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In South Africa, psychosocial problems resulting from child-headed families, orphaned children, violent homes, neglected children, and single parents have considerably grown. These problems including absenteeism, depression, adolescent pregnancy, and suicide can be prevented by teaching children socio-emotional skills, which are the information, abilities, and attitudes needed to identify and control emotions, set and achieve constructive objectives, empathy for others, and maintaining wholesome social connections. Several studies have examined the impact of songs on young children in both European and African contexts. This study thus examined how Early Childhood Care and Education (ECCE) educators utilize musical pedagogies to enhance students’ socio-emotional skills. Through a qualitative case study involving interviews and observations of MKOs (More Knowledgeable Others), the research explored the educators’ engagement with learners and the use of music in supporting socio-emotional development. Six ECCE educators were selected through purposive sampling, conducting interviews, and analyzing data using thematic analysis techniques. The findings confirm that music and rhymes are effective implementation techniques to support young children’s socio-emotional development, particularly those from rural contexts. The findings have demonstrated that music-based instruction improves ECCE learners’ development of these abilities. Practical implications have been provided for ECCE educators and policymakers, highlighting the importance of incorporating music and rhymes into the ECCE curriculum to support socio-emotional development. Future research can explore the impact of music on children’s socio-emotional development in different contexts and investigate the effectiveness of music-based interventions in supporting children’s all-around development.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher technical-professional education (ESTP) has had a major challenge in this Covid 19 pandemic, since its teaching-learning process is based on the offer of shorter courses, with a high specialization of practical work for students and strongly articulated with the productive apparatus. Based on a case study of a private institution in the region of Ñuble - Chile, the effects of distance education were investigated by applying a survey to 163 students in higher courses, 49 teachers and 7 senior managers. A validation of the evaluation instrument was obtained with a Cronbach's alpha higher than 0.75 in the three cases, measuring technological, psychological and teaching aspects. Among the results to be highlighted, it can be evidenced that the students achieved the transmission of contents, not affecting learning thanks to the available technology. However, they frequently presented states of sadness and melancholy, with a marked personal and emotional wear and tear. On the other hand, teachers were able to comply with the transmission of theoretical contents, but with episodes of sadness, anxiety and lack of motivation. On the other hand, managers fully complied with the goals proposed during this crisis. [ABSTRACT FROM AUTHOR]

Introduction: In 2016, the UK government identified the need for counselling services in schools to be evidence‐based (Department for Education, 2016). While there is more empirical evidence on counselling and improvement in mental health (Daniunaite et al., Counselling and Psychotherapy Research, 2015, 15, 251; Finning et al., European Child & Adolescent Psychiatry, 2022, 31, 1591), less is known about the associations of counselling with children's academic attainment and progress. Method: The aim of the paper was to provide more pieces of evidence on the possible associations between school‐based individual counselling and the academic attainment and progress of primary school–aged children. The academic outcomes of children receiving one‐to‐one counselling were compared with those of children who did not receive counselling, but who had similar background characteristics. Coarsened exact matching method was used to match similar children for these comparisons based on national data sets available in England. Data were analysed with inferential statistics and multilinear regression. Findings: Before matching the samples, analyses revealed children attending Place2Be's counselling services were significantly more likely to be boys (56.6% vs. 51.1%), of ethnic minority origin (46.4% vs. 21.5%), eligible for free school meals (FSM; 52.7% vs. 16.9%) and have special educational needs and disabilities (SEND) status (43.1% vs. 21.1%) than the comparison group. They also had lower academic attainment than children who were not in counselling. However, after a coarsened exact matching on relevant background characteristics, the Place2Be sample was found to have similar levels of academic progress to the matched national sample, suggesting they did not fall behind similar children. Conclusions: Findings indicate that individual school‐based counselling may be helpful as a potential intervention for supporting vulnerable children's (defined as those identified by schools or parents as in need of individual counselling) academic progress in primary schools, as well as socio‐emotional outcomes; however, further research is needed. [ABSTRACT FROM AUTHOR]

