boys) high school students from the southeastern United States were sampled for this self‐report cross‐sectional investigation. Findings revealed significant, positive total effects of racial pride and racial barrier socialization on critical reflection. Furthermore, a significant specific indirect relationship between racial pride socialization and critical reflection through centrality (small to medium effect), but not private regard. Unexpectedly, no significant indirect associations of perceived racial barrier socialization on critical reflection through racial identity dimensions were found. Implications for our findings are discussed for school‐based practitioners and policymakers. Practitioner points: Racial socialization messages were associated with Black youths' critical reflection about the need for school change of racial inequity.Racial pride socialization was related to critical reflection indirectly though one racial identity dimension (i.e., centrality).Racial barrier socialization was related to critical reflection directly and not indirectly through any racial identity dimensions. [ABSTRACT FROM AUTHOR]

Although the social realist position is grounded in the fundamentally important observation that schools must engage students with knowledge that deepens and extends their understanding, rather than simply reproduce what they learn in everyday life, this approach commits a fatal flaw by equating such 'powerful knowledge' with the work of academic disciplines—a position also taken by many scholars working outside the social realist tradition. The social realist and related disciplinary approaches mischaracterize the cohesiveness and boundedness of disciplines; they evade the culturally, historically, and institutionally situated nature of disciplines and dismiss the extensive knowledge produced outside them; and they ignore the societal purposes of knowledge within general education, which necessarily differ from those of academic disciplines. In a world beset by social, political, and environmental crises, schools must engage students with systematic knowledge, but that knowledge must be selected and organized on some basis other than a simplified portrait of imagined academic disciplines. [ABSTRACT FROM AUTHOR]

National canons of history sparked intense debate among historians over the last years, history educators have regularly shown concerns regarding these canons. The main arguments are that history is instrumentalized for political purposes, and that canons are incompatible with multiculturality. In this study, the cases of the Netherlands and Belgium (Flanders) are used to discuss these concerns. The aim of this article is to gain a more complex understanding of the use of canonical discourse in the setting of history education. The current study actualizes and reconsiders Banks' typologies of knowledge, and applies them to multicultural history education. Hence, the canon debates in the low countries are contextualized from an international perspective of debates on canon and history teaching. It is argued that both national canons specifically intend to confront popular knowledges and historical myths with academic historiographic discourses. More particularly both canons seek to include discourses on minority groups and multiculturality, which may benefit the use of transformative knowledge in history education. The use of canonical discourses however must not be reduced to transmission. Beside qualification history education also strives towards socialization and subjectivation. It is discussed how a thoughtful use of canonical discourse may add to realizing these purposes of education. [ABSTRACT FROM AUTHOR]

Objective: We aim to identify the major ideas and trends in the study of morality within personality psychology over the past 100 years. Method: Our historical review is organized into three sections, examining moral dimensions in personality from the standpoints of the person as (1) a social actor (moral traits), (2) a motivated agent (the mental infrastructure of morality), and (3) an autobiographical author (moral life stories). Results: Within the field of personality psychology, a great deal of research into morality has been hiding for decades in plain view. Accordingly, we trace the history of research on socialization and instrumental competence, altruism, moral traits and virtues, the dimensions of morality inherent in the authoritarian personality, personal values, moral reasoning, moral intuitions, and the life stories constructed by people who have distinguished themselves for moral excellence, as evidenced in extraordinary bravery, compassion, or generativity. Conclusions: In a multitude of ways, human beings express and experience individual differences in their moral engagement of the world, all of which fall within the purview of personality psychology. [ABSTRACT FROM AUTHOR]

Drawing from the perspective of sociometer theory, we posit that the career consultation behaviour of newcomers can bolster supervisors' organization‐based self‐esteem (OBSE), thereby increasing their access to career mentoring from supervisors. Additionally, we suggest that the impact of newcomers' career consultation behaviour on supervisors' OBSE will be more pronounced among individuals with a higher power distance orientation. A time‐lagged, four‐phase data collection involving 238 newcomer–supervisor dyads supported this moderated mediation effect. The results indicate that newcomers' career consultation behaviour contributes to supervisors' OBSE, particularly for those with higher power distance orientations compared to their counterparts with lower power distance orientations. Subsequently, this is positively associated with supervisors' career mentoring as reported by newcomers. The implications of this study are discussed in the context of existing literature on newcomer socialization and mentoring. [ABSTRACT FROM AUTHOR]

Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools' responses to these threats shape novice Teach for America Corp Members' (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools' responses indicated a threat rigidity response that allowed what we call the mesosystem of transgressions to occur. Our implications present ways to (a) mitigate threats inflicted on schools through unjust policies and practices and (b) enact equitable public schools. [ABSTRACT FROM AUTHOR]

Familial racial‐ethnic socialization (RES) helps youth build tools of cultural resilience by providing messages regarding race and ethnicity that enable them to negotiate and survive the demands of a racialized society. Thus, RES is an important caregiving task for historically minoritized families, including Latine families in the United States. In this article, we review research on RES in Latine families, which has focused primarily on RES processes in middle childhood to adolescence, to provide an evidence‐informed conceptual model delineating the youth, parental, dyadic/familial, and sociohistorical factors that shape how Latine families engage in RES. We argue that it is important to focus on which RES messages are provided, how families provide these messages, and the concomitant family processes that support RES efforts that result in culturally adaptive outcomes. We also review research on this topic to identify where evidence supports the role of these factors in the delivery of RES and to identify new directions for research and intervention. [ABSTRACT FROM AUTHOR]

