Search Results (355)

This study validates an empirical model of attitudinal indicators to assess the inclusion of students with physical motor disabilities in higher education. Grounded in the tripartite model of attitude and framed within the social model of disability, the research employed the SACIE-R scale to measure emotional, cognitive, and behavioral predispositions among 384 faculty members from private universities in El Salvador, selected through stratified sampling. Exploratory factor analysis (EFA) identified three latent dimensions—concerns and general attitudes, inclusive feelings, and cognitive–affective tension—explaining 56.36% of the variance, with strong reliability (Cronbach’s α = 0.876). Chi-square tests revealed significant attitudinal differences by age, sex, training, and institutional affiliation. The resulting model translates latent predispositions into observable indicators of inclusive teaching competencies, providing a diagnostic and evaluative tool for higher education institutions. Beyond the Salvadoran context, the framework demonstrates potential scalability across Latin American systems with comparable socio-educational conditions. Importantly, the model contributes to the Sustainable Development Goals (SDG 4, SDG 10, and SDG 16) by supporting inclusive and equitable quality education, reducing structural inequalities, and informing governance policies grounded in human rights. Findings highlight persistent attitudinal barriers and limited faculty preparedness, underscoring the need for sustainable institutional strategies. This research advances the debate on educational sustainability by linking faculty attitudes to long-term policy development, capacity-building, and institutional accountability. Full article

Social–emotional competence (SEC) is an essential factor for healthy youth development. However, few studies have examined patterns of SEC growth trajectories among non-Western youth, and whether and how their SEC growth patterns during elementary school years predict later mental health. Using five-year panel data on a nationally representative sample of South Korean youth (N = 2607; 49.6% girl, M_age = 10, SD_age = 0.1 at baseline), we first identified three latent profiles of SEC growth trajectories throughout upper elementary years (Grades 4 to 6), distinguished by initial and continued mean-level differences in both self-management and group collaboration. Informed by self-determination theory, we found that these SEC growth profiles significantly predicted depression and life satisfaction in middle school (Grade 8), mediated by peer relatedness and academic competence during the middle school transition (Grade 7). This study discusses implications for future research and practice to promote young adolescents’ social–emotional development and mental health. Full article

Social–emotional competence in early childhood is critical in shaping later academic achievement, interpersonal functioning, and long-term psychosocial development. While prior research has emphasized the importance of parenting practices, limited attention has been paid to how family dynamics and broader ecological interactions jointly contribute to this competence. Grounded in Social–Ecological Systems Theory, the present study investigated the association between family intimacy and preschoolers’ social–emotional competence, with psychological resilience as a mediator and family–preschool interaction as a moderator. A total of 2768 preschoolers aged 3 to 6 years from four provinces in China were assessed through parent-report questionnaires. Regression-based moderated mediation analyses revealed that family intimacy was positively associated with preschoolers’ social–emotional competence, directly and indirectly through psychological resilience. Moreover, family–preschool interaction moderated the pathway between family intimacy and psychological resilience, such that this association was stronger when family–preschool interactions were more frequent. These findings highlight the joint contribution of family relationships, individual strengths, and external developmental contexts to young children’s social–emotional development. Implications include supporting emotionally connected family environments, promoting resilience in early childhood, and strengthening home–preschool partnerships to foster holistic developmental outcomes. Full article

Parent–child discrepancies on educational expectations have a significant impact on the holistic development of children, which is crucial for building sustainable educational ecosystems. Based on 7080 samples from the 2019 OECD Survey on Social and Emotional Skills (SSES) conducted in a Chinese city, this study uses the ordinary least squares model and propensity score matching to estimate the causal effect of parent–child discrepancies on educational expectations on children’s social and emotional skills—core competencies for Education for Sustainable Development (ESD)—and further employs the bootstrap method to test its mechanism. The results show that parent–child discrepancies on educational expectations have a significant negative impact on children’s social and emotional skills, with stronger effects observed among boys and 15-year-olds. The parent–child relationship and test anxiety play a chain mediating role in this relationship. The results suggest that to advance the goals of sustainable education, parents should set reasonable educational expectations and pay attention to nurturing their children’s social and emotional skills to foster holistic development within supportive family microsystems. Full article

