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Objectives: In Canada, little research has focused on emergency department (ED) use by youth involved with child welfare services, a vulnerable population. Our aims were therefore (1) to examine the characteristics of ED users among child welfare-involved youth, 2) to identify predictors of ED use and 3) to identify youth trajectories to EDs. Methods: Data were collected from child welfare charts from two agencies in Montreal, Canada. Logistic regression was conducted to determine the predictors of ED use. Latent class analysis was used to identify trajectories to the ED. Results: The sample included 226 youth aged 11-18 years. 33% of youth visited the ED at least once for mental health problems during child welfare involvement. ED users were more likely to be youth with a history of 1) sexual abuse, 2) parental mental illness, and 3) placements outside of the home, compared to youth with no ED visits. Mental health treatment was initiated in the 30 days following an ED presentation in 24% of cases. Three trajectories were found: 1) ED contact initiated by child welfare workers for suicidal ideation/attempts, 2) ED contact initiated by police for substance use and externalized behaviours and 3) ED contact initiated by parents for suicidal ideation/attempts. Discussion: Despite all youth being followed by child welfare and many already receiving mental health services, youth had high, often recurrent ED use. This highlights the need for stronger coordination between child welfare, youth mental health services and EDs. [ABSTRACT FROM AUTHOR]

Dominant Western approaches to teachers' professional development (PD) remain rooted in the technical rationality of the early 20th century. This paradigm strives for a decontextualized universality of "what works" in PD through a commitment to precision and objectivity in methods and measurements. Unfortunately, this paradigm cannot adequately address the multidimensional complexity of individual teaching and learning contexts. In its attempts to construct universal best practices through the isolation of one variable at a time, the lens of technical rationality instead contributes to the fragmentation of teaching and ignores the diversity of teachers, learners, and environments in schools. A holistic approach to PD, however, draws on this complexity and diversity to nurture teachers' relationships with their own soul, their students, their colleagues, and their world. This paper presents and explores an example of a holistic approach to PD in a secondary school in Ontario. The justification and design of the approach is outlined in detail, followed by a summary of its strengths and limitations based on participants feedback and facilitator reflections. Based on the overwhelmingly positive responses, further research into holistic approaches to PD is encouraged. I wish to express my deepest gratitude to Laurie Fraser, whose embodiment of the principles and spirit of holistic approaches to education was instrumental in the co-design and co-facilitation of this professional learning experience. This experience, and this paper, would not have been possible without her. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotraumatology is the property of Taylor & Francis Ltd 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.)

How do women live in violent urban neighbourhoods? Recent studies have shown that women have a capacity for action in urban neighbourhoods characterized by violence due to the presence and activities of criminal groups (Hume, 2009; Tickner et al., 2020; Wilding, 2010). This article contributes to this ongoing discussion by examining women community leaders’ work in low-income, gang-controlled urban neighbourhoods in Medellín, Colombia. The article shows that women community leaders’ work is based on care practices, understood as activities to improve the quality of life and live ‘the best way possible’ (Tronto 1993, p. 101) in the neighbourhood. Women community leaders’ care practices, I argue, influence the access and/or use of the built environment in violent urban neighbourhoods. Their practices transform socio-spatial relations and establish an alternative way of navigating the built environment of their neighbourhoods. [ABSTRACT FROM AUTHOR]

Background The purpose of this study was to examine the correlates of caregiver stress in a large sample of young people with autism spectrum disorders (ASDs). Two main objectives were to: (1) disentangle the effects of behaviour problems and level of functioning on caregiver stress; and (2) measure the stability of behaviour problems and caregiver stress. Methods Parents or teachers of 293 young people with ASDs completed measures of stress, behaviour problems and social competence. Parents also completed an adaptive behaviour scale. Eighty-one young people were rated twice at a 1-year interval. Results Parents and teachers did not perfectly agree on the nature and severity of behaviour problems. However, both sets of ratings indicated that behaviour problems were strongly associated with stress. Conduct problems in particular were significant predictors of stress. Adaptive skills were not significantly associated with caregiver stress. Parental reports of behaviour problems and stress were quite stable over the 1-year interval, much more so than teacher reports. Parent ratings suggested that behaviour problems and stress exacerbated each other over time. This transactional model did not fit the teacher data. Conclusion Results of this study suggested that it is a specific group of externalized behaviours that are the most strongly associated with both parent and teacher stress. Results were discussed from methodological and conceptual perspectives. [ABSTRACT FROM AUTHOR]