Background. Although retaining new nurses is imperative for the future of the nursing profession, it remains a challenging task in the healthcare industry. Understanding the career journey of new graduates as they transition from students to nurses is vital. However, longitudinal studies investigating the factors influencing retention during this period are lacking. Aim. The aim of this study is to identify the influencing factors and develop a longitudinal prediction model for new graduate nurse retention. Methods. A secondary data analysis was conducted using the New Nurse e-Cohort Study dataset from two survey periods, November–December 2020 and February–March 2022. The participants were categorized into either retention or turnover groups based on their turnover experiences. A decision tree based on classification and regression tree (CART) analysis was utilized. Results. Of the total 586 participants, 463 (79%) were in the retention group. The CART model highlighted that new nurses' retention was significantly associated with younger age, higher readiness for practice (clinical problem-solving) during the nursing program, lower transition shock (such as confusion in professional values, loss of social support, and conflicts between theory and practice), and a higher person-environment fit (person-job fit). The predictive accuracy of the CART model was 79.7%. Conclusion. To retain new nurses, nursing educators and hospital managers should collaborate to prepare nursing students for actual practice, offer support during organizational socialization, and foster healthy professional values for competence in the workplace. Implications for Nursing Management. Transforming the educational strategies of nursing programs and hospital management policies is imperative to ultimately enhance the retention of new graduate nurses. [ABSTRACT FROM AUTHOR]

Simple Summary: For dogs and their owners to live in harmony, owner expectations and the behaviour of their dogs need to be aligned. Limited socialisation can contribute to the development of undesirable behaviours, so the reduced socialisation opportunities for many puppies during the COVID-19 lockdown is a concern. This United Kingdom/Republic of Ireland study used data collected between May 2016 and November 2022 to examine the impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of 6-month-old puppies. The findings showed that puppies under 19-weeks had more types of experiences as they aged, and during pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met new adults or dogs, familiar dogs, or children within the last 1–7 days, regardless of lockdown phase. However, during lockdown, 6-month-old puppies experienced longer periods between meeting new adults in their homes. Overall, lockdown had a smaller impact on socialisation experiences than expected, but the quantity and quality of these experiences may have been affected. Future research will explore whether these early-life experiences relate to adult behaviour as the dogs in the study grow older. Limited socialisation can contribute to the development of undesirable dog behaviours. The COVID-19 lockdown potentially limited socialisation opportunities, which may negatively impact the future behaviour of puppies raised during lockdown. Data were gathered from longitudinal study participants in the United Kingdom/Republic of Ireland via multiple questionnaires between May 2016 and November 2022. The impact of age and lockdown phase (pre-, during, and post-) on the types of socialisation experiences of 8-to-19-week-old puppies and the recency of socialisation experiences of approximately 6-month-old puppies were examined. Puppies under 19-weeks had significantly more types of socialisation experiences (from a predefined list) as they aged, and pre-lockdown compared to post-lockdown, but not between other lockdown phases. Most 6-month-old puppies had met a new adult or dog outside the household, a familiar dog, and/or a child within the last 1–7 days, and this was similar between lockdown phases. During lockdown, 6-month-old puppies experienced longer periods between meeting a new adult in their home. Puppies were hypothesised to have had fewer experiences during lockdown, but this was not found. However, the quantity and quality of these experiences may have been affected. Future research within this longitudinal study will explore relationships between the timing and type of experiences had by puppies and their subsequent behaviour. [ABSTRACT FROM AUTHOR]

In western societies, secularization in the sense of declining individual religiosity is mainly caused by cohort replacement. Every cohort is somewhat less religious than its predecessor, indicating that religious transmission is incomplete. The puzzle is just what causes this incomplete transmission and whether there is one or a restricted number of factors that mainly explain the process. Our aim in this article is to establish, describe, and explain this lack of religious transmission in West Germany, comparing parents’ and children's level of church attendance and their determinants over time. We use a data set of more than 8,000 parent‐child pairs across four cohorts from the German Socio‐Economic Panel (SOEP) and test whether indicators measuring parent attributes, family relations, or parental context influence the attendance gap. As expected, we find a substantial parent‐child attendance gap. However, we do not find factors that mainly explain the process. Only family disruption and the percentage of nones in the state slightly increase the attendance gap, but effect sizes are small. Our surprising result is that secularization happens largely independently of attributes of the parents and their immediate surroundings. We discuss how this finding may give credibility to new theories of secular transition and present an agenda for future research on religious transmission. [ABSTRACT FROM AUTHOR]