This pilot study analyzes the level of development of personal and social competencies linked to Effective Personality in Early Childhood Education pre-service teachers, to provide evidence for the construction of an inclusive teaching profile. Using a quantitative, descriptive, and cross-sectional design, the Effective Personality Questionnaire in the University Context (PECED) questionnaire was administered to 107 teacher candidates at a university in southern Chile. The results show a positive profile in dimensions such as academic self-actualization and problem-solving self-efficacy, along with moderate levels of social self-actualization and aspects of self-esteem. Differences were identified according to age, but not according to cohort. Moreover, a significant correlation was found between self-esteem and problem-solving self-efficacy. The main contribution of this study lies in the application of the PECED instrument in a still largely unexplored educational context, revealing the need for intentional pedagogical interventions for pre-service teachers’ social–emotional development. The findings support the redesign of Early Childhood teacher education curriculum proposals with an inclusive approach and suggest extending the research to other academic programs and regions, validating the usefulness of the Effective Personality construct as a diagnostic and training tool in initial teacher education. Full article

Developmental language disorder (DLD) is associated with persistent language difficulties that may impact social competence. The aim of this study is to describe the relationship between language, pragmatics, and social competence in French-speaking preschoolers and to identify the specific social competence difficulties observed in children at risk of DLD at this age. The sample included 63 children aged between 36 and 59 months, 12 of whom were at risk of having DLD. Children were assessed using measures of vocabulary, morphosyntax, pragmatic skills, and narrative abilities, while childcare educators completed a questionnaire evaluating social competence. Results revealed that children at risk for DLD exhibited more characteristics related to dependence on adults compared to their peers without DLD. No significant group differences were observed for the other components of social competence. The findings also identified a relationship between pragmatic and personal narrative skills, and social adjustment. These findings support the social adaptation model, suggesting that functional social impacts in children with DLD may arise from limited language abilities rather than an intrinsic socio-emotional disorder. This study highlights the importance of early pragmatic and narrative development in supporting social competence from the preschool age. Full article

Children and youth with special healthcare needs (CYSHCN) face elevated risks of adverse childhood experiences while also having unique opportunities for positive childhood experiences (PCEs). Medical specialty camps can serve as protective environments promoting resilience and well-being in this population. We examined current literature to determine whether camp experiences align with the Healthy Outcomes from Positive Experience (HOPE) framework and function as PCEs for CYSHCN. A comprehensive literature search was conducted across PubMed, Google Scholar, and Elsevier databases using terms related to camps, positive childhood experiences, and childhood illness. Studies were systematically mapped onto the four HOPE framework categories and analyzed for qualities of effective PCE settings. Twenty-six studies demonstrated alignment between camp experiences and all four HOPE framework components: nurturing relationships, safe environments, social engagement opportunities, and social–emotional competency development. Four qualities of effective PCE settings emerged: being outdoors, engagement in meaningful activities, finding meaning in life, and experiencing “being away.” Research representing medical specialty camps demonstrates strong theoretical alignment with PCE frameworks, suggesting potential protective benefits against ACEs for CYSHCN. A conceptual model is proposed to guide future empirical research examining camps as facilitators of PCEs and their long-term health outcomes for this population. Full article

Foster carers are a hard-to-reach population who carry a vast bureaucratic and emotional load. They need tailored and specialised training, support, and advice regarding the digital lives of the children and young people (CYP) they care for. Looked-after CYP are vulnerable in multiple ways and are particularly at risk in the digital age. Their susceptibility to online risks raises complex challenges. The training programme Fostering in a Digital Age was designed to support foster carers’ understanding of and responses to the digital lives of looked-after CYP, including both positive and negative aspects. It is research-informed and provides relevant knowledge, resources, tools, and skills. This exploratory study sought the opinions of foster carers and social workers regarding the strengths and limitations of the programme and recommendations for improving it. Semi-structured interviews were conducted with ten foster carers who had completed the programme and ten social workers who accessed the programme for evaluation purposes. Participants’ experiences and reflections were analysed using thematic analysis. Resulting themes highlighted the relevance of the training programme, with participants recognising the importance of digital lives for looked-after CYP and the need for tailored guidance. The programme was viewed as flexible, accessible, and user-friendly, with comprehensive coverage of key concepts and reflective activities that enhanced carers’ understanding and confidence. Its child-centred and sustainable design enabled carers to apply learning “as and when” needed and to collaborate with CYP to promote safer digital engagement. However, some participants found the volume of resources overwhelming and reported navigation challenges or digital anxiety. Social workers emphasised professional and structural improvements, while carers focused on the programme’s relational benefits and practical relevance. Both groups recommended wider promotion through local authorities and fostering agencies and adaptations to make the programme suitable for social workers and carers with differing digital skills. Overall, fostering in a digital age effectively provided foster carers with tailored knowledge to support CYP online, prevent harm, and respond to adverse digital experiences, aligning with Self-Determination Theory by supporting carers’ autonomy, competence, and relatedness. This evaluation also revealed gaps in online safety knowledge among both foster carers and social workers, highlighting opportunities for the development of future training programmes. Full article