This study modelled the factor structure and tested for measurement invariance between youth and parent reports on the 12-item World Health Organization Disability Assessment Schedule (WHODAS) 2.0; estimated agreement between informants; and, examined moderators of youth-parent discrepancies. Data come from the baseline wave of the Multimorbidity in Youth across the Life-course study (n = 117). Multiple-group confirmatory factor analysis was used to test for measurement invariance and Wilcoxon signed-rank tests compared informant scores. Intraclass correlation coefficient (ICC) and Bland-Altman limits of agreement plots were used to examine the youth-parent agreement. The WHODAS 2.0 demonstrated measurement invariance [χ2 = 221.8(136), p < 0.01; RMSEA = 0.073 (0.055, 0.091); CFI = 0.962; and, SRMR = 0.078]. Youth typically reported more disability compared to parent proxies, with the exception of item Q5 (emotional). The agreement was low (ICC = 0.08–0.53). Youth sex moderated informant agreement such that more consistent agreement was seen for female youth (β = 0.54, p <.01) compared to male youth (β = 0.11, p =.29). Youth and their parents interpret the construct of disability, as measured by the 12-item WHODAS 2.0, similarly. Thus, informant differences represent real differences that are not a consequence of error. Low parent-youth agreement reinforces the need for collecting multiple perspectives in the pediatric setting, especially for male youth. The WHODAS 2.0 is one of the most widely used measures of disability and functioning. Measurement invariance of the WHODAS 2.0 suggests that youth and parents interpret the construct of disability similarly. Parent-youth agreement was low and youth typically report more disability compared to parent proxies. More consistent agreement with parents was found for female youth compared to male youth. [ABSTRACT FROM AUTHOR]

Background: To summarize the general status of nonsuicidal self-injury (NSSI) behaviour and the characteristics of junior high school students and to determine the risk factors associated with NSSI behaviour. Methods: Five middle schools in the rural and urban areas of Hainan Province were randomly selected for this cross-sectional study, and junior high school students were administered questionnaires, including the General Sociodemographic Questionnaire, Ottawa Self-Injury Scale, Anxiety Self-Rating Scale, Depression Self-Rating Scale, Adolescent Lifestyle Scale, and Parenting Style Scale. Results: The NSSI rate among junior high school students in Hainan Province was 28.9%, with a higher prevalence among girls than boys (P < 0.05). The age range was 11–16 years, with a mean age of 13.08 ± 0.911 years. The most common form of self-injury was scratching/bruising, followed by hitting oneself, pulling out hair, biting, head banging, and cutting. The NSSI methods of scratching/bruising, hitting oneself and cutting more commonly occurred in girls than boys (P < 0.05). The most common sites of self-injury were the face, scalp, lips, forearm/elbow, axilla/wrist, hands/fingers, and thighs/knees. Significant differences were observed in the distribution of self-injury sites (nose, lips, genitals, and axillae/wrists) between the two genders (p < 0.05). The most important motivation for undertaking NSSI behaviours was to release negative emotions. The risk factors affecting NSSI behaviours were female gender (OR = 1.793), depression (OR = 1.961), anxiety (OR = 1.495), interpersonal relationship factors (OR = 1.099), academic stress factors (OR = 1.062), maternal emotional warmth (OR = 0.97), and maternal overinterference (OR = 1.036). Conclusions: The NSSI rate among junior high school students in Hainan was 28.9%, affecting girls more than boys. The form and site of self-injury between boys and girls were significantly different. The motivation for committing self-injurious behaviours was mainly to regulate bad emotions. Risk factors for NSSI behaviours included female gender, anxiety, depression, interpersonal relationship factors, academic stress factors, and maternal emotional overinterference, while maternal emotional warmth was a protective factor. [ABSTRACT FROM AUTHOR]

Copyright of Revue de Psychoéducation is the property of La revue canadienne de psycho-education 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.)

