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Infant and early childhood mental health consultation (IECMHC) in early care and education (ECE) settings is a promising approach to support young children. Although research on the effects of IECMHC is encouraging, it is limited by the complexities of the systems in which IECMHC is implemented and the variability in IECMHC models. The current study aims to clearly articulate a statewide, child-focused, short-term IECMHC model, assess consultee satisfaction, examine the effects of consultation on children's functioning in the school and home settings, and evaluate changes in teacher perceptions associated with expulsion risk following consultation. In total, 268 children ages 1-5 (69% White, 75% male) and their family and school caregivers participated in consultation in a New England state, and 95 children and caregivers were included in an evaluation subsample. Of this subsample, teachers and ECE administrators, but not families, indicated significant improvement in children's functioning from referral to end of consultation. There was also a significant decrease in children's risk of expulsion, as measured by teachers' perceptions associated with expulsion decisions. This study contributes to the IECMHC literature by providing results specific to a child-focused model of consultation and highlighting the possible role of adult attributions for children in ECE., (© 2024 Michigan Association for Infant Mental Health.)

Ca 2+ -dependent K + (BK) channels at varicosities in Xenopus nerve-muscle cell cultures were used to quantify experimentally the instantaneous active zone [Ca 2+ ] AZ resulting from different rates and durations of Ca 2+ entry in the absence of extrinsic buffers and correlate this with neurotransmitter release. Ca 2+ tail currents produce mean peak [Ca 2+ ] AZ  ~ 30 μM; with continued influx, [Ca 2+ ] AZ reaches ~45-60 μM at different rates depending on Ca 2+ driving force and duration of influx. Both I BK and release are dependent on Ca 2+ microdomains composed of both N- and L-type Ca channels. Domains collapse with a time constant of ~0.6 ms. We have constructed an active zone (AZ) model that approximately fits this data, and depends on incorporation of the high-capacity, low-affinity fixed buffer represented by phospholipid charges in the plasma membrane. Our observations suggest that in this preparation, (1) some BK channels, but few if any of the Ca 2+ sensors that trigger release, are located within Ca 2+ nanodomains while a large fraction of both are located far enough from Ca channels to be blockable by EGTA, (2) the I BK is more sensitive than the excitatory postsynaptic current (EPSC) to [Ca 2+ ] AZ (K 1/2 -26 μM vs. ~36 μM [Ca 2+ ] AZ ); (3) with increasing [Ca 2+ ] AZ , the I BK grows with a Hill coefficient of 2.5, the EPSC with a coefficient of 3.9; (4) release is dependent on the highest [Ca 2+ ] achieved, independent of the time to reach it; (5) the varicosity synapses differ from mature frog nmjs in significant ways; and (6) BK channels are useful reporters of local [Ca 2+ ] AZ ., (© 2024 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.)

Changes in intracellular pH (pHi) were measured using the pH indicator, BCECF, in principal cells from split opened cortical collecting tubules (CCTs) derived from rabbits maintained on a normal diet. This monolayer preparation has the advantage of allowing us to visualize the morphological differences in the two major cell types in this nephron segment under transmitted light. The visual identification of the cell types was verified using emission measurements taken from single principal and intercalated cells in the opened tubule which had been exposed to fluorescein isothiocyanate (FITC)-labeled peanut lectin. We confirmed the existence of an amiloride-sensitive Na/H exchange process activated during intracellular acidosis in principal cells. In addition, the exchanger was active under basal conditions and over a wide range of pHi. Because the exchanger was active under basal conditions we tested the hypothesis that changes in intracellular Na (Nai) would alter pHi in a predictable way. Maneuvers designed to alter Nai were without significant effects within a 10-min time frame. Specifically, addition of 100 microM ouabain to increase Nai or exposure of the tubules to 10(-5) M amiloride to decrease luminal Na entry and reduce Nai did not have an effect on pHi. In some experiments we did observe however, after a 30-min exposure to ouabain, a small decrease in pHi. These results suggest that Na/H exchange is a major regulator of pHi in principal cells. However, regulation of Na transport by changes in pHi in principal cells of rabbit CCT via the activity of a Na/H exchanger do not seem to contribute to the feedback control of Na transport. [ABSTRACT FROM AUTHOR]

Youth with mental disorders are at elevated risk to experience violent victimization compared to the general population, and several risk factors have been identified. Less understood are factors that promote protection from victimization. Using the resilience perspective, the relationship between risk, protective factors, and violent victimization of youth with mental disorders are investigated. Because there are differential effects across sex on risk factors that are connected to victimization for this population, sex differences on risk and protective factors are also explored. Multivariate logistic regression and predicted probability models split on sex are used to explore how risk and protective factors impact violent victimization. Sex-specific differences in protective factors and violent victimization are discussed, and recommendations for policy and clinicians are explored. [ABSTRACT FROM AUTHOR]