In spite of the widespread belief that firsthand experience with protest is able to change participants’ hearts and minds, the empirical evidence tracking actual changes after participation in protest events is scant and mixed. We examine whether participation in significant protest events increases political engagement in terms of both attitudes (interest, internal efficacy) and behaviors (later participation in demonstrations, overall political participation), and whether these effects persist over time. We use a unique panel survey that covers nine years (2010–2019) and tracks individuals before and after the major protests that took place in Spain in 2011, known as the Indignados or 15-M protests. Our results indicate that participating in the 15-M protests had a positive effect on all the studied political engagement indicators immediately after the protests and, in particular, about two years after they occurred. However, eight years after the protest events, most of these effects had faded. [ABSTRACT FROM AUTHOR]

This study applies an adapted Tripartite Integration Model of Social Influences (TIMSI) framework to investigate the socialization experiences of undergraduate students participating in the STEM Scholars Program (SSP), with a particular focus on the relationship between first-generation status and STEM socialization. A sample of N = 193 students was longitudinally tracked and surveyed on five occasions throughout their four-year college journey, ranging from the summer bridge to the end of their four academic college years. Through the application of latent growth curve modeling, we identified quadratic growth trajectories in three indicators of social influence/socialization processes (i.e., scientific self-efficacy, scientific identity, and SSP program values), as well as a co-development between social influence processes and scientific integration. Notably, the study finds that first-generation students report comparable growth rates of socialization experiences to their continuing-generation peers. These results suggest that the SSP may help bridge the gap for first-generation students as they embark on their journey into STEM fields. The implications of this study highlight the importance of socialization in STEM education, as well as the recruitment of first-generation students in STEM intervention programs. [ABSTRACT FROM AUTHOR]

This study explores the role of church museums represented by the Tsinanfu Institute in the spread of Christianity in modern China. Established in 1887, Tsinanfu Institute, formerly Tsingchowfu Museum, stands as an early pioneer of church museums in China with the mission of spreading Christianity. It has taken exhibition and knowledge dissemination and social education as its core functions, indirect evangelization and expansion of religious influence as its fundamental purpose, and the Chinese way of localization and the promotion of harmonious relations with the community as its important working guidelines. It has established a new operational concept as a "public cultural museum", realizing the transformation of the church museum from a missionary venue for the intellectuals to a new type of missionary venue for the general public. The development stages of the church museum operational concept represented by Tsinanfu Institute are mainly socialization, education, localization, and the popularization of higher education, which is a microcosm of the development trend of the Christian Endeavour Movement, Social Gospel, and vernacularization thought. Tsinanfu Institute shows significant research value in studying new missionary concepts and exploring the new way of missionary work in the church during the late 19th and early 20th centuries. [ABSTRACT FROM AUTHOR]

Social exclusion - in sports as well as in all other areas of life - is linked to low socioeconomic status, poverty, unemployment, and low educational attainment. This means that disadvantaged social groups are permanently trapped in a lifestyle lacking physical exercise. In a broader sense, social exclusion from sports activities affects a much wider social spectrum, including groups that suffer disadvantages based on gender, age, place of residence, or disability [Spaaij, R., Farquharson, K., & Marjoribanks, T. (2015). Sport and social inequalities. Sociology Compass, 9(5), 400-411. https://doi.org/10.1111/soc4.12254]. In Southern, Central, and Eastern Europe, a smaller fraction of society has the opportunity to be active regularly, while the majority are left out. Based on Bourdieu's theory on capital and habitus our paper aims to find out what demographic and socialisation factors, as well as how the socio-economic status and the student habitus play roles in student sport activity in five Central and Eastern European countries. Our analysis is based on the database of the questionnaire survey carried out among students in the examined region (PERSIST 2019, N = 2005). Our results show that although students with a higher social status pursue sport more regularly and are more likely to pursue a sport in clubs, gender, habitus, the parental sporting environment, and sporting friends are the main factors that play a positive role in their regular participation. [ABSTRACT FROM AUTHOR]

Emotion socialization is conceptualized as a relational process, yet children's role in socializing parents' emotions is rarely considered. This study explored longitudinal patterns of mother-child emotion socialization from early to middle childhood. Participants were 349 children (51% boys, 49% girls) and their mothers from the southeastern United States. Children were 79.4% White, 12% Black or African American, and 8.3% multi-racial or other; 6.3% were Hispanic/Latino. Mother-child dyads completed an etch-a-sketch task when children were 3, 4, and 6 years old. At each time, mothers' and children's expression, coaching, and dismissing of positive and negative emotions were observed. Hierarchical Linear Modeling analyses identified developmental trajectories and within-dyad associations of emotion coaching and dismissing with emotion expression. Over time, expression of positive emotions decreased and expression of negative emotions showed no change for both mothers and children. Mothers decreased in coaching children's positive emotions and showed no change in coaching children's negative emotions. Children increased in coaching mothers' positive emotions and showed no change in coaching mothers' negative emotions over time. Both mothers and children decreased in dismissing emotions over time. Within dyads, mothers' increases in coaching and in dismissing related to children's increased expression. Children's increases in coaching related to mothers' increased expression. Findings highlight complexity and dynamics of emotion socialization processes over time. Highlights: Children play an active role in emotion socialization transactions. Mothers decreased and children increased in coaching of positive emotions over time. Maternal emotion coaching and emotion dismissing related to children's increased expression over time. Children's emotion coaching related to mothers' increased expression over time. [ABSTRACT FROM AUTHOR]