Background: Over the last decades, antipsychotic prescriptions in children have increased worldwide. However, adverse events are frequently observed, with some such as psychiatric adverse events remaining poorly documented. Method: The French ETAPE study is a 12-month naturalistic prospective multisite study that included 190 antipsychotic-naïve pediatric patients (mean age = 12 ± 3 years), treated by antipsychotic for psychotic or non-psychotic symptoms. From the ETAPE database, we performed additional analyses focusing on psychiatric adverse events. Results: Children received mainly second-generation antipsychotic for conditions out of regulatory approval, with risperidone and aripiprazole being the most frequent (respectively 52.5% and 30.83%). Clinicians reported 2447 adverse events, mainly non-psychiatric (n = 2073, 84.72%), including neuromuscular, metabolic, gastroenterological, and (n = 374, 15.28%) psychiatric. 55.88% of psychiatric adverse events were attributable to antipsychotic by the clinician, compared to 89% of non-psychiatric adverse events (p < 0.001). 63.2% (n = 120) of the 190 children and adolescents presented at least one psychiatric adverse event. The most frequent were externalized behaviors such as aggressiveness or agitation (22.7%), mood changes (18.4%) and suicidal ideas or behaviors (11.8%). Half of psychiatric adverse events occurred during the first quarter, 49.46%, compared to 23.79% during the second, 15.77% during the third, and 10.96% during the fourth. Conclusion: This additional analysis from the French ETAPE study emphasizes that psychiatric adverse events might be more frequent than expected in the pediatric population. Also, the potential risk of psychiatric adverse events should be part of the benefit-risk evaluation and sub-sequent follow-up. [ABSTRACT FROM AUTHOR]

Background: Good quality friendships and relationships are critical to the development of social competence and are associated with quality of life and mental health in childhood and adolescence. Through social distancing and isolation restrictions, the COVID‐19 pandemic has had an impact on the way in which youth socialize and communicate with friends, peers, teachers and family on a daily basis. In order to understand children's social functioning during the pandemic, it is essential to gather information on their experiences and perceptions concerning the social changes unique to this period. The objective of this study was to document children and adolescents' perspectives regarding their social life and friendships during the COVID‐19 pandemic, through qualitative interviews. Methods: Participants (N = 67, 5–14 years) were recruited in May and June 2020. Semi‐structured interviews were conducted via a videoconferencing platform. A thematic qualitative analysis was conducted based on the transcribed and coded interviews (NVivo). Results: The upheavals related to the pandemic provoked reflection among the participants according to three main themes, each of which included sub‐themes: (1) the irreplaceable nature of friendship, (2) the unsuspected benefits of school for socialization and (3) the limits and possibilities of virtual socialization. Conclusions: The collection of rich, qualitative information on the perspectives of children and adolescents provides a deeper understanding of the consequences of the pandemic on their socialization and psychological health and contributes to our fundamental understanding of social competence in childhood. [ABSTRACT FROM AUTHOR]

Delinquent behaviours of adolescents have become a major issue of concern to many countries in the world. The purpose of this study was to find out the influence of psychosocial factors on delinquent behaviours of adolescents. Using a descriptive survey design and a proportionate sampling technique, a total of 327 form two Senior High School students (SHS) were drawn from Nyakrom SHS, Siddique SHS, Fankoba SHS and Swedru School of Business to participate in the study. A 45-item questionnaire with a reliability coefficient 0.72 was adopted for data collection. The study was guided by a research question and hypothesis. Mean and standard deviation were used to analyse data on the research question whilst multiple regression analysis was used to analyse data on the hypothesis. The study revealed that psychosocial factors such as the school, peers and the family were responsible for influencing delinquent behaviours of adolescents. To help curb delinquent behaviours among adolescents, the study recommended that adolescent students should be vigorously sensitized by school counsellors, headmasters and teachers on some psychosocial factors that can easily lead them to engage in delinquent behaviours. [ABSTRACT FROM AUTHOR]

This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations. Children's socioemotional development (n = 314) were rated by teachers at three-time points (grades 1–3). Parents completed questionnaires measuring their parenting styles at the same three-time points. The level of social withdrawal was obtained at the end of kindergarten from teachers' reports. Panel analysis showed that prosocial behaviour was associated with a higher level of affection, while externalizing problems were associated with a higher level of behavioural control. Among children with a high level of social withdrawal, prosocial behaviour predicted high maternal psychological control, while internalizing problems predicted high paternal psychological control. However, among children with a low level of social withdrawal, socioemotional development had no impact on parenting styles. [ABSTRACT FROM AUTHOR]