In this article, the authors illustrate some of the challenges and dilemmas that Norwegian early childhood education and care teachers experienced when completing a global screening tool (UPSI-5: Universal Psychosocial Indicator for 5 Year Old Boys and Girls) concerning the psychosocial well-being of five-year-olds as part of an international research project. Based on interviews with 31 teachers, the authors present in-depth analysis of the critical reflections of 19 teachers concerning the assessment forms. While previous research has criticized standardized testing and screening in early childhood education and care, there is a need for the critical voices of practitioners to be heard. The aim of this article is to illustrate which aspects teachers find challenging and how they respond when in doubt. The authors found that teachers' assessments are inextricably linked to the early childhood education and care context, and the values, ideas and norms that are prevalent in Nordic early childhood education and care settings. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The socio-emotional ability of early childhood is still low, that is the reason behind the researcher to conduct a qualitative research method, a case study at Khalifah 1 Sempu Kindergarten, Serang City. The focus of this research problem is the improvement of early childhood socio-emotional abilities that have not developed properly, one of which is influenced by the understanding of learning about socio-emotional education, therefore the researcher conducted learning using the reward and punishment method as an effort to improve the socio-emotional skills of early childhood at Khalifah 1 Serang Sempu Kindergarten. The purpose of this research is to find out the use of the reward and punishment method in an effort to improve the basic socio-emotional skills of children in Khalifah 1 Serang Sempu Kindergarten. The subjects in this study are 15 Class A early childhood children at Khalifah 1 Serang Sempu Kindergarten for the 2023/2024 school year. The standard of success in this study is that if the child has an improvement in socioemotional, then this study is declared successful, seen from before being given rewards and punishments and after being given rewards and punishment. Thus, teachers and parents can use the results of this study as a reference in implementing rewards and punishments as an effort to improve children's socio-emotional abilities as needed [ABSTRACT FROM AUTHOR]

Background: Children with hearing loss have been found to have significantly more behavioral and emotional challenges than their typically hearing peers, though these outcomes are variable at the individual level. Working memory deficits have been found to relate to executive functioning and overall emotion regulation, leading to behavior challenges. Language development is essential for development of social relationships and communicating one's needs and this may lead to distress when children cannot communicate effectively. Based on prior findings in children with hearing loss and their typically hearing peers, working memory and language skills were hypothesized to be related to parent and teacher report of socio-emotional functioning. Methods: Participants were 35 children with hearing loss (66% female, M = 5.17 years old, SD = ±1.97) whose language, working memory, and socio-emotional functioning were evaluated during the course of treatment and educational planning. Results: Bivariate analyses indicated that working memory was related to a number of socio-emotional domains (e.g., functional communication, atypicality, withdrawal), as were language scores (e.g., social skills, inattention). The direction of these associations was such that stronger working memory and language skills were related to more regulated socio-emotional functioning. Conclusions: This study is limited in generalizability by size and the relative homogeneity of the sample. A call to action of the current study includes more education with regard to profiles and presentations of children with hearing loss, and an early focus on socio-emotional learning to foster the development of regulatory skills. [ABSTRACT FROM AUTHOR]

Pacifiers are a common soothing tool used by parents to calm and comfort infants and toddlers. While pacifiers can provide temporary relief, there is growing concern about the potential long-term effects of prolonged pacifier use on language and cognitive development. Previous studies have suggested that prolonged use of pacifiers may have negative consequences on language outcomes in infants and toddlers, especially during the first few years of life known to be a critical period for language development. Previous studies have shown that children who use pacifiers extensively have smaller vocabulary sizes at 1 and 2 years of age which can have subsequent effects on socioemotional. In addition, significant association between greater frequency of daytime pacifier use and worsening of cognitive outcomes was shown. Furthermore, research has shown a strong dose--response association between intense pacifier use up to 4 years of age and lower IQ at 6 years. Recently, the importance of oral motor movements and sensorimotor production for speech perception in infants as young as 6 months has been highlighted, raising important questions on the effect of oral motor movement restrictions at an early age. Together, these findings raise concern about the potential long-term effects of prolonged pacifier use on language and cognitive development at a critical time in child development. However, it is still debatable within the scientific field the potential relationship between pacifier use and language development in early life most likely due to the complexity of studying child development. This mini review aims to provide valuable insights for parents, caregivers, and healthcare professionals in making informed decisions and understand regarding pacifier use for infants and toddlers. [ABSTRACT FROM AUTHOR]