Background: Modern rehabilitation approaches, encompassing physical, emotional, and social aspects, are gaining momentum in healthcare systems worldwide; however, their acceptance and effectiveness vary across different cultural contexts. Objective: This narrative review aims to produce a culturally informed overview of barriers and enablers, highlighting possible strategies to better align evidence-based rehabilitation with Saudi sociocultural realities. Methods: Drawing on literature from 2010 to 2024, this narrative review was conducted by searching the peer-reviewed literature from PubMed, Scopus, and the Saudi Digital Library using focused keywords. PICO framework was used to define inclusion and exclusion criteria. Relevant studies addressing cultural influences on rehabilitation adoption were included. Results: 1565 articles were initially identified from PubMed, Scopus, and the Saudi Digital Library. After careful screening, eight articles were included in the narrative review. We witnessed key factors relevant to the context of Saudi Arabia deriving health-seeking behaviors to be modesty, fatalism, family support, and religion. Factors possibly associated with the influence of physical therapy rehabilitation were gender, communication barriers, traditional healing practices, and culture and parental involvement. Conclusions: In Saudi Arabia, rehabilitation service utilization and practices may be prone to cultural factors. It is of utmost importance that healthcare providers step in and make sure that they sensitize themselves with cultural-specific awareness, knowledge, and competency to deliver optimal rehabilitation healthcare services that meet the standards and needs of the Saudi community. Full article

Background: The COVID-19 pandemic disrupted school life worldwide, heightening risks to students’ psychosocial well-being and mental health, and creating an urgent need for sustainable support strategies during crises. Drama-based interventions, as participatory arts-based approaches, are proposed as flexible interventions that can strengthen resilience, social interaction, and emotional expression in school communities. Objective: This study evaluated the impact of a large-scale, short-term, remote drama-based intervention on the psychosocial adjustment and well-being of primary school students during the pandemic. Methods: An embedded mixed methods design with a pre-post measurement was employed, involving 239 teachers and 719 students aged 9–13 years from schools across various regions of Greece. Psychosocial functioning was assessed using a standardized instrument measuring levels of social, school, and emotional competence, as well as behavioral difficulties. The intervention, totaling 700 min over seven weeks, followed a five-day weekly structure that combined health-focused and psychosocial activities. Results: Quantitative findings indicated improvements across several dimensions of psychosocial adaptation and well-being, while Reliable Change Index analysis revealed important individual-level changes. Qualitative data corroborated these results, highlighting enhanced peer collaboration, increased emotional expression, and stronger classroom cohesion, while also emphasizing the adaptability and scalability of the approach under restrictive conditions. Conclusions: The findings suggest that such artful interventions can make a meaningful contribution to promoting well-being and sustaining the educational and social life of school communities during public health emergencies, thereby adding to the applied psychology evidence based on effective school health interventions. Full article

This article introduces the ATHENA competency model, a systemic framework designed to conceptualize and support the development of creativity and complex skills in professional and educational contexts. Creativity, increasingly seen as essential across sectors, requires the coordination of cognitive, motivational, emotional, social, and sensorimotor resources. ATHENA conceptualizes competencies as emergent, agentic behaviors, not static possessions, arising from the coordination of five dimensions: cognition, conation, knowledge, emotion, and sensorimotion. These are subdivided into 60 facets, each described across four progressive mastery levels, enabling fine-grained diagnosis and developmental roadmaps. To operationalize this framework, ATHENA includes three modules: Skills, which models the requirements of professional tasks; Profile, which analyzes learner populations and contextual constraints; and LEARN, a repertory of pedagogical activities linked to ATHENA facets. The article illustrates the system through two case studies of creative job activities—graphic design and workshop facilitation—demonstrating how ATHENA aligns abstract competencies with practical training interventions. The model bridges theoretical research in psychology, creativity, and education with instructional design. Future work aims to refine its applicability, scalability, and cross-cultural relevance. Full article