Proactive aggressive behaviour (PA) refers to violent and intentional behaviours with serious consequences. Adolescents entrusted by law to youth protection centres are at risk of this type of behaviour. To understand their behaviour, several factors have to be considered (i.e. reactive aggressive behaviour (RA), gender differences, externalized disorders). More importantly, callous–unemotional (CU) traits and lack of empathy can have an impact either way, but their contribution needs to be better understood. The objective of this study is to document the relationships between these factors and PA and to measure their contribution. A total of 87 teenagers living in a youth protection centres (53.5% girls and 46.5% boys), aged between 13 and 18, took part in the study. Results showed positive correlation between PA and RA, oppositional defiant disorder, conduct disorder and CU traits, as well as negative correlation between PA and affective empathy. Hierarchical regression analyses confirm that CU traits and affective empathy remain contributing factors in a unique way. Our results highlight the importance of taking into account the adolescent's capacity to feel emotions towards others in order to better assess, understand and act upon their aggressive behaviour. [ABSTRACT FROM AUTHOR]

Many dedicated foster caregivers form a strong attachment to the children in their care, leaving them emotionally at-risk for when a child is removed from the home (e.g. displacement, reunification). The grief they experience when a child leaves may influence their other relationships (e.g. couple relationship). Survey data were collected from a statewide random sample of foster caregivers. The final sample included foster caregivers who had experienced the removal of a foster child from their home within the previous 12 months of participating in the study (n = 56). A moderated mediation analysis was conducted to determine the associations between dedication to fostering, grief, couple relationship quality, and relationship efficacy. Findings suggest that highly dedicated foster caregivers are more likely to experience higher levels of grief after a child leaves their home, which is negatively associated with their couple relationship quality. However, relationship efficacy was found to buffer these effects. [ABSTRACT FROM AUTHOR]

Background: Despite global increase in burden of mental health conditions, longitudinal studies on factors related to development of mental health are scarce. Particularly integrated understanding of how factors at each level of ecological system interact to influence mental health of individuals during their life is missing. Both work and outside work (life beyond work) spheres are two important areas in human life which can have independent effects on mental health of individuals. In this integrative review, we aimed to synthesis findings about social determinants outside paid work that are related to development of mental health during life in a 27-year prospective Swedish Cohort study by using Bronfenbrenner's Ecological Systems Theory.Methods: The material for this paper consists of all mental health related papers within Northern Swedish Cohort. Papers related to outside paid work exposures of life circumstances were selected. An integrative review was conducted on 27 papers and deductive qualitative content analysis in relation to Bronfenbrenner ecological framework was performed to identify the main themes.Results: The results of this review showed that class structures and gender order at macro-level permeated into all other levels and finally became embodied in the individuals as symptoms of mental health during life. At the "exo-level" neighbourhood disadvantage was related to mental ill-health of individuals. The importance of parental interaction with other settings, like school, for mental health of individuals was highlighted at "meso-level". At "micro-level" poor social relationships; social and material adversities and inequality in gender relations during adult life were related to mental ill-health.Conclusion: We found mental health of individuals to be related to both unique and common factors manifesting at different socio-ecological levels. Social structures at the macro-level namely class structures and gender order permeate all other levels and eventually become embodied in the individuals as symptoms of mental health during life. Interventions addressing gender and class related inequalities might be of importance for improving mental health of individuals during their life. [ABSTRACT FROM AUTHOR]

The negative effects of poverty on children's development have been examined in many studies. Poverty exerts its influence on children indirectly through mediating pathways, some of which have powerful effects in reducing the impact of early economic deprivation. However, the literature on the mediating mechanisms through which poverty operates and influences children's cognitive and social-emotional development is limited. This review provides a systematic analysis of published and unpublished studies that investigate mediating mechanisms that have been found to be effective in reducing the effects of early childhood poverty and in improving children's cognitive and social-emotional development. The findings of this review suggest that positive parenting and cognitively stimulating home environments have the potential to enhance the developmental outcomes of children living in poverty--in particular, educational materials including books and computers and home learning activities such as reading and counting are salient for the outcomes of children living in poverty. Findings on the effects of early childhood programmes for low-income children's development and well-being are also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Croatian Review of Rehabilitation Research / Hrvatska Revija za Rehabilitacijska Istraživanja is the property of Croatian Review of Rehabilitation Research 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.)