Implementing social-emotional learning skills into Collaborative Strategic Reading (CSR), the current study intended to extend the efficacy of CSR for teaching reading strategies when applying it to students in rural areas from a working-class community. To this purpose, forty-four students who made the comparison and the experimental groups were taught reading strategies through CSR and ECSR (Extended Collaborative Strategic Reading), respectively. A reading comprehension test with different question types was given to the students as pretest and posttest, and an interview was given at the end of the study to investigate the perception of the students toward reading strategy instruction through CSR and ECSR. Analysis of data indicated that only the ECSR group improved significantly in overall reading comprehension, but the componential analysis of the reading test showed that despite the fact that the CSR group showed no significant improvement in the reading tests in four formats (true–false, multiple-choice, matching, and cloze), the ECSR group improved significantly in reading tests with multiple-choice and cloze test formats. Moreover, although the students in both groups showed a positive view toward the interventions, the students in the ECSR group improved in social-emotional and communication skills. It seems that CSR can be improved to be effective by implementing the emotional component to it. [ABSTRACT FROM AUTHOR]

As an effect of the severe health crisis caused by COVID-19, lockdown constituted a psychosocial laboratory that represented an experiment on a global scale. The lessons from the research findings in the pandemic environment have been of enormous importance to the disciplines of human behavior. This paper explores two themes evidenced in this context: people’s psychological well-being is underpinned by a socio-emotional network, and the most frequent psychological symptoms experienced in the pandemic are a socio-political problem; in particular it was observed that women reported greater discomfort than men in that period, showing with it that gender inequality remains a structural malaise. The conclusion points to two issues. First, an individualistic psychology is impossible without social content, especially in the collective affectivity, where the person participates. Second, psychotherapists should contemplate, in diagnosis and intervention, the socio-emotional and political context in which the symptomatology appears. The focus of this article is based on systemic third-order thinking, from where the socio-economic and cultural structural order is closely linked to identity, well-being, or personal discomfort. [ABSTRACT FROM AUTHOR]

The origins of antisocial behaviour are complex and vary between individuals. We need to improve our understanding of the transactional and iterative unfolding of brain and cognitive development within a relational context. Without this study of the 'embedded brain', we cannot fully understand the emergence and maintenance of antisocial behaviour. To advance the study of the 'embedded brain', the field needs to unify ways of measuring antisocial behaviour and generate more reliable and sensitive measures of brain, cognition, and social environment. Improved understanding of different developmental pathways to antisocial behaviour can help personalise interventions and improve their effectiveness. Antisocial behaviour (ASB) incurs substantial costs to the individual and society. Cognitive neuroscience has the potential to shed light on developmental risk for ASB, but it cannot achieve this potential in an 'essentialist' framework that focuses on the brain and cognition isolated from the environment. Here, we present the case for studying the social transactional and iterative unfolding of brain and cognitive development in a relational context. This approach, which we call the study of the 'embedded brain', is needed to fully understand how risk for ASB arises during development. Concentrated efforts are required to develop and unify methods to achieve this approach and reap the benefits for improved prevention and intervention of ASB. [ABSTRACT FROM AUTHOR]

This article aims to show the pedagogical and social perspective of the interaction between Socio -Cultural Animation and the play associated with football. The possibility of associating play with football enables a more balanced growth at a physical, emotional, and social level. In this dimension, socio-cultural animation is relevant due to its multiplicity of interventions, in the context of promoting the social relationship and physical-motor development and the cooperative games, in the process of educational construction in the football context, helping in the child's growth, training the norms and rules, supervising and establishing social relationships, for the reinforcement of physical-motor skills and behavioural parameterization. This study tried to present the value that the action of Sociocultural Animation has in the importance of the play associated with the football context. [ABSTRACT FROM AUTHOR]

