“Common Bonds” and the human-animal bond – exploring social, emotional and moral growth in incarcerated youth working with shelter dogs through the lens of the One Welfare model

Equine-assisted services (EAS) are gaining popularity as ways to promote psychological health and social well-being. EAS may show particular promise as culturally appropriate initiatives for at-risk Indigenous youth, as they are thought to align well with Indigenous ways of knowing which place emphasis on relationships between the land and all living beings. We seek to better understand previous uses of EAS as initiatives for at-risk youth populations, including Indigenous populations, and learn about which outcomes have been addressed in the literature with an EAS initiative by conducting a scoping review. The review focused on initiatives targeting at-risk youth aged 10-18 years of age in Canada, Australia, New Zealand, and the United States. A total of 27 studies were included in the final analysis from all target countries except New Zealand. The target populations were further divided into four subgroups: at-risk youth, youth with mental health disorders and/or learning disabilities, youth survivors of trauma/abuse, and at-risk Indigenous youth. Overall findings of the review suggest EAS are promising approaches for achieving therapeutic and learning goals with the potential to be successful with both Indigenous youth and at-risk youth more broadly.

This study examined whether adaptive behaviour, emotional and behavioural challenges, and social skills, respectively, moderated the effect of a movement skill intervention on movement skills among preschool aged children with autism spectrum disorder. Twenty-seven participants with autism spectrum disorder (N = 13 experimental) between 3 and 5 years of age participated in a 12-week fundamental movement skill intervention. Movement skills were assessed at baseline and post-test. Adaptive behaviour, emotional and behavioural challenges, and social skills were assessed at baseline. A repeated-measures analysis of variance tested the group by time effect on movement skills. Three separate moderation analyses were then run to test the moderating effect of adaptive behaviour, emotional and behavioural challenges, and social skills, respectively, on the relationship between group assignment and movement skills at the post-test. The experimental group significantly improved their movement skills following the intervention (p = 0.02, ηp2=.19). The moderation analyses showed that adaptive behaviour (b(SE) = 0.86 (0.41), p < 0.05) and emotional and behavioural challenges (b(SE) = −1.5 (0.8), p = 0.06) at baseline moderated the association between group and post-test movement skills, when controlling for baseline movement skills. These findings may help caregivers and clinicians individualize treatment plans in regard to movement skill interventions for preschool-aged children with autism spectrum disorder.Lay abstractIt is common for children with autism spectrum disorder to experience delays in their movement skills. These skills are important for participation in play and physical activity. Previous research has found that movement skills can be improved with movement skill interventions. This study explored the behavioural factors of young children with autism spectrum disorder that make them most likely to improve their movement skills following a 12-week intervention. The study found that children with higher levels of adaptive behaviour and lower levels of emotional and behavioural challenges at the start of the intervention were more likely to have greater improvements in their movement skills following the intervention. These findings may help clinicians and caregivers plan which types of interventions are best suited for individual children with autism spectrum disorder.

Managing relinquished/stray dogs is a significant socio-economic and ethical challenge necessitating structured policies to ensure animal welfare and integration into society. Critical to successful rehoming is careful assessment of a dog's temperament/behavior and appropriate matching of a dog to an owner. Shelter dogs' involvement in canine-assisted interventions (CAIs) provides a potential avenue for rehoming through appropriate dog educational programs. CAIs consist of structured interactions between dog and clients targeted at specific groups with physical/psychological/emotional impairments in various settings. However, there is a lack of standardized protocols for assessing shelter dogs' suitability for CAI, raising ethical concerns regarding selection/training practices. This study explores the ethical dimensions of rehoming shelter dogs for CAI, employing a philosophical framework considering the responsibilities of humans/veterinarians toward companion animals and how societal perceptions of human-animal relationships impact decision-making in this context. An ethical matrix is applied to evaluate the implications of rehoming decisions on canine and human interests. Our findings highlight the need for a balanced, responsible approach that respects the individuality of dogs while promoting their potential roles in human society. Ethical guidelines for the selection and training of shelter dogs for CAI could enhance their welfare, improve adoption rates, and reinforce the value of the human-animal bond.