This study examined the mediation of parenting style and psychological suzhi on the relationship between family socioeconomic status (SES) and problem behaviours in a sample of 814 Chinese children (aged 3–6, mean age 4.725 ± 1.013). Parents reported on their SES and parenting styles as well as children's psychological suzhi and problem behaviours. Structural equation modelling revealed that the association between SES and children's problem behaviours was partially mediated by parenting styles and psychological suzhi. Moreover, the chain-mediated effect of authoritative parenting and suzhi was significant, while authoritarian parenting was not. Strategies that help parents provide authoritative parenting practice and those that help children develop psychological suzhi may help reduce children's problem behaviours. [ABSTRACT FROM AUTHOR]

Copyright of Archives of Psychiatry Research is the property of University Hospital Center Sestre, Department of Psychiatry 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.)

In August 2019, 3848 children in Ireland were faced with emergency homelessness [1]. In recent years, lack of affordable housing, unemployment and shortage of rental properties have been the primary driving factors for the potentially devastating impact of familial homelessness in our society [1]. Our aim was to evaluate current knowledge on the psychological impact of homelessness in children. Using the PRISMA model, we performed a review of the currently available literature on the psychological impact of homelessness on children. This concept was explored under two different categories—'transgenerational' and 'new-onset homelessness'. Hidden homelessness was also explored. Our literature review revealed several psychological morbidities which were unique to children. This includes developmental and learning delays, behavioural difficulties and increased levels of anxiety and depression [66, 77, 40, 81, 42]. This has been demonstrated by poorer performance in school testing and increased levels of aggression. Anxiety in children within this cohort has been shown to peak at time of dispersion from their stable home environment [67]. Our study highlights violence, aggression and poor academic learning outcomes to be just some of the key findings in our review of homelessness in childhood, worldwide. Unfortunately, there has been minimum research to date on paediatric homelessness within the context of the Irish population. We anticipate this review to be the first chapter in a multipart series investigation to evaluate the psychological morbidity of paediatric homelessness within the Irish Society. [ABSTRACT FROM AUTHOR]

Objectives: To demonstrate the power of integrating three theoretical perspectives (Mentalization Theory, Perceptual Control Theory and the Communicative Impact model), which jointly illuminate the communication challenges and opportunities faced by family carers of people with dementia. To point the way to how this framework informs the design and delivery of carer communication and interaction training. Method: Conceptual synthesis based on a narrative review of relevant literature, supported by examples of family carers. Results: We use the conceptual models to show how the capacity to mentalize ("holding mind in mind") offers a greater sense of control over internal and external conflicts, with the result that they can be deescalated in pursuit of mutual goals. Conclusions: The integrative conceptual framework presented here highlights specific psychological and relational mechanisms that can be targeted through carer training to enhance communication with a person living with dementia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Current Pediatrics / Guncel Pediatri is the property of Galenos Yayinevi Tic. LTD. STI 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.)

Effective parenting experiences of individuals during the childhood years within micro-ecological environments are pivotal to cultivating good parenting practices in later adulthood. This study explored the parenting practices based on upbringing and the connections these practices had on children's proclivity to wayward and wandering behaviours. The study employed a qualitative exploratory design through a phenomenological approach. It utilized semi-structured interviews to gather data from 10 Guyanese parents of juveniles who had wandered away from home or reported as wayward to the social services in Guyana. The findings suggest that authoritarian parenting style is predominant among this cohort of parents. However, a combined authoritarian and permissive style materialized as an unanticipated outcome. Lack of knowledge of child developmental stages and computer illiteracy emerged as key themes which have implications for appropriate parenting interventions. The findings offer credibility to a strong link between ineffective parenting practices and negative juvenile behavioural outcomes. [ABSTRACT FROM AUTHOR]

RESCUR Surfing the Waves is a recently developed resilience curriculum for early years and primary schools in Europe. It seeks to develop in marginalized young learners the requisite competences needed to overcome the various challenges in their lives to achieve academic success and social and emotional wellbeing. The competences include developing a growth mindset, making use of one’s strengths, self-determination, effective communication skills and healthy relationships, and overcoming challenges and obstacles. This paper presents the findings of a study on the implementation of the programme in five kindergarten centres in Malta over a 1-year period. A pre- and post-intervention study in 20 classrooms (97 children) showed an improvement in resilience skills, prosocial behavior and learning engagement, but not in internalized and externalized problem behaviors. A small scale study in two nurture classes at two of the schools found similar findings. The findings suggest that there are indications that the programme as a proportionate universal intervention for early years leads to an improvement in social and academic behaviours, but more rigorous research is needed to substantiate these findings. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