Although a robust body of previous empirical studies investigated the long-term trend of child behavior problems, limited research discussed the influences of various types of neighborhood factors on such trajectory (e.g., neighborhood structural characteristics and collective efficacy). Using a nationally representative longitudinal dataset the Fragile Families and Child Wellbeing Study (FFCWS), with six waves from 1998 to 2017, this study captures the longitudinal effects of two types of early childhood neighborhood factors on the co-development of internalizing and externalizing symptoms. Data was collected at the focal child's age 3, age 5, age 9, age 15 (N = 2,385), and the parallel-process growth curve models were applied. Results suggest that the trajectories of both internalization and externalizing symptoms showed U-shape and bidirectional relationships among internalizing and externalizing problems. The long-term effects of neighborhood social cohesion and economic disadvantages were significantly associated with children's internalizing and externalizing symptoms. The implication of this study was further discussed. [ABSTRACT FROM AUTHOR]

Previous research has indicated that students' academic engagement is related to their emotional support from teachers. However, there is scarce evidence on how teacher emotional support relates to students' academic engagement. Given the potential role of positive academic emotions in learning, this study investigated the mediating role of students' positive academic emotions in the relationship between teacher emotional support and academic engagement among Chinese college students. Additionally, this study examined how mastery-approach goals moderated positive academic emotions. A survey instrument containing teacher emotional support, positive academic emotions, mastery-approach goals, and academic engagement was administered to 464 Chinese college students. The results demonstrated that students' emotional support from their teachers positively influenced their academic engagement. Positive academic emotions mediated the relationship between teacher emotional support and students' academic engagement. Furthermore, the mastery-approach goals moderated the mediating role of positive academic emotions. Finally, the implications for teachers in teaching for practice and the application prospects are discussed. [ABSTRACT FROM AUTHOR]

Researchers have increasingly considered approaches to learning (ATL) a key indicator of school readiness. Our study purposed to examine the impacts of parental warmth on children's approaches to learning, and the mediating role of self-efficacy, as well as the moderating role of teacher-child closeness in this relationship. Using a whole-group sampling method, 414 Chinese children aged 5-6 years participated this research together with their parents and teachers. Parents of those children were asked to fill out in person questionnaires on parental warmth, children's approaches to learning, and self-efficacy. Children's teachers completed the questionnaire regarding teacher-child closeness. Results indicated that children with high parental warmth were more likely to get high approaches to learning and their self-efficacy played a partial mediating role in this link. In addition, teacher-child closeness moderated the correlation between parental warmth and children's self-efficacy. Specifically, the association between parental warmth and children's self-efficacy was stronger for children with high teacher-child closeness than those with low teacher-child closeness. The results extend our understanding of how parental warmth affects children's approaches to learning, revealing that strategies that could enhance self-efficacy would be effective in improving children's approaches to learning. [ABSTRACT FROM AUTHOR]

Parenting programs have been shown to be effective in preventing and reducing externalising problems in young children. Despite their efficacy, the low rate of initial parental engagement in these programs is a major challenge for clinicians and researchers. Few studies have examined factors associated with rates of initial engagement in parenting prevention programs, most probably due to limited data on families refusing intervention. The purpose of this study was to examine the sociodemographic characteristics as well as child and parent characteristics in the prediction of parents' refusal to engage in a randomised control trial (RCT) evaluating the parenting program ÉQUIPE (French version of COPE) offered as a prevention intervention to families with preschool children (4-5 years) who showed low self-control at the age of 2 years. A total of 268 families were recruited from a longitudinal community sample followed from pregnancy (3D study), with 162 parents accepting to be randomised to a control or intervention group and 106 families refusing to engage in the RCT. Of the 83 families randomised to the intervention condition, 32 accepted, and 51 refused to participate in the intervention before or during the transition to formal schooling. ANOVAs and logistic regressions were used to examine factors associated with parents' refusal to engage in (1) the RCT and (2) the intervention. Results showed that parents who reported lower scores on perceived parental efficacy and higher perceived relationship quality had higher odds of refusing to participate in the study. Also, participating parents who refused to participate in the intervention were more likely parents of girls and reported significantly higher parental efficacy and impact. The findings of the current study could guide clinicians and researchers in improving parental recruitment strategies., (© 2024. Society for Prevention Research.)