Teachers, including the subjects involved in the education process, are the key factors in the continuous implementation of socio-emotional learning, as well as responsible for promoting the learning and well-being of their students. Since teachers are on the front line of the battle as the main leaders in managing emotions and building a balance of these feelings, their competencies should also include promoting these skills in an organized way within the classroom. In the school year 2022/2023, a significant number of schools in RNM were involved in training where, in addition to being introduced to the concepts of socio-emotional learning, they were introduced to methods to recognize, understand, treat, express, and learn appropriately emotions. The study conducted among primary school teachers in North Macedonia aimed to examine and present the real situation regarding teachers' competencies. 110 teachers from the country participated in the study as a random sample, a sample which will be organized in the study to answer the research questions. Through the relevant statistical tests Levene's Test and Anova, the findings show statistically significant patterns for their attitude regarding socio-emotional learning, organized and voluntary involvement for the development of the necessary competence, self-initiative for improving the opportunities and conditions for improving their practice, as well as promoting the benefits of integrating this practice into classroom management. Negative attitudes turn out to be closely related to environmental and other associated factors. Our findings indicate the need for greater attention to social-emotional learning in both initial teacher preparation programs and continuing professional development initiatives. [ABSTRACT FROM AUTHOR]

Pacifiers are a common soothing tool used by parents to calm and comfort infants and toddlers. While pacifiers can provide temporary relief, there is growing concern about the potential long-term effects of prolonged pacifier use on language and cognitive development. Previous studies have suggested that prolonged use of pacifiers may have negative consequences on language outcomes in infants and toddlers, especially during the first few years of life known to be a critical period for language development. Previous studies have shown that children who use pacifiers extensively have smaller vocabulary sizes at 1 and 2 years of age which can have subsequent effects on socioemotional. In addition, significant association between greater frequency of daytime pacifier use and worsening of cognitive outcomes was shown. Furthermore, research has shown a strong dose–response association between intense pacifier use up to 4 years of age and lower IQ at 6 years. Recently, the importance of oral motor movements and sensorimotor production for speech perception in infants as young as 6 months has been highlighted, raising important questions on the effect of oral motor movement restrictions at an early age. Together, these findings raise concern about the potential long-term effects of prolonged pacifier use on language and cognitive development at a critical time in child development. However, it is still debatable within the scientific field the potential relationship between pacifier use and language development in early life most likely due to the complexity of studying child development. This mini review aims to provide valuable insights for parents, caregivers, and healthcare professionals in making informed decisions and understand regarding pacifier use for infants and toddlers.

A significant amount of research has highlighted the importance of a motor component in the brain's processing of emotional, motivational and social information. Posturography has emerged as an interesting way to assess motor correlates associated with this process. In this review, we highlight recent results within the functional context of painful stimulus perception and discuss the interest in broadening the use of posturography to other motivational and societal functional contexts. Although characterized by significant feasibility, the single measurement of the COP's anteroposterior displacement presents limitations for attesting approach–avoidance behavior towards a visual target. Here, we discuss a number of methodological avenues that could go some way towards overcoming these limitations. [ABSTRACT FROM AUTHOR]

According to career literature, greater parental support seems to be associated with higher levels of career exploration. This relationship may be mediated by self-regulatory processes, such as social--emotional skills, as curiosity. However, despite the large number of empirical studies that analyze the antecedents of career exploration, there are no references, to our knowledge, to the role of socio-emotional skills. Following this gap, the present study aims to examine the extent to which perceived parental support is associated with career exploration through the mediating effect of curiosity (socio-emotional skill), among a group of 8th and 9th grade students from public schools in southern Portugal (N = 540). An integrated model was conducted using AMOS 20.0 and the results revealed that curiosity is a partial mediator of the relationship between perceived parental support and career exploration. These results highlight the importance of considering socio-emotional skills (such as curiosity) when designing interventions to foster adaptive career behaviors. Theoretical and practical implications are discussed to open the opportunity to progressively extend the participation of proximal contexts (e.g., families) to career and socio-emotional skills development processes. [ABSTRACT FROM AUTHOR]