This study investigated the day-to-day deviant and nondeviant sexuality of a sample of Canadian sexual aggressors against women ( N = 160). Using latent class analysis, three latent classes were identified: internalized deviant (ID), low sexual problem (LSP), and hypersexual deviant (HD). Following the latent class analysis, the developmental, physiological, cognitive, and criminological correlates of these lifestyles were analyzed. ID ( n = 31) aggressors were characterized by sexual dissatisfaction, sexual deviance, and a bland sexual life. LSP ( n = 116) aggressors were characterized by the absence of sexual deviance or hypersexuality. HD ( n = 13) aggressors were characterized by hypersexuality and sexual deviance. Our exploratory study suggests that the day-to-day nondeviant and deviant sexual life of sexual aggressors against women appear to affect their modus operandi. Furthermore, the adult sexual lifestyles of sexual aggressors against women appear to be extensions of their adolescent sexual lifestyles. The results of this study thus suggest avenues for research-notably, the specific influence of sexual behaviours and internalized psychosexual problems on modus operandi-that could improve the clinical management of sexual aggressors against women. [ABSTRACT FROM AUTHOR]

This exploratory study conducted with twelve elementary school teachers (Grade 1 to 6) wishes to explore elementary school teachers' theoretical and practical knowledge of student anxiety, as well as the source of their knowledge. Interviews revealed the most common body of knowledge and interventions declared by the teachers, and allowed the exploration of the underlying foundations. Results showed that teachers' knowledge of anxiety, as it relates to the recognition of symptoms and the understanding of underlying theoretical concepts such as causes, explanatory factors and appropriate interventions should be enhanced. Teachers appear to rely mostly on their own professional and personal experiences as the main sources of knowledge on the subject, while initial training and continuous education has little contribution to their current level of knowledge. New approaches and areas of research are suggested to improve teachers' initial and continuous training to help the elementary school students' living with anxiety. [ABSTRACT FROM AUTHOR]

Background Transition to adulthood might be a risk period for poor health in people with intellectual disabilities. However, the present authors could find no synthesis of evidence on health and well-being outcomes during transition in this population. This review aimed to answer this question. Method PRISMA/ MOOSE guidelines were followed. Search terms were defined, electronic searches of six databases were conducted, reference lists and key journals were reviewed, and grey literature was searched. Papers were selected based on clear inclusion criteria. Data were extracted from the selected papers, and their quality was systematically reviewed. The review was prospectively registered on PROSPERO: CRD42015016905. Results A total of 15 985 articles were extracted; of these, 17 met the inclusion criteria. The results of these articles were mixed but suggested the presence of some health and well-being issues in this population during transition to adulthood, including obesity and sexual health issues. Conclusion This review reveals a gap in the literature on transition and health and points to the need for future work in this area. [ABSTRACT FROM AUTHOR]

Psychiatric intensive care units ( PICU) provide care for those with the worst phases of mental illness. What defines a PICU is often decided locally at hospitals. The aim of the present study was to explore and describe a contemporary discourse on how PICU are socially constructed from virtual discussions. An explorative and descriptive study design was applied for this qualitative inquiry using discourse methodology. The data were collected in Twitter's search string and consists of 215 Twitter postings. A framework of social actor representatives that form the discourse was established and presented in three categories: (i) hospital and agencies communicating about PICU; (ii) health-care professionals communicating about PICU; and (iii) service users and relatives communicating about PICU. Hospitals, agencies, and health-care professionals hold great power and responsibility for informing the public about PICU. Transparent and informative tweets could turn the mystery of PICU into more specific, positive portrayals. [ABSTRACT FROM AUTHOR]

Equine-assisted activities and therapies are increasing in popularity for treatment of ASD symptoms. This research evaluated effects of a 5-week programme of therapeutic riding on social functioning of children/adolescents (N = 15) with ASD. The effectiveness of the programme was evaluated using the autism spectrum quotient, the Vineland Adaptive Behaviour Scale and the empathising and systemising quotient. Results established that the TR intervention increased empathising and reduced maladaptive behaviours. The findings also indicated that specific adaptive behaviours like socialization and communication were not affected by the intervention. Thus, a complex picture of the effects of this intervention emerges: while TR does not change all of the child's behaviour, it can improve specific aspects of social functioning and also reduce maladaptive ASD traits. [ABSTRACT FROM AUTHOR]