Background Previous studies have found sensory processing abnormalities, behavioural, and emotional challenges in children with developmental disorders, particularly autism spectrum disorder (ASD) and attention deficit hyperactivity disorder. There is little research on the sensory, emotional, and behavioural differences between individuals with autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD) across age cohorts. Aim This study examined the correlation and differences in sensory processing, emotional, and behavioural challenges in children with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), and typically developing children. This study also examined these characteristics in two age groups: 4–11-year-olds and 12–18-year-olds. Methodology The study included 362 mothers of their children among three groups: 123 with ASD, 100 with ADHD, and 139 from the typical population. The Short Sensory Profile (SSP) and Child Behaviour Checklist were administered to participants along with a demographic profile. The participants were between 25–50. Pearson correlation, MANOVA and MANCOVA were used to fulfil research objectives. Results and discussion The study found a link between tactile sensitivity, sensation seeking, auditory filtering, and behavioural and emotional issues in children with ASD and ADHD. Sensory features also predicted emotional and behavioural issues in these populations. The MANCOVA analysis showed significant variations in sensory processing, behavioural, and emotional issues among populations, controlling for age groups. Conclusion In conclusion, this study shows the need for early diagnosis of sensory processing impairments in these groups and developmental-stage-specific therapies. The study highlights the need for longitudinal research to understand sensory processing patterns, emotional, and behavioural issues, and development, particularly in India.

Background Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder affecting children's academic performance and social interactions. Limited data exist on ADHD prevalence and its associated behavioral and emotional challenges among elementary school children in Syria. This study aims to assess ADHD prevalence, behavioral symptoms, and comorbid conditions in children from Deir ez Zor and Homs, Syria. Methods A cross-sectional study was conducted among 1,200 elementary school children aged 6–12 years in Deir ez Zor and Homs. ADHD was assessed using the Conners’ Teacher Rating Scale-Revised (CTRS-R), while behavioral and emotional difficulties were evaluated using the Strengths and Difficulties Questionnaire (SDQ). The Hamilton Anxiety Scale (HAM-A) was used to measure anxiety levels. Statistical analysis was performed using SPSS, and prevalence rates were compared between regions and genders. Results The overall prevalence of ADHD was 8.6%, with a higher rate in Homs (9.1%) compared to Deir ez Zor (8.2%). Boys (10.4%) had a significantly higher ADHD prevalence than girls (6.5%). Behavioral assessments indicated that 67.8% of ADHD children exhibited emotional difficulties, while 54.3% had peer relationship problems. Hyperactivity was reported in 82.1%, and conduct problems in 58.6% of ADHD-diagnosed children. Additionally, 42.5% of children with ADHD exhibited moderate to severe anxiety symptoms, and 28.7% showed depressive tendencies, highlighting the presence of comorbid conditions. Conclusion The study reveals a significant burden of ADHD and associated emotional and behavioral challenges among elementary school children in Syria. Findings emphasize the need for early diagnosis, teacher training, and school-based interventions to support affected children. Future research should explore underlying environmental and socio-economic contributors to ADHD in this population.

Upon reading Beverley Naidoo’s The Other Side of Truth (2000), it is not difficult to see that Sade and her brother Femi survive their physical journey through lies. This indicates how the face of children’s fiction has changed dramatically from one that is designed to instill morality to one that is more ambiguous, even contradictory in its moral teachings. Along her journey, Sade struggles with her parents’ dictum to always do the right thing ‘when doing the right thing can lead to awful consequences’ (Giles, 2009, p. 349). This paper examines Sade’s moral and emotional growth by examining first its main catalyst, which is fear. It also discusses the stages of Sade’s moral growth by referring to the works of the American psychologist Lawrence Kohlberg on moral development. Finally, it examines Sade’s memory, which prepared the ground for her to grow rather than to decline. For each point of discussion and to sharpen the focus on Sade’s growth, her actions will be compared with those of other characters she deals with in the novel.

Values are fundamental in early childhood education, underpinning children’s social, emotional, and moral growth. Teachers’ beliefs play a role in how values are conveyed through educational practices, influencing curriculum development, daily interactions, and teaching methods. In Latvia, educational policy emphasizes the inclusion of ten core values, one of which is nature. This study aims to examine early childhood teachers’ beliefs on nature as an educational value. A cross-sectional qualitative study was conducted using semi-structured interviews with 24 teachers from municipal and private early childhood education settings. Participants provided informed consent prior to participation, and online interviews were guided by a structured set of relevant questions. Data were analysed using an inductive thematic analysis framework. The study highlighted teachers’ recognition of the significant benefits nature offers for children’s development in early childhood education. Teachers reported that outdoor experiences promote physical development by improving coordination, strength, endurance, and immunity. Emotional benefits included reduced stress, greater emotional stability, and increased independence. Cognitive gains were observed through enhanced concentration, curiosity, and problem-solving abilities. Additionally, nature was seen as promoting social skills such as empathy, cooperation, and reduced conflicts among children. The findings confirm that nature is perceived as a fundamental value contributing to children’s holistic development. However, to fully integrate nature into educational practices, it is essential to explore factors that influence its implementation. Addressing these factors may strengthen the promotion of nature as a core value in early childhood education.