Adolescents experiencing cyberbullying attacks (i.e., cyber-victims) can suffer severe psychological harm (e.g., suicide). To combat cyberbullying, people can defend the cyber-victims (cyber-defending). Unlike past studies, we proposed a comprehensive theoretical model of cyber-defending that includes socio-emotional aspects, beliefs, and past bullying experiences (as a bully, victim, and/or witness; face-to-face vs. online). We then empirically tested it among 817 students across seven secondary schools using structural equation modeling (SEM). Results revealed that participants with higher social competence, depression, affective empathy, or stronger pro-victim beliefs reported more cyber-defending. Furthermore, beliefs and past experiences mediated the relationships between socio-emotional factors and cyber-defending. These findings help build a theory of cyber-defending, provide practical implications, and offer future directions for promoting cyber-defending, which will ultimately reduce cyberbullying. [ABSTRACT FROM AUTHOR]

The implementation of face-to-face learning policies after more than two years of the COVID-19 pandemic requires adjustment efforts by teachers and students, particularly related to practicum and the process of scientific inquiry. One of the efforts to help students to be better prepared for the practicum is by making a pre-laboratory journal. The purpose of this study was to analyze the effect of the pre-laboratory journal on evaluating and designing scientific inquiry skills and socio-emotional of high school students. The type of research used is a quasi-experimental design using a pretest-posttest control group design. The sampling technique used cluster random sampling. This study involved 70 students of 11th grade students consisting of 35 students of control class and 35 students of experimental class at Senior High School 1 Cisarua, West Bandung. The instrument used consisted of 5 items of skill description tests to evaluate and design scientific inquiry on the material of the human excretory system which were part of the scientific literacy framework based on PISA (2018) and 15 questions of a socio-emotional questionnaire adapted from Motivated Strategies for Learning Questionnaire (MSLQ) instrument. The results showed that the skills of evaluating and designing scientific inquiry of high school students in the experimental class and the control class were significantly different (sig. 0.00

The present study is in line with the concern for the prevention of bullying behaviors, which have been continuously and unprecedentedly expanding at national and European level. In this case, the socio-emotional competence of teachers is important. A solution for training and developing this competence is offered by continuing vocational training programs regulated at national and European level. In line with the recommendations of the Council of Europe (2018), which refer to complementing academic training with social, emotional and arts learning, our approach is intended as a reflection of the importance of an innovative interdisciplinary perspective in developing social-emotional competences in teachers by considering the theatrical technique Theatre Forum for effective bullying prevention. In this respect, we propose some directions for analysis:

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Deaf and hard of hearing (DHH) children in Victoria, Australia, were exposed to strict public health restrictions, including sustained lockdowns, during the COVID-19 pandemic. DHH children have higher health and socio-emotional needs than their hearing peers. We aimed to (1) describe the socio-emotional experiences of DHH children and their parents and (2) compare child and parent socio-emotional wellbeing, before and during the COVID-19 pandemic. Between May and September 2020, 497 (62%) parents of DHH children from the Victorian Childhood Hearing Longitudinal Databank completed an online survey. Measures were drawn from the CoRonavIruS Health Impact Survey (CRISIS) v3.0. Data were summarized using descriptive statistics to compare outcomes before and during the pandemic. Parents reported their children to have more negative socio-emotional wellbeing (mean emotions/worries score, EWS, changed from 0.76 pre-pandemic to 1.10 during the pandemic, mean difference 0.34, 95% CI: 0.28 to 0.39), regardless of the type or severity of hearing loss. Parents also had more negative socio-emotional wellbeing (mean EWS changed from 1.05 pre-pandemic to 1.43 during the pandemic, mean difference 0.38, 95% CI: 0.31 to 0.44). Negative socio-emotional experiences co-occurred with large social changes during the pandemic. Additional services should support the socio-emotional wellbeing of DHH children during significant adverse childhood experiences. [ABSTRACT FROM AUTHOR]