Stigma can influence the prevention and identification of fetal alcohol spectrum disorder (FASD), a leading cause of developmental delay in North America. Understanding the effects of public health practices and policies on stigma is imperative. We reviewed social science and biomedical literatures to understand the nature of stigma in FASD and its relevance from an ethics standpoint in matters of health practices and policies (e.g., diagnostic practices, awareness campaigns). We propose (i) a descriptive model of stigma in FASD and note current knowledge gaps; (ii) discuss the ethical implications of stigma based on two distinct criteria (dignity and consequences); and (iii) describe two cases and the concerns associated with inadvertent stigmatization by public health initiatives for FASD. We recommend further empirical and ethical analyses to examine whether public health policies and practices inadvertently stigmatize and impact the success of public health initiatives and programs for FASD. [ABSTRACT FROM AUTHOR]

This study examines the mediating role of effortful control between reactive temperament traits (negative affectivity and extraversion) and children’s internalizing and externalizing behavioural problems. The sample was composed of 424 non-clinical children from 3 to 6 years of age (60% male). Use of a structural equation model revealed effortful control-mediated relations between reactive temperament traits and behavioural problems. Nevertheless, uniquely and directly, negative affect predicted externalizing problems and extraversion predicted internalizing problems. Assessment of invariance by children’s sex showed that the mediating role of effortful control tends to be stronger for externalizing problems in boys than in girls. Results showed no significant age differences. According to these results, effortful control as a method of self-regulation seems to be an essential process through which reactive temperament traits affect a child’s psychological adjustment. [ABSTRACT FROM PUBLISHER]

Childhood is a world filled with exuberance, fantasies and parallel realities. Children struggle to make sense of this reality around them, to overcome the violence and abuse that they may face or create a positive sense of self. The experiences of children unlike adults cannot be captured with words and are hence often conveyed through play. In order to explore the inner world of the child, the therapist must engage in the animated world of make-belief. Thus, non-directive play therapy emerges as an effective intervention for addressing the problems of children and facilitates resilience building. Existing literature on the efficacy of this approach suggests that the child experiences inner emotional growth, a sense of direction, acceptance and interprets the situation that provides an unambiguous form and expression to their emotional world. A conceptual review has been proposed to explore the essence of this therapeutic relationship, recent developments and its efficacy. [ABSTRACT FROM AUTHOR]

Love has been identified as one of the most important aspects of interpersonal strength. During adolescence, the main social contexts in relation to love are friendships and dating relationships. The aim of this study was to measure the link between romantic relationship experience and personal adjustment, taking into account effects of age and sex, and to analyse the effect of adolescent dating relationship quality on personal adjustment. A total of 3258 Spanish adolescents were surveyed. The results indicated that dating status does not affect adolescent self-esteem, but has a significant effect on internalizing and externalizing behaviours and sexist beliefs. Regarding relationship quality, those adolescents who had a very good-quality relationship reported higher levels of psychological adjustment in terms of the variables measured. Results are discussed according to their utility for positive social development and its links to dating relationship quality during adolescence. [ABSTRACT FROM AUTHOR]

Depression is a common disorder among women with young children. Compared to non-depressed mothers, depressed mothers tend to display less positive affection, provide less emotional support, and inconsistently respond to their child's every day and emotional needs. We examined the association between maternal depression and child (middle childhood) mental health problems according to the child's gender. This study was conducted between June and August 2006 on 3,911 subjects aged 7-12 years. The data for this study was collected through a questionnaire that included the Beck Depression Inventory (BDI) and Korean Child Behavior Checklist (K-CBCL). Most of the CBCL scores were higher for children in the depressed mother group. The two way ANOVAs (depressed group by gender) found girls to have significantly higher scores than boys on somatization. Children may experience somatic complaints when they also suffer from emotional disorders, and therefore must be observed closely. [ABSTRACT FROM AUTHOR]