In the present study, we employed a multi-method approach to study the process by which mothers of preschool-aged children actively socialize complex emotions. Within the context of a dynamic systems framework, we examined the associations between maternal meta-emotion philosophies, via an interview-based assessment (the Meta-Emotion Interview, MEI), and the use of emotion words mapped onto a state-space grid during a narrative storytelling task. Mothers were asked to read an emotionally evocative, wordless picture-story book in a comfortable setting in their homes to their preschool-aged child. All interactions were audio recorded, transcribed verbatim, and categories of negative and positive emotion words, and their behavioural expressions were coded from a rubric by independent raters with a 96% agreement rate. We found that higher levels of maternal awareness of emotion and emotion coaching strategies on the MEI were correlated with a wide array of positive and negative emotion word usage and behavioral expressions of emotion during the storytelling task, as well as with more flexible, fluid, and diverse state-space grid profiles. These results are consistent with meta-emotion theory and suggest that meta-emotion philosophies have an implicit influence on the ways in which caregivers socialize emotions in natural settings. We argue that an SSG methodology adds an innovative dimension to the study of meta-emotion and emotion socialization. Highlights: Examined emotion socialization with the use of a state space grid (SSG) methodology. Emotion awareness and coaching strategies correlated with more diverse SSGs. These results were most pronounced when exploring negative emotions. SSGs add a novel approach for integrating meta-emotion and emotion socialization. [ABSTRACT FROM AUTHOR]

The notion of multilingual students' first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students' L1 in the teaching practice impacts multilingual students' mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we investigate what a long-term shift from mathematics teaching in the language of instruction (Persian) to mathematics teaching that includes students' first language (Turkish) may mean in terms of learning opportunities. In language positive classrooms, students' socialization into mathematics and language includes using students' first languages and paying explicit attention to different aspects of language use in mathematics. Among other things, socialization events provide possibilities to share explanations of mathematical thinking. The results of this study suggest that using students' first languages may reinforce other language positive socialization events and provide mathematics learning opportunities during individual assignment activities. Furthermore, the results suggest that the conceived value of mathematics education in the local communities changed with the introduction of students' L1 in the teaching practice. Consequently, this study indicates that using students' first languages in mathematics classrooms may be a key issue in multilingual contexts. [ABSTRACT FROM AUTHOR]

As previous research has observed, medical students and physicians alike confront vast amounts of knowledge in their education and practice, such that no one clinician can know everything there is to know about biomedicine. Even before clerkships, medical students learn to cope with this impossibility by prioritizing certain information based on its perceived utility for exams and clinical practice. Many factors can shape this process, including teamwork, wherein individual medical students rely on one another to address gaps in knowledge at the level of the group. This paper will draw on qualitative data from two allopathic medical schools in the American Midwest to demonstrate that peer-to-peer learning, a widely utilized pedagogical modality in North American medical schools, is amongst the earliest places where future physicians learn how to rely on their peers in the profession as they make choices about what to know and what not to know about biomedicine: cultivating a culture of "intraprofessionalism" between students with different knowledges and values, as they prepare to enter the same profession. The paper will also consider how differences in the student populations at two field sites impact intraprofessional development. Drawing on scholarship of peer-based learning strategies and the sociology and anthropology of medical education, the authors argue that peer-to-peer learning is a key site in the professional socialization of medical students toward the effective management of medical knowledge. [ABSTRACT FROM AUTHOR]

Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered. [ABSTRACT FROM AUTHOR]

In this paper, we contribute to the discussion of models-based practice (MbP) in physical education (PE). While versatility is a global ideal for PE, the common pedagogical approach to PE has been criticized for being biased towards activity-based instruction and mastering discipline-specific skills. To address this problem, Kirk, Metzler, and Haerens et al. suggest PE based on pedagogical models (a MbP) to meet the ideal of versatility for PE. However, a MbP does not automatically fulfil the versatile ideal of PE, and it is thus important that a MbP is embedded in and informed by broader theoretical perspectives on PE's educational purpose. In this paper, we will broaden the perspective on the ideal of versatility by including the purpose of PE, and the discussion of the purpose of PE draws on Gert Biesta's perspective on education and its purpose as qualification, socialization and subjectification. The purpose of the paper is to investigate how Biesta's three educational domains of qualification, socialization and subjectification can qualify a versatile MbP in PE. To examine how we can understand versatility as an ideal for PE, the paper presents Biesta's perspective on education and how we can apply this understanding to craft a MbP in PE (Biesta 2013; Friesen 2020). Drawing on Biesta's (2020) perspective on education, we argue that a versatile MbP in PE should account for all three domains of the educational purpose: qualification, socialization and subjectification. Even though the three domains are inseparable in practice, the crux of any pedagogical model will tend to focus more explicitly on one domain of the educational purpose over the others. From the perspective of education as a human science pedagogy, the present paper offers some theoretical reflections on the purpose of PE and makes a case for a MbP using three pedagogical models: Direct Instruction (Metzler 2017), Sport Education (Kirk 2013; Siedentop 1994) and Movement literacy (Standal 2015). Using Biesta's (2020, 2022) three educational domains of the educational purpose, this paper offers some theoretical reflections that can qualify a versatile MbP in PE from the perspective of education as a human science pedagogy. [ABSTRACT FROM AUTHOR]