Children and adolescents with ASD present with a variety of emotional and behavioral challenges that often need to be addressed during the course of treatment. While Applied Behavior Analysis (ABA) may be more traditionally thought of as a treatment for very young and low-functioning children, adopting an ABA framework can be quite beneficial in the development of interventions for problematic behavioral and emotional reactions in school-aged children and adolescents. This framework can be flexibly applied to a host of presenting concerns, including aggression, self-injury, hyperactivity, noncompliance, anxiety, etc. The strategies described can be applied to develop an individualized intervention to promote behavioral and emotional stability across a variety of presenting concerns and stems from the strongest evidence-base.

HIV remains a significant global public health challenge, particularly among at-risk youths aged 15–24, who accounted for over 30% of new infections in 2022. Barriers such as stigma, socioeconomic disparities, and limited access to healthcare contribute to low HIV testing rates within this demographic. Mobile health (mHealth) interventions, which leverage the widespread use of mobile devices, offer innovative solutions to address these barriers by providing confidential, accessible platforms for HIV testing and care. This review explored the impact of various mHealth interventions, such as SMS-based reminders, mobile apps, and telehealth platforms, on HIV testing rates among at-risk youths in different regions. Several studies demonstrate significant increases in testing rates, with mHealth tools reducing barriers related to confidentiality, stigma, and geographical access. However, challenges remain, including digital access disparities, privacy concerns, and the sustainability of interventions. A comprehensive literature review of studies on mHealth interventions targeting at-risk youth populations were utilized in compiling this educating paper. Future research should focus on refining mHealth strategies, incorporating emerging technologies like AI, and ensuring interventions are tailored to specific cultural and geographical contexts. mHealth has the potential to play a crucial role in combating the HIV epidemic by empowering at-risk youths to access testing and care. Keywords: Mobile health (mHealth), HIV testing, At-risk youths, Digital health interventions. HIV prevention.

The purpose of this study was to explore the potential of work-based education (WBE) as a pathway for enhancing resilience among youth-at-risk for disengaging from school. For students who have experienced traditional academic school as an adverse context, the decision to pursue an alternative path to high school completion, for example WBE, can be interpreted as agentic. We propose that WBE may have the requisite features of an educational context that fosters resilience in at-risk youth. We used a multipleperspective case study method involving three young people in their final stages of secondary school. The students were the focal participants in each case. Each was interviewed and observed on multiple occasions. We interviewed teachers and workplace supervisors associated with each student for additional perspectives. Cases were analyzed individually, followed by cross-case analyses utilizing a resilience framework. Our study revealed evidence that for the three youth we studied, WBE had many elements that appear to enhance resilience in a way that academic programs did not. WBE kept these students engaged in the school context and contributed to the eventual successful completion of secondary school for all three. Choosing WBE as a pathway to secondary school completion can be an agentic act by at-risk youth to achieve graduation. Engagement in WBE also appears to enhance resilience. WBE may foster resilience in at-risk youth, who despite academic adversity, progress to completion. Graduation from secondary school is frequently identified as a positive outcome and a predictor of success in productive occupation and adult life.

This study explores the integration of experimental psychology within an Islamic framework to contribute to the reconstruction of Islamic psychology from an educational perspective. Using qualitative descriptive analysis, this research examines how experimental methods, when adapted to Islamic ethical standards, can enhance the validation and applicability of Islamic psychological concepts in educational settings. Findings indicate that while experimental psychology offers valuable tools for empirical inquiry, its application within Islamic psychology requires modifications that respect spiritual dimensions central to Islam. This integration supports a holistic approach to student development, addressing cognitive, emotional, and moral growth. The study highlights the potential for a culturally relevant educational model that aligns with both scientific rigor and Islamic values, offering a foundation for further research and practical applications in Islamic educational psychology