Process-oriented child monitoring (POM) deals with systematic monitoring of the observed learning needs of children in early childhood education by teachers. Between 2017 and 2021, a teacher professional development trajectory was implemented using POM in ethnically diverse preschools in Central Vietnam. These preschools typically consist of disadvantaged children at risk of barriers to classroom activity engagement. This study evaluates the effectiveness of POM using a pre- and posttest research design with a treatment and control group. Participants (N = 339) in the study were assigned to the treatment or control group using a clustered-randomized sampling approach. Whereas Kinh children rarely occur in the school population, the analysis focuses on ethnic minorities only in both treatment and control groups. Results indicate that POM is promising in increasing holistic child development. Five-year-old girls show most progression in cognitive functioning and socio-emotional development, while boys at this age indicate advances in socio-emotional development and health behaviors. Further evidence indicates that changes in teaching children from poor households play out much faster for child development, as opposed to what is observed among wealthier households. [ABSTRACT FROM AUTHOR]

According to career literature, greater parental support seems to be associated with higher levels of career exploration. This relationship may be mediated by self-regulatory processes, such as social–emotional skills, as curiosity. However, despite the large number of empirical studies that analyze the antecedents of career exploration, there are no references, to our knowledge, to the role of socio-emotional skills. Following this gap, the present study aims to examine the extent to which perceived parental support is associated with career exploration through the mediating effect of curiosity (socio-emotional skill), among a group of 8th and 9th grade students from public schools in southern Portugal (N = 540). An integrated model was conducted using AMOS 20.0 and the results revealed that curiosity is a partial mediator of the relationship between perceived parental support and career exploration. These results highlight the importance of considering socio-emotional skills (such as curiosity) when designing interventions to foster adaptive career behaviors. Theoretical and practical implications are discussed to open the opportunity to progressively extend the participation of proximal contexts (e.g., families) to career and socio-emotional skills development processes.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study is in line with the concern for the prevention of bullying behaviors, which have been continuously and unprecedentedly expanding at national and European level. In this case, the socio-emotional competence of teachers is important. A solution for training and developing this competence is offered by continuing vocational training programs regulated at national and European level. In line with the recommendations of the Council of Europe (2018), which refer to complementing academic training with social, emotional and arts learning, our approach is intended as a reflection of the importance of an innovative interdisciplinary perspective in developing social-emotional competences in teachers by considering the theatrical technique Theatre Forum for effective bullying prevention. In this respect, we propose some directions for analysis: 1). Documentation of the European and national regulatory framework on professional competence training for pre-university teachers; 2). Consider the importance of social-emotional competence in teachers in the effort to prevent bullying; 3). Inclusion of the Forum Theatre technique in in-service training programmes for teachers in the field of bullying prevention as a way of developing socio-emotional skills. [ABSTRACT FROM AUTHOR]

This action research study explores how four MFT students shifted from a cognitive understanding of equity and power to an intrinsic and automatic internalized process as we participated in research in which we observed, coded, and engaged in structured reflexive conversations about relational power using a data bank of Socio Emotional Relationship Therapy sessions. We reviewed and analyzed ten of our recorded two-hour reflexive conversations to develop grounded theory that explains our experience of learning to embody a relational power lens, which consists of five interconnected phases: (a) developing a theoretical understanding of relational power, (b) critically observing live therapy, (c) noticing and attending to the felt sense of witnessing power, (d) engaging in transformative conversation, and (e) applying to personal practice. Our findings provide guidance for clinical training programs who wish to facilitate the experience for clinicians-in-training to understand and address societal power processes in clinical practice. [ABSTRACT FROM AUTHOR]