We examined relationships between measures of adaptive behavior, cognitive ability, and autism symptom severity in 1458 preschool-aged children with autism from the Study to Explore Early Development. While publications commonly describe autistic children as "low-" or "high-functioning" based on cognitive ability, relying solely on cognitive scores may obscure meaningful variation in functioning. We found significant heterogeneity in adaptive behavior scores of children with cognitive scores both above and below the threshold of two or more standard deviations below the population mean specified in the diagnostic criteria for intellectual disability (ID). Although cognitive and adaptive behavior scores were strongly associated in our sample, considerable variation in overall adaptive behavior and more than half in socialization and motor skills was unaccounted for by cognitive ability, autism symptom severity, and other covariates. Among children who could be designated "low-functioning" based on cognitive scores, 39.7% had composite adaptive behavior scores indicating no significant delays, while among those who might be designated "high-functioning," 9.0% had significant delays in overall adaptive behavior and 22.2% in socialization. These results suggest adaptive behavior scores capture variations in the autism phenotype not accounted for by other measures we considered. Autistic people are often described as "low-" or "high-functioning" based on their scores on cognitive tests. These terms are common in publications and in everyday communication. However, recent research and feedback from the autistic community suggests that relying on cognitive ability alone to describe functioning may miss meaningful differences in the abilities of autistic children and adults and in the kinds of support they may need. Additional methods are needed to describe "functioning" in autistic children. We examined whether scores from a test measuring adaptive behaviors would provide information on the functional abilities of children with autism that is different from cognitive ability and autism symptom severity. Adaptive behaviors include age-appropriate skills that allow people to function in their everyday lives and social interactions. We found that a large amount of the variation in adaptive behavior scores was not explained by cognitive development, autism symptom severity, and behavioral and emotional problems. In addition, there was a wide range of adaptive ability levels in children with autism in our study, including in those with low, average, or high cognitive scores. Our results suggest that adaptive behavior scores could provide useful information about the strengths and support needs of autistic children above and beyond measures of cognitive ability and autism symptom severity. Adaptive behavior scores provide important information on the needs of autistic people. [ABSTRACT FROM AUTHOR]

Decades of evidence point to the vital role of parents in shaping their children's partisan leanings, particularly concerning mainstream parties. And yet the contours of intergenerational influence remain quite obscured. For instance, scholars disagree on when social learning in the household occurs (childhood vs adolescence) and about who is the dominant socializer (mother vs father). Data from a long-term German household panel survey allow for a fine-grained examination of intergenerational influence processes over time. We model the partisan preferences of 18-year-olds as a function of their mothers' and fathers' own contemporaneous and past partisan preferences. Our intergenerational inquiry reveals that mothers dominate socialization during childhood while influence in late adolescence is more evenly distributed between mothers and fathers. We also find that mothers have an advantage over fathers in communicating center-left party preferences. These findings have implications for our understanding of socialization, partisanship, and democratic stability. [ABSTRACT FROM AUTHOR]

Employing ethnography and the theoretical paradigm of language ideology (Silverstein, M. 1979. "Language structure and linguistic ideology." In The Elements: A Parasession on Linguistic Units and Levels, edited by P. Clyne, W. Hanks, and H. Carol, 193–247. Chicago Linguistic Society), this article examines how ideologies of language inform language practices among migrant workers in a Vietnamese restaurant in South Texas. Data is drawn from participant observations, audio-recorded interactions, semi-structured interviews with participants, and collection of artifacts. Findings suggest that the participants hold certain ideologies, namely, (1) standardised English as an impediment or a resource, (2) polite language as access to community membership and career opportunities, and (3) multilingualism as a marketable commodity. Those beliefs, in turn, shape their trajectory of language practices and socialisation patterns. The participants' language ideologies, therefore, do not exist separately as a theoretical divide, nor a static social construct, but constantly evolve, mutually inform, and contest each other, dynamically transformed during their socialisation process. The paper concludes with the emphasis on exploring linguistic dynamics, such as language ideologies and multilingual turn in language socialisation, across similar transnational communities. [ABSTRACT FROM AUTHOR]

As a form of synthetic media built on the Internet's extensive visual datasets with evolving machine learning techniques, deepfakes raise the specter of new types of informational harms and possibilities for image-based abuse. There are calls for three types of defensive response: regulation, technical controls, and improved digital or media literacy. Each is problematic by itself. This article asks what kind of literacy can address deepfake harms, proposing an artificial intelligence (AI) and data literacy framework to explore the potential for social learning with deepfakes and identify sites and methods for intervening in their cultures of production. The article applies contextual qualitative content analysis to explore the most popular GitHub repositories and YouTube accounts teaching "how to deepfake." The analysis shows that these sites contribute to socializing AI and establishing cultures of social learning, offering potential sites of intervention and pointing to new methods for addressing AI and data harms. [ABSTRACT FROM AUTHOR]