Background: Peer interactions are critical to young children’s social development, and proximal-system has a direct influence on personal growth. The study aims to analyze the relationship between parental psychological control and young children’s peer interactions, as well as the moderating role of teachers’ emotional support in this association. Methods: A total of 241 children aged 3–6 years, alongside their parents, and 27 teachers, participated in the study. Teachers reported children’s peer interactions whilst parents reported their psychological control. The level of teachers’ emotional support was co-coded by two researchers. Results: The results of the study indicated that parental psychological control was significantly and negatively related to young children’s peer interactions; teachers’ emotional support was significantly and positively related to young children’s peer interactions; the cross-level moderating effect validates our hypothesis that teachers’ emotional support has a moderating effect between parental psychological control and young children’s peer interactions, buffering the impact of parental psychological control on young children’s peer interactions. Conclusion: These findings expand our comprehension of the association between parental psychological control, teachers’ emotional support, and young children’s peer interactions, and provide guidance for integrating the components of the proximal system and devising interventions to establish a home-school harmony environment that fosters children’s social development. [ABSTRACT FROM AUTHOR]

We examined father's parenting attitudes in association with teacher-child relationships and the mediating role of young children's self-regulation ability in this relationship. Participant fathers (n = 211), age range (below 30 to over 41 years of age) and teachers (n = 7), years of teaching experience (3 to 12 years) completed surveys of father-child pairs for 211 primary school children, with the teachers completing the children's self-regulation survey. Results following path analysis indicated that higher scores on the father's positive parenting attitudes were associated with stronger teacher-child relationships. The children's teachers reported that self-regulation ability fully mediated fathers' positive parenting attitudes to be stronger. These findings suggest a need for educators to engage with father parents to enhance children's self-regulation ability, and thus strengthen teacher-child relationships. [ABSTRACT FROM AUTHOR]

Child-teacher relationship is one of the determinants of students' behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students' behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students. [ABSTRACT FROM AUTHOR]

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The aryl hydrocarbon receptors (Ahrs) are evolutionarily conserved ligand‐dependent transcription factors that are activated by structurally diverse endogenous compounds as well as environmental chemicals such as polycyclic aromatic hydrocarbons and halogenated aromatic hydrocarbons. Activation of the Ahr leads to several transcriptional changes that can cause developmental toxicity resulting in mortality. Evidence was assembled and evaluated for two novel adverse outcome pathways (AOPs) which describe how Ahr activation (molecular initiating event) can lead to early–life stage mortality (adverse outcome), via either SOX9‐mediated craniofacial malformations (AOP 455) or cardiovascular toxicity (AOP 456). Using a key event relationship (KER)‐by‐KER approach, we collected evidence using both a narrative search and a systematic review based on detailed search terms. Weight of evidence for each KER was assessed to inform overall confidence of the AOPs. The AOPs link to previous descriptions of Ahr activation and connect them to two novel key events (KEs), increase in slincR expression, a newly characterized long noncoding RNA with regulatory functions, and suppression of SOX9, a critical transcription factor implicated in chondrogenesis and cardiac development. In general, confidence levels for KERs ranged between medium and strong, with few inconsistencies, as well as several opportunities for future research identified. While the majority of KEs have only been demonstrated in zebrafish with 2,3,7,8‐tetrachlorodibenzo‐p‐dioxin as an Ahr activator, evidence suggests that the two AOPs likely apply to most vertebrates and many Ahr‐activating chemicals. Addition of the AOPs into the AOP‐Wiki (https://aopwiki.org/) helps expand the growing Ahr‐related AOP network to 19 individual AOPs, of which six are endorsed or in progress and the remaining 13 relatively underdeveloped. Environ Toxicol Chem 2023;42:2063–2077. © 2023 SETAC. This article has been contributed to by U.S. Government employees and their work is in the public domain in the USA. [ABSTRACT FROM AUTHOR]

Previous studies have shown that peer victimization causes a great variety of severe adverse effects on children's development, and it is necessary to explore the influential factors and mechanisms of peer victimization. This study examined the associations between teacher–student relationships and peer victimization, as well as the roles of peer status and gender in China. The participants were 734 primary school students from Grades 5 ~ 6. Structural equation models were conducted to test the roles of peer status in the associations between teacher–student relationships and peer victimization, as well as the gender differences in the above associations. The findings showed that teacher–student closeness negatively predicted peer victimization, and teacher–student conflict positively predicted peer victimization. It was also found that teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization. The above associations did not vary across genders. The findings indicated that both teacher–student closeness and conflict were directly associated with children's peer victimization, and teacher–student conflict was indirectly associated with peer victimization via peer status. This implies that interventions for decreasing children's peer victimization should not only focus on improving teacher–student relationships but also target peer status. Practitioner points: Teacher–student closeness negatively predicted peer victimization and teacher–student conflict positively predicted peer victimization.Teacher–student conflict but not closeness could negatively predict peer status, which was in turn negatively associated with peer victimization.Associations among teacher–student relationships, peer status, and peer victimization did not vary across genders. [ABSTRACT FROM AUTHOR]