Media and advertising's increasing power has significantly changed childhood experiences by changing children's preferences from outdoor pursuits and travel to sedentary, screen-based lives. Targeted marketing campaigns and digital material increasingly shape children's values and consumption patterns, so promoting materialism and disconnecting from social and physical surroundings. Often pressed for time and convenience, parents coincidentally encourage this change by giving devices instead of meaningful, shared experiences. This interaction damages family ties and compromises children's emotional, intellectual, and moral growth. The article discusses the effects of media-driven childhoods and makes a case for the return of outdoor activity and travel as vital instruments for recovering balance. Whether in the form of family travel, educational tours, or nature-based recreation, tourism can mitigate the isolating consequences of screen dependency by encouraging curiosity, social interaction, and a connection with the natural and cultural world. Drawing on developmental psychology, educational theory, and tourism studies, the article emphasizes the part of parents and teachers in encouraging a deeper, healthier living. Nurturing individuals who are able of think critical compassion, and resilience in a rapidly changing society depends on reintroducing outdoor and travel experiences into children's life.

This research explores the critical role of character development within the First 1000 Days of Life (F1000DoL) through the lens of the Qur'an, specifically examining Surah Al-Mu'minun, Maryam, Ibrahim, Al-Ahzab, and Al-A'raf. The F1000DoL, spanning from conception to a child's second birthday, is recognized as a crucial period influencing physical, cognitive, emotional, and moral growth. Employing a qualitative approach with literature review and content analysis, this study reveals a convergence between medical science and Qur'anic teachings on the significance of early life stages for character formation. The Qur'an highlights the impact of a mother's emotional and spiritual state during pregnancy. Character education strategies include nurturing affection, providing positive role models, instilling religious values through habit, and offering parental prayers. This study aims to offer a deeper understanding of how Qur'anic principles can optimize early childhood character development.

This study examines teachers' perceptions towards adopting a holistic approach to teaching at the foundational and preparatory stages within CBSE schools, in alignment with the National Education Policy (NEP) 2020. NEP 2020 marks a pivotal shift in India's educational framework, emphasizing the holistic development of students through a focus on intellectual, emotional, physical, social, and moral growth. This research investigates teachers' awareness, preparedness, and willingness to implement this pedagogical shift alongside the challenges they foresee in its adoption. Using a mixed-methods approach, the study involved 80 CBSE teachers from Mumbai, employing survey questionnaires and structured interviews for data collection. Quantitative analysis revealed that 77.5% of the participants demonstrated substantial awareness of the NEP’s goals, with teachers expressing positive perceptions toward holistic education. However, qualitative findings identified key challenges, including limited resources, insufficient training, parental interference, and the need for curriculum alignment. Teachers acknowledged the transformative potential of holistic teaching in fostering well-rounded student development and cited innovative classroom practices as examples. Statistical analysis, including a one-tailed t-test, highlighted significant differences in teacher preparedness between foundational and preparatory stages. The findings underscore the need for targeted training programs, curriculum redesign, and systemic support to implement effectively. The study concludes that while teachers are optimistic and willing to embrace change, addressing systemic barriers is critical for achieving the NEP 2020’s vision. Recommendations include enhanced teacher engagement, capacity building, and resource allocation to ensure a sustainable shift towards holistic education.

This study examines the use of the storybook Koleksi Dongeng PAUD: Mengenal Suara di Sekitar Kita (PAUD Storybook Collection: Recognizing Sounds Around Us) as a tool to introduce everyday sounds to young children. Using a qualitative method with a content analysis approach, the research explores the narratives and illustrations in the book, which are designed to familiarize early childhood learners with various sounds. Data analysis was conducted through three main stages: data reduction, data presentation, and data verification to understand patterns in sound recognition and their impact on children’s cognitive, emotional, and social development. The findings reveal that the book introduces two main categories of sounds, those originating from humans, such as heartbeats, humming, coughing, sneezing, growling stomachs, and chewing sounds during eating, and those from the surrounding environment, such as knocking on doors, vehicle horns, breaking objects, splashing water, ticking clocks, and bicycle bells. The book fosters children’s development by introducing sound recognition, environmental understanding, and social interaction reflection. Its stories enhance self-awareness, identity formation, and language skills. This research’s significance lies in its innovative integration of auditory learning into storytelling, promoting cognitive, emotional, and moral growth in early childhood. However, it is limited by its focus on specific sounds and the lack of empirical testing to assess long-term effectiveness. Its cultural specificity may also limit broader applicability. Future studies should explore diverse sounds, including cultural and natural environments, and examine longitudinal impacts. Cross-cultural adaptations could transform similar books into universal educational tools.