Friendship has been predominantly conceptualised as a highly positive and voluntary relationship. This article contributes to recent sociological challenges to these notions by ethnographically examining how conflicting friendship ideals are negotiated in everyday life. It is based on a year-long study of friendship socialisation and friendship between girls in an Israeli elementary school classroom, from the perspectives of both the girls and their teachers. I argue that the teachers promoted two contradictory friendship ideals: one of 'chosen' friendship between specific students, which recognised the children's agency and preferences; and the other, of 'collective' friendship between all the class group members, directed at engendering social cohesion and preventing loneliness. The article delineates how the girls and teachers negotiated relationships between the students under the framework of both friendship ideals – and in doing so, exposed the tensions and entanglements between the two. Moreover, the girls and teachers' friendship discourses and practices shed light on the hefty social demands placed on children's friendship ties in school, and how friendship can incorporate both collective and individual meanings. [ABSTRACT FROM AUTHOR]

Studies have primarily identified the positive associations between students' communal values and teachers' culturally relevant practice in separate investigations. The current study examined African American students' perceptions of their mathematics teachers' practice specifically related to the transmission of communal values, communal socialization. It also explores associations between these perceptions and students' academic engagement and performance in mathematics. Communal socialization is the transmission of implicit and explicit messages, models, and experiences that teach, honor, and reinforce students' values of social connectedness, interdependence, and common purpose. African American high school students (N = 308, 81% 14–17 years old, 74% female, 71% subsidized lunch status) participated in this study. Exploratory factor analyses were used to examine the dimensionality of communal socialization. Latent profile analyses yielded profiles to explore the varied experiences of students in secondary mathematics. Multinomial logistic regressions were used to examine the associations between communal socialization and students' academic (i.e., academic engagement and performance), achievement motivation (i.e., attainment value), and social responsibility outcomes. Results were in support of the multidimensional nature of the Communal Socialization Scale including four factors: personal responsibility, community utility, equitable actions, and global responsibility. In addition, four latent profiles emerged, each with distinct levels in these factors: highly communal, moderately communal, least critical, and least communal. Students in the highly communal socialization profile reported significantly more value for mathematics, academic engagement, and perceived higher social responsibility. As a culturally sustaining practice, communal socialization has the potential to shape mathematics instruction toward fostering and sustaining social and community connections for the benefit of students' value, engagement, and persistence in mathematics. Educational Impact and Implications Statement: This study explores an emerging construct, communal socialization, and its measurement and implications for students' academic and social outcomes. Communal socialization is the transmission of messages, models, and experiences that teach, honor, and reinforce students' values of social connectedness, interdependence, and common purpose. It can be reflected in teacher practice that fosters social and community-oriented connections in mathematics classrooms. African American high school students who perceived higher communal socialization in their mathematics classrooms also reported higher value of mathematics, greater academic engagement, and a stronger sense of social responsibility. Communal socialization can have positive implications for students academically and socially and can be further explored as a mechanism toward their engagement, persistence, and excellence in mathematics. [ABSTRACT FROM AUTHOR]

Children are inherently different from adults. Yet, our understanding of their sociocultural contexts across countries is limited. This study uses survey data from 95,576 children from 35 societies and proposes a three-faceted cultural framework that covers the cultural dimensions of collectivism, power equivalence, and aggressiveness with respect to gender and contextual interactions. The study challenges the idea of a general transfer of parents' values to children during the socialization process. The proposed framework has social and business relevance for diverse areas such as improving school experiences, speech-language intervention programs, and marketing to children. [ABSTRACT FROM AUTHOR]

There has been scant empirical evidence linking associational membership to general trust and trustworthiness. This study explores urban youth clubs in Mali and asks: is membership in these groups associated with greater trust and trustworthiness toward society? It leverages 18 months of fieldwork, including 375 group surveys, 2,525 individual surveys, over 1,300 trust games, and transcripts from 66 focus groups. We use propensity score matching to analyze how members and nonmembers play the trust game with strangers. Members are more trustworthy; they return 12% more to their partners than nonmember peers. We do not find a systematic effect of membership on trust. Trustworthiness in the game is also positively correlated with self-reported trust and tolerance as well as real-world behaviors including volunteering and helping friends. Focus group data highlight five mechanisms by which membership fosters general trustworthiness: bonding among diverse members, bridging, public goods provision, socialization, and psychological support. [ABSTRACT FROM AUTHOR]

This article examines the effect rebel women have on the shape of civil war peace agreements, paying particular attention to the specific gender-inclusive provisions female rebels advocate for. I argue that, through conflict experiences and socialization, rebel women develop group identities that foster collective demands. Their identities as fighters and women from marginalized groups encourage rebel women to lobby for provisions that address the grievances of women from these societal groups. Using data on women's participation in conflict and the terms written into contemporary peace agreements, I find support for this contention. Greater participation of female combatants is associated with an increased likelihood of observing gender-inclusive agreement provisions calling for the inclusion of women from marginalized groups and addressing the specific post-conflict needs of female ex-combatants. This study is one of the first to show that women's participation in rebellion matters for the shape of post-conflict peace. [ABSTRACT FROM AUTHOR]