Research on areas such as social cognition, autistic traits, and minor physical anomalies in comorbid Specific Learning Disorder (SLD) and attention-deficit/hyperactivity disorder (ADHD) is limited. In this study, we compared these areas in children aged between 8 and 14 with comorbid SLD and ADHD and their typically developed peers. Emotion recognition and social cognition were evaluated by Faces Test, Reading the Mind in the Eyes Test, Comprehension Test, and Difficulties in Emotion Regulation Scale. Autism Spectrum Screening Questionnaire and Social Responsiveness Scale were used for screening of autism spectrum disorder in children. Furthermore, autistic traits in parents were measured by Autism-Spectrum Quotient. The MPAs of all the subjects were determined by pediatric geneticists. We detected that children with comorbid SLD and ADHD performed worse than controls in all social cognition tests and maternal AQ score had a strong correlation with the Faces Test, DERS, and SRS scores. Also, the total ASSQ score in the comorbid SLD and ADHD group was significantly higher than controls. Finally, MPAs were significantly more frequent in the comorbid SLD and ADHD group. Impairment in social cognition and evaluation of autistic traits and dysmorphology in children with comorbid SLD and ADHD may provide useful information on neurodevelopmental disorders. [ABSTRACT FROM AUTHOR]

The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students' socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments. [ABSTRACT FROM AUTHOR]

It is crucial to describe language development and socio-emotional behavior in children with speech delays. Many cases of speech delays in children are caused by the use of gadgets. Early detection of language and speech development problems, intervention programs carried out, and academic and socio-emotional development of children with speech and language disorders will greatly help overcome these problems. This study was conducted to describe language development and socio-emotional behavior in children with speech delays caused by the use of gadgets, early detection of language and speech development problems, intervention programs carried out, and academic and social-emotional development of children with speech and language disorders. The research was based on observations of a 9-year-old child, conducted from September 2018 to January 2019, with data collection since 2012 when language and speech disorders were early detected. The research applied a qualitative approach, with a case study method, while the data collection was through observation, interviews, and documentary studies. This study’s findings showed that the socio-emotional behavior caused by the influence of the gadget use had a major effect on children's development with speech delay problems; thus, an appropriate intervention program is needed for the family and environment. These results have implications for helping children with language and speech problems, not only being strictly allowed to use gadgets but also directed to obtain stimuli to reduce excessive socio-emotional levels in these children.

A reconfiguration of relational space in schools is investigated to challenge a diametric spatial opposition between nature and culture, highlighted as a Western biased construct by Descola's anthropological framework, building on Lévi-Strauss' cross-cultural contrasts between diametric and concentric structured systems. Though a neglected research and policy domain, there is growing interest internationally in combining a focus on outdoor education with personal and social development for educational contexts of socio-economic exclusion. This action research study sought to evaluate socio-emotional benefits for children of keeping hens in school and its potential to provide teachers with an intervention for developing such socio-emotional competences in boys and girls, 5–9-years old, in a junior urban primary school of high socio-economic exclusion. The qualitative, focus group results revealed benefits for the children regarding responsibility, empathy, respect for the natural world, cooperation and relaxation. These were also perceived by their teachers, who additionally reported improvement in motivation and child-led, hands-on and peer-assisted learning processes. [ABSTRACT FROM AUTHOR]

The present article searched for presenting the results of the systematic review of the Brazilian scientific productions about the social-emotional competences in the school curriculum. Studies were analyzed in the catalogue of thesis and dissertation of Capes, Capes and Scielo Periodicals, in the period between 2011 and 2021. The works were done in a quantitative and qualitative way, using for the data analysis the textual discourse analysis (TDA), from which appeared two emergent categories, coming from the most different perceptions and reading impressions of the analyzed texts: social-emotional competences: contributing in the formation and development of the students and social-emotional curriculum: new perceptions in the students life. The studies revealed that the social-emotional competences contribute to the best formation and development of students in an integral way, and when both are worked in the school environment, they allow a break in conventional and traditionalist curricula, making possible new ways of learnings, becoming them critical, autonomous, resilient, creative and dynamic subjects. [ABSTRACT FROM AUTHOR]