This study examines the effects of an intervention program aimed at enhancing personal competencies in secondary education students, focusing on resilience, emotional intelligence, self-esteem and assertiveness. A descriptive, quasi-experimental design with pre- and post-intervention assessments was employed. A total of 36 first-year secondary education students participated and completed the Resilience Scale, Wong-Law Emotional Intelligence Scale, Rosenberg Self-Esteem Scale and Rathus Assertiveness Scale. Positive associations were observed among resilience, emotional intelligence, self-esteem, and assertiveness at both time points, with the exception of a post-intervention negative correlation between self-esteem and the appraisal of others’ emotions. While emotion use increased significantly following the intervention, no significant changes were observed in the other variables, indicating a limited impact on these specific aspects of mental and emotional health. These findings highlight the relevance of training and promoting personal competencies in secondary school students, since they serve as protective factors against social exclusion, mood disorders (e.g., anxiety and depression), and behavioral problems. Although the program improved the use of emotions, its lack of significant effects in other domains highlights the need for more programs to support adolescents’ holistic development in the academic context. Full article

Adolescence is a critical stage of emotional and social development, with family functioning playing a vital role in shaping adolescent adjustment. However, the mechanisms linking family functioning to adolescent adjustment, particularly the mediating role of interpersonal competence in China, remain underexplored. This study surveyed 7318 junior and senior high school students from multiple Chinese regions, assessing family cohesion, family adaptability, interpersonal competence (communication, regulation, perception), and adolescent adjustment. Regression and mediation analyses examined direct and indirect effects of family functioning on adjustment. Among junior high students, family cohesion indirectly influenced adjustment via communication (28.10%) and regulation (17.32%), while adaptability operated through communication (29.50%) and regulation (32.45%). Among senior high students, cohesion acted via communication (18.63%) and regulation (21.57%), whereas adaptability affected adjustment equally through both (31.29%). Findings reveal developmental stage differences in the relative importance of interpersonal competence dimensions, confirm the applicability of the Social and Emotional Learning (SEL) framework in China, and provide evidence for stage-specific interventions to strengthen interpersonal skills and optimize family–school support systems for adolescent adjustment. Full article

Studies indicate that early adolescents are exposed to several online risks. Furthermore, early adolescents with Special Educational Needs (SENs) often experience emotional, social, or family difficulties, which increase their vulnerability to online risks. We aimed to investigate whether parental mediation styles regarding children’s Internet use moderate the risk for early adolescents in general and early adolescents with SENs in particular. One hundred and nineteen Italian parents (90.8% female) of children aged 11–15, 34% with a diagnosis associated with SENs, completed self-report measures assessing their children’s exposure to online risks and their parental mediation styles. In addition, 70 early adolescents (43.7% female; 39.4% with an SEN diagnosis) completed measures of social adjustment. Using moderation regression analyses, we examined the associations of parental mediation style, social adjustment, and SEN status with exposure to online risks. The findings highlighted how high levels of active parental mediation were associated with a significant reduction in online risks for adolescents with higher social adjustment. Follow-up analyses indicate, even if marginally, that this effect influences regards, in particular, adolescents with SENs. These results highlight the relevance of both individual social adaptation skills and parental mediation in reducing online risks among early adolescents, particularly those with SENs. Therefore, preventive interventions should not only target the development of youth competencies but also provide guidance and support for parents. Full article

The integration of immigrant and refugee youth in Norway entails navigating linguistic, cultural, and social challenges that can hinder educational attainment, wellbeing, and future opportunities. Community-based mentoring has emerged as a promising strategy to support immigrant youth in their adaptation processes. This study explores how immigrant youth participants in the Vinn Vinn project experienced and perceived the role of mentoring in their social integration and overall wellbeing in three municipalities. The project, initiated by the Human Rights Academy in collaboration with Save the Children Norway, paired young immigrants (aged 16–23) with volunteer mentors who shared similar cultural and linguistic backgrounds. Drawing on twenty two semi-structured interviews and complemented by targeted observations of programme activities, the findings demonstrate that mentoring facilitated social belonging, improved language and cultural competence, reduced loneliness, and provided both emotional and practical support. Anchored in Bronfenbrenner’s ecological systems theory, the study highlights how mentoring created opportunities for positive interactions across micro- and meso-level systems, bridging individual needs with wider community and institutional structures. The article contributes to the scholarship on immigrant youth integration by showing how culturally responsive, community-based mentoring can complement formal welfare services and enhance wellbeing among young immigrants in Norway. Full article