Although the transformation of welfare states carries far-reaching implications for property relations, there is an astonishing amnesia regarding property in research concerning the welfare state. To date, the French sociologist Robert Castel is the only thinker to have illuminated the connection between property and social rights: he understands transfer payments and public infrastructures as social property and describes them as rehabilitation of the previously propertyless. Starting out from Castel's concept of social property, the article discusses its strengths and weaknesses and elaborates conceptually on what it would mean to think of social rights consistently as social property. The authors argue that it is a worthwhile endeavour to think further with and go beyond Castel's concept of social property. This allows not only to think about public alternatives to private property and to theorise the dismantling of social rights as expropriation, but also to think further on the democratisation of social rights. [ABSTRACT FROM AUTHOR]

Background: The characterisation of autism in fragile X syndrome (FXS) has been a source of controversy due to the complexity of disentangling autism traits from common features of the FXS phenotype. Autism in FXS is significantly underdiagnosed in the community, which may be partly due to insufficient clinical description of the social interaction profile of autism within the FXS phenotype. In this study, we applied a classic framework for characterising social interaction styles in autism to a sample of young adult males with FXS and co‐occurring autism to enhance understanding of how the social challenges associated with autism manifest within FXS. Methods: Participants were 41 males (M age = 18 years) with FXS and co‐occurring autism. Interaction samples were coded for expression of predominately 'active' (characterised by a desire to make social approaches) or 'passive' (characterised by lack of initiation of social approach towards others) interaction profiles. Differences in the expression of phenotypic features of FXS, including anxiety, attention‐deficit/hyperactivity disorder, cognitive, adaptive and language impairments and autism symptom severity, were examined across those with passive and active interaction styles. Results: Approximately half of the sample was classified as active and half as passive, demonstrating diversity in the social phenotype of autism associated with FXS. The two subtypes did not differ in autism severity, anxiety or attention‐deficit/hyperactivity disorder symptoms or in cognitive, adaptive or language abilities. Conclusions: This study enhances understanding of FXS‐associated autism by documenting phenotypic variability in the social interaction profile in this group, with active and passive social interaction styles represented. The two social interaction styles were not associated with differential expression of common phenotypic features of FXS, suggesting similar support needs. [ABSTRACT FROM AUTHOR]

Youths with physical disabilities experience various obstacles in their transition to adulthood which can contribute to poorer health and socioeconomic outcomes in later life, compared to their non-disabled peers. Transitional care offers these youths the necessary support to overcome such obstacles. The objective of this study was to explore participants' experiential learning in the development of life skills within the transitional care program TranXition, and their perceived contribution of the program to their goal attainment. Data were collected using photo-elicitation. Five participants were recruited from the TranXition program to audio-visually record (photographs or videos) their meaningful experiences in the program and to reflect on them during interviews. Participants felt the TranXition program helped them build their self-awareness and self-efficacy, and to feel more confident and skilled, whether at home, in school or in the community. Moreover, they appreciated the program's group cohesion which facilitated learning life skills from others in order to achieve their goals. Finally, results suggest that group interventions, while important, may need to be complemented by individual consultations. Rehabilitation programs in real-world settings, such as the TranXition program, may be a promising adjunct to traditional transitional care for youths with physical disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this research is to examine gender differences in promotion/prevention self‐regulatory focus, a dispositional motivational orientation with major implications for human functioning. First, a review of literature using social cognitive theory as a framework suggests that, driven by socialization processes, (1) women may on average be more prevention focused than men – meaning more vigilant to maintain a secure status quo, whereas (2) men may on average be more promotion focused than women – meaning more eager to advance to a better situation than their status quo. Second, we provide data to examine these possible gender differences in self‐regulatory focus with secondary analyses of (a) our own existing data on dispositional regulatory focus and of (b) a large scale, representative panel study (LISS Survey). The data suggest a highly consistent difference with women being more prevention focused than men, while the difference in promotion focus is much smaller and is only found in European samples. Auxiliary data suggest promotion‐focused women hold less traditional gender role beliefs as well as showing that regulatory focus partially explains examples of behavioural differences between men and women. The analysis of gender difference in regulatory focus sheds new light on gender differences and biases already known, and on regulatory focus, and as such opens up many new and important areas of future inquiry. [ABSTRACT FROM AUTHOR]

While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p <.001, 95%], CCSAC [t (286) = 13.8, p <.001] and the cultural competence components of cultural awareness [t (285) = 12.9, p <.001, 95%], knowledge [t (285) = 9.5, p <.001, 95%], and skills [t (286) = 13.3, p <.001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice. [ABSTRACT FROM AUTHOR]

The goals of the researchers who conducted this study were to explore South Asian young adults' (N = 30) perceptions of gender roles and intimate partner violence (IPV) prevention in South Asian communities in the United States. Three distinct themes (a) gender role socialization and expectations, (b) gender role expression/negotiation within own intimate relationship, family, and own community, and (c) IPV prevention were identified. Important implications include how socialization and acculturation processes, immigration, and other factors influence South Asian young adults' perceptions of IPV in the community. [ABSTRACT FROM AUTHOR]