My paper situates literacy in the pre-symbolic implications of the maternal relation. Turning to child psychoanalysis, particularly Melanie Klein's theories of infancy and symbolization, my paper discusses the role the child's inner life plays in her engagements with literacy. Citing cases of second language learning, I pose literacy as an emotional situation. I insist that educators begin to acknowledge and attend to the inner life of children in their practices of literacy. Reorienting literacy toward its emotional, relational, and maternal wellspring might develop within us new orientations to literacy as psychosocial experience and practice. [ABSTRACT FROM PUBLISHER]

Child sexual abuse (CSA) is a social problem that often inflicts long lasting psychological trauma and leads to psychopathology, behavioural problems and re-victimization. Treating young people who are presenting with the detrimental effects of CSA is often difficult because these effects off-set efforts at establishing a therapeutic bond. Animals have been found to facilitate the development of the therapeutic alliance between client and practitioner and therapies utilizing horses have the added bonus of empowering clients. This study aimed to evaluate an Equine Facilitated Program (EFT) run by Phoenix House, a sexual assault referral centre in Queensland, Australia. Participants were six boys and nine girls (aged 8-11 years) and 15 adolescent girls (aged 12-17 years). All participants provided several measures of data designed to establish levels of psychological distress at three points in time. That is, Time 1-intake into the service; Time 2-following approximately 6 weeks of in-clinic counselling and pre-EFT; and Time 3 post-EFT (9-10 week duration). Significant improvements in functioning were found between Time 2 and Time 3 assessment across all psychometric measures and for both age groups. No, or non-significant, improvements were found between Time 1 and Time 2 assessments. Overall the results show that EFT proved an effective therapeutic approach for the children and adolescents referred to the service. Of particular note was the finding that efficacy was similar across gender, age and Indigenous/non-Indigenous status. Implications of this and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]

During the late 20th and early 21st centuries, religion and theology have become increasingly separated from spirituality and affective experience in westernised societies. In addition to this rift, the body is frequently seen as marginal to spiritual life. The implications of these divisions for students engaging in theological reflection can be observed in reflections that are overly intellectualized or conversely overly emotional and lacking theological depth. In this article, it is suggested that through a balanced attending to bodily awareness, the recognizing and naming of emotions and the exploring of theological questions, theological reflection can offer a supporting framework in which theology and spirituality can be held together in partnership rather than as separate enterprises. If there is a playful and creative openness to reflection as an integrative praxis at risk of encountering the unexpected then the process of theological reflection can provide an opportunity for transformative learning. [ABSTRACT FROM AUTHOR]

Tourette syndrome ( TS) and attention-deficit/hyperactivity disorder ( ADHD) are common neurodevelopmental disorders that often co-occur. They are both stigmatized and misunderstood conditions. This review critically appraises studies examining interventions using psychoeducational approaches in TS and ADHD. Studies examining the impact of providing educational information (or diagnostic label) about TS and ADHD to parents, teachers and peers (child and adult) were identified by searching relevant electronic databases, reference lists and citations, and consulting colleagues. Twenty-two studies were identified, 20 of which involved teachers or peers. The studies indicate that providing educational information increases knowledge, positive attitudes and behaviours towards individuals with TS and ADHD. Provision of a diagnostic label alone appears insufficient. Parental education may improve treatment enrolment and adherence. While the findings are encouraging, there are a number of gaps in the literature. These include the effects of giving information to parents, whether changes are maintained over time, or are generalizable to the population. Studies are needed to investigate the optimal way to present educational information in everyday contexts in order to improve the lives of those with TS and ADHD. [ABSTRACT FROM AUTHOR]

Aggressive behaviours in adolescence often originate in early development. This study tested three longitudinal pathways starting in early childhood, in a sample of 325 Belgian participants (162 girls) assessed every 1 or 2 years from birth through age 14. Structural equation models supported the “mother early dissatisfaction” pathway toward adolescent aggression, but neither the “cognitive functioning” nor the “early aggressive behaviour” pathway gained clear support. Mother’s early dissatisfaction with her child was the starting point of a series of negative perceptions of the child, which predicted physical and social aggression in adolescence. Children’s cognitive functioning and early aggression level were weakly correlated with mother’s perceptions. This finding suggests that explaining normative development to parents may improve mothers’ perceptions of their early experience as a mother, of their child, and of their subsequent interactions, which may reduce their child’s future aggressive behaviours. [ABSTRACT FROM PUBLISHER]