Abstract Background Severe anaemia is a global public health challenge commonly associated with morbidity and mortality among children

Deaf and hard of hearing (DHH) children in Victoria, Australia, were exposed to strict public health restrictions, including sustained lockdowns, during the COVID-19 pandemic. DHH children have higher health and socio-emotional needs than their hearing peers. We aimed to (1) describe the socio-emotional experiences of DHH children and their parents and (2) compare child and parent socio-emotional wellbeing, before and during the COVID-19 pandemic. Between May and September 2020, 497 (62%) parents of DHH children from the Victorian Childhood Hearing Longitudinal Databank completed an online survey. Measures were drawn from the CoRonavIruS Health Impact Survey (CRISIS) v3.0. Data were summarized using descriptive statistics to compare outcomes before and during the pandemic. Parents reported their children to have more negative socio-emotional wellbeing (mean emotions/worries score, EWS, changed from 0.76 pre-pandemic to 1.10 during the pandemic, mean difference 0.34, 95% CI: 0.28 to 0.39), regardless of the type or severity of hearing loss. Parents also had more negative socio-emotional wellbeing (mean EWS changed from 1.05 pre-pandemic to 1.43 during the pandemic, mean difference 0.38, 95% CI: 0.31 to 0.44). Negative socio-emotional experiences co-occurred with large social changes during the pandemic. Additional services should support the socio-emotional wellbeing of DHH children during significant adverse childhood experiences.

The COVID-19 pandemic has forced the education process to be carried out online. Online education has a varied impact on the socio-emotional development of students. This study will analyze the impacts of online education on students' socio-emotional development. This research uses the library research method (library study). The data in this research are taken from literature or documents in the form of journals, books, articles, etc. that examine the impact of online education on the socio-emotional development of students. The results of this study indicate that the impact of online education on the socio-emotional development of students is different. Some of the effects of online education on the socio-emotional development of students are children who are less cooperative, children who are less sociable, the emotions of children who sometimes feel bored, and children who miss their classmates and teachers.

COVID-19 pandemic has caused young children to be isolated from their neighborhood only interacting with people living under the same roof as them, to avoid spreading the virus. Limited social interaction might have affected young children's social and emotional development. This study aimed to explore the socio-emotional struggles of young children during the pandemic. Participants in the study were 12 mothers of young children living in West Timor, Indonesia. Data were obtained using the photovoice method. Thematic analysis resulted in four main themes, which are increased use of technologies, lack of social interaction, parents' concerns, and boredom and increased need for stimuli. Findings in this study encourage mothers and related stakeholders to take extra precautions on maintaining children's well-being during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Attention Deficit Hyperactivity Disorder (ADHD) can have a negative impact on the academic and emotional environment and on aspects related to quality of life. The aim of this study is to deepen the life experiences of university students diagnosed with ADHD. This research, of a phenomenological-descriptive nature, is based on life stories through semi-structured in-depth biographical interviews with three university students with ADHD. In the analysis of the results, a great impact of ADHD was identified in relation to four major focuses: treatment, academic aspects, social relations and quality of life. The results highlight a relationship between quality of life and academic aspects, and of these latter with social relations, as well as the importance of treatment. These aspects are mainly related to self-esteem, self-concept, anxiety, executive functions and empathy of the subjects. [ABSTRACT FROM AUTHOR]

Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a selfregulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and selfreflection, in accordance with the empirical data. With our findings we were able to design a socioemotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in preperformance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period. [ABSTRACT FROM AUTHOR]

The intellectual, cultural, moral and civic value axis of each educable individual is a desirable construct that comes into shape, throughout one’s development, starting with the first educational environment represented by family and continuing through the specific forms/institutions (school, cultural, religious and social institutions). Humanist-democratic tendencies emphasize the need for role-models and educational practices that promote ethical and moral values (truth, justice, altruism) together with socio-emotional attitudes and behaviors (empathy, assertiveness, and consensus). Successful educational solutions aim to develop the socio-educational dimension of human personality.