Sexual assault is a pervasive problem that has devastating consequences for college students. California's legislation stipulates that public colleges and universities must define sexual misconduct and sexual consent as well as provide ongoing sexual assault prevention education on campus. Despite these efforts, little is known about how well students understand consent or whether their knowledge differs by gender identity and sexual orientation. To address this gap, we collected data from 291 students attending a public university in Northern California and found that most (presumably well-informed) students had only cursory understandings of consent. We argue that colleges and universities need to do more to provide gender and sexual-orientation informed, creative, interactive and context-based approaches to consent education. Additionally, consent education should be tailored to the unique needs of specific subgroups, including cisgender heterosexual men and asexual students who had the lowest level of consent understanding in this study. Such an approach is needed to support college students to enjoy mutually respectful, fulfilling, and fun sexual and romantic relationships. [ABSTRACT FROM AUTHOR]

Research has shown that ethnic–racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within‐group discrimination, motivation to disprove stereotypes, and infrequent understanding or compassion from adults. Teachers, administrators, counselors, and school psychologists can attend to and seek to promote social connections, implement social‐emotional learning interventions, foster resilience, work to dismantle racism, collaborate with parents, and create communities of inclusion. Practitioner points: Mexican American students reported benefitting from ethnic–racial socialization that emphasized the positive aspects of their culture.Students desired solutions for racism, real‐world skills for interacting across‐cultures, and emotional support.Given the students' focus on social interactions, educators can foster connections rather than simply deliver messages about ethnicity and race. [ABSTRACT FROM AUTHOR]

When adolescents have positive emotions, parents' reactions that enhance or dampen the intensity or duration of adolescents' emotions have been documented to play a critical role in adolescents' emotional adjustment in Western societies. These parental reactions are theorized to be culturally embedded parenting practices in the emotion socialization process. However, research is limited in examining the implications of parents' enhancing and dampening reactions for adolescents' emotional adjustment in non-Western societies. Moreover, it remains to be explored how these parental reactions might be guided by parents' culturally shaped socialization goals for adolescents, and further influence adolescents' adjustment. To address these key issues, a two-wave longitudinal study spanning approximately 1.5 years was conducted among adolescents in China (N = 233; Mage = 12.19 years, SD = 0.60; 48% girls). Based on adolescents' reports, it was found that Chinese mothers' enhancing reactions to adolescents' positive emotions, which were related to their greater endorsement of self-development socialization goals (i.e., wanting adolescents to develop confidence, autonomy, and uniqueness), predicted adolescents' increased emotional well-being (i.e., self-esteem, vitality, and experience of positive emotions) and decreased emotional ill-being (i.e., depression, anxiety and experience of negative emotions) over time. Contrastingly, mothers' dampening reactions to adolescents' positive emotions, which were related to their less endorsement of self-development and greater endorsement of filial piety socialization goals (i.e., wanting adolescents to respect and obey parents), predicted adolescents' decreased emotional well-being over time. The findings broaden the cultural understanding of parents' emotion-related socialization practices, and provide insights into practical endeavors at optimizing parents' reactions to adolescents' positive emotions in culturally sensitive ways and ultimately promoting adolescents' mental health. [ABSTRACT FROM AUTHOR]

Family members and friends can play an important role in adolescents' prosocial behavior. To better understand the relation between support and prosocial behavior in adolescence, it's important to conduct longitudinal studies that distinguish between within-dyad variance and between-dyad variance. The current study investigated longitudinal associations between adolescents' prosocial behavior, autonomy support, and emotional support from family and friends across adolescence. Across six annual years, 497 Dutch adolescents (284 boys; mean age T1 = 13.03 years, SDage = 0.46), fathers, mothers, siblings, and friends reported on their prosocial behavior. Adolescents also reported on perceived autonomy and emotional support. Between-dyads almost all associations of support and prosocial behavior of family members and friends with adolescents' prosocial behavior were significant, with higher levels of adolescents' prosocial behavior being associated with higher levels of prosocial behavior and support from fathers, mothers and friends. Within-dyads, several concurrent associations were significant, but within-dyads links between prosocial behavior and autonomy support are particularly driven by adolescent-mother or adolescent-sibling effects. This study highlights processes that occurred either at the between-dyad level or at the within-dyad level, but that varied per relationship type and that adolescents are the main catalysts in within-dyads changes in prosocial behavior and support. Preregistration: This study was preregistered on 20 January 2020 at https://osf.io/vxkm3/?view_only=dca87fd1585c444ba5cd5a00c22280ae. [ABSTRACT FROM AUTHOR]

There is evidence that animal-assisted interventions are helpful for anxiety and depression and that yoga helps with trauma symptoms. "Goat Yoga" has been popularized but has not been studied for its influence on mental wellbeing. This interpretative phenomenological analysis of experiences of "Goat Yoga" focused on its influence on participants' joy and shift in perspective. Four core themes were: Fun, Inducing Calm, Shifting Focus, and Removing Barriers. The findings suggest that "Goat Yoga" is beneficial as complementary therapy for depression and anxiety, especially for treatment-resistant conditions, but further research is needed to determine relevance across various populations. [ABSTRACT FROM AUTHOR]