BackgroundEmotional and behavioral problems (EBPs) in children significantly influence developmental domains, including interpersonal relationships, academic performance, and life skills.MethodsA cross-sectional study was adopted with purposive sampling. The study includes 120 children aged 6-14years from West Bengal, equally divided into groups with and without EBPs. Standardized tools such as the Pediatric Symptom Checklist (PSC), Child Interpersonal Relationships and Attitudes Assessment (CIRAA), Academic Performance Scale (APS), and Life Skills Assessment Scale (LSAS) were used.ResultsChildren with EBPs significantly scored lower in interpersonal relationships (p = .015) and life skills (p < .001) compared to peers without EBPs. However, they seem to scored slightly better in academic performance (p = .026). Correlation analyses showed a weak but significant relationship between EBPs and interpersonal relationships (r = 0.198, p = .030), a negative correlation with academic performance (r = -0.217, p = .017), and a moderately strong positive correlation with life skills (r = 0.457, p < .001).ConclusionThese EBPs obstruct the development of interpersonal and life skills, while their impact on academics varies with contextual factors. Thus, the study stresses that interventions should provide academic support, social-emotional learning and life skills training in schools and communities.

The relationship between problem behaviors in the classroom and self-regulation and executive function among five-year-old children four years after a large-scale earthquake.

Treatment options in sexually transgressive behaviors in adolescence: Review and presentation of a novel prevention program 180Grad.

This study examined the Family Check-Up Online (FCU-O), which combines app-based parenting support combined with telehealth coaching, to address parent and youth functioning in the wake of the COVID-19 pandemic. Research since the pandemic has highlighted long-term consequences for parents and youth (including emotional and behavioral difficulties along with long-term learning loss), as well as limitations to available supports. The FCU-O was designed to increase access and reach of such supports in order to promote effective parenting and improvements in youth emotional and behavioral functioning. The current randomized trial examined parent and youth outcomes at baseline, 3-month, and 6-month follow-up assessments among families randomly assigned to the FCU-O (N = 142) or a no-treatment control condition (N = 139). Receipt of FCU-O was associated with significant improvements in parenting skills (greater proactive parenting, limit setting, and warmth, as well as reductions in negative parenting) and perceptions of parenting (including parenting confidence and reduced parenting stress), although the pattern of results was complex with several effects (perceived stress, limit setting, negative parenting, and parenting competence) only observed in post hoc analyses of within-group changes. Significant direct effects of the FCU-O on youth emotional or behavioral problems were not observed, although indirect effects of the FCU-O on youth conduct problems were observed at 6months, via improvements in parents' sense of competence at 3months. Results offer further support for the FCU-O as an accessible intervention for families facing ongoing challenges, including those associated with the COVID-19 pandemic.

Effectiveness of the Botvin High School LifeSkills Training Intervention on Adolescent Substance Use: A Cluster Randomized Trial.

Despite the growing literature on behavioral inventory problems, there is a surprising lack of research in dynamic settings. Focusing on this gap, we consider a multi-period inventory system with a decision maker characterized by overestimation and overprecision, two key dimensions of overconfidence. The decision maker faces random demand, which follows an AR(1) process. The decision maker forecasts future demand using the minimum mean square error method and utilizes an order-up-to policy to determine inventory levels. Crucially, the replenishment lead time is also stochastic, following any possible discrete probability distribution, and the decision maker forecasts the stochastic lead time either with an expectation-based approach or a moving average. Analysis of our main model reveals that overestimation and overprecision have different impacts on the bullwhip effect, which depends on the degree of autocorrelation. Different lead time forecasting methods also further alter the influence of overconfidence on the bullwhip effect. Moreover, we show that expectation-based forecasts generally lead to a lower bullwhip effect than moving averages, but when demand exhibits autocorrelation, moving averages can yield lower bullwhip effects under specific conditions. Overall, our findings offer strategic guidance to decision makers in inventory management, highlighting how overconfidence and lead time forecasting choices interact to shape the bullwhip effect.

Anxiety modulates the relationship between right inferior parietal lobule structure and problematic smartphone use: a test of the I-PACE model.

Teacher-student relationships (TSRs) are critical for student development, yet little is known about the role that malleable child-level skills and experiences play in shaping TSR quality among students with disabilities experiencing behavioral difficulties. This study examines how student experiences (e.g., classroom working alliance) and skills (i.e., social skills, internalizing/externalizing behaviors) relate to TSR quality as perceived by both teachers and students. Participants included 185 students with disabilities and 76 special education teachers across 50 schools. Multi-informant assessments and regression analyses revealed that working alliance, specific social skills, and externalizing problem behaviors were uniquely associated with both positive (e.g., trust, closeness) and negative (e.g., conflict, alienation) TSR dimensions. Importantly, working alliance emerged as a consistent predictor across both rater perspectives, while discrepancies between teacher and student perceptions highlighted the importance of using multi-informant approaches. Findings underscore the potential of interventions targeting alliance-building and social-emotional skills to enhance TSRs for students with elevated behavioral needs. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Use of telehealth for behavioral health services has rapidly expanded with potential to reduce rural health disparities. Applying evidence-based treatments for problematic sexual behavior (PSB) among youth via telehealth can prevent further sexual harm of children. Successful implementation of telehealth in rural communities requires examining the acceptability, understanding, barriers, and facilitators of the approach. Using a qualitative approach, this study explores family and clinician perception of the utility of telehealth to enhance access to PSB cognitive behavioral group treatment (PSB-CBT) services. Results revealed telehealth provided opportunities to address internal (e.g., shame, stigma) and external barriers (e.g., time, transportation, childcare), as well as impact of unique rural communities' characteristics. Privacy, safety, reduced isolation and shame, and enhanced sense of community among members were noted as benefits of group telehealth, while technology literacy, device accessibility, and group appropriateness were reported obstacles. Strategies to enhance success included telehealth orientation, loaning secure devices, integrated therapeutic activities, focused efforts on building relationships among members, and augmenting with family sessions. Future research on implementation and treatment outcomes of group telehealth for PSB is recommended.

The aim of this study was to gather participant feedback to enhance the Lights Out Online Program, a 4-session, self-directed, web-based parent intervention targeting behavioural sleep problems in preschool-aged children using evidence-based strategies. Specifically, we sought to (1) understand parents' experiences with the program itself, including their level of satisfaction and their implementation of program strategies, and (2) gain feedback from parents regarding possible program improvements, to inform improvements and adjustments to the program. Data were collected using session satisfaction surveys at the end of each session, complemented by videoconference interviews with a subset of participants to understand implementation of program strategies following program completion. Twenty-four parents of children aged 3-6 years with sleep problems participated in the program, six of whom also participated in a semi-structured interview. Deductive organisation of survey responses revealed that the program was practical, and that the strategies were easy to implement; however, parents found sessions most helpful when the content related to their child's specific problem. Using a reflexive thematic analysis, four main themes were captured in the interviews: (1) the cascade of positive changes following program completion, (2) the gradual process required for successful implementation and change, (3) the invitation for all parents to be on the same page, and (4) the need for flexibility in delivery. The areas for improvement suggested by parents were incorporated into the revised online program. This revised version of Lights Out Online has the potential to increase acceptability, engagement, and long-term adoption of the program.

Addressing adolescent problems tends to focus on problematic behaviour and pays less attention to positive aspects of adolescents that can be used as strengths to improve their psychological well-being. This study aims to examine the contribution of character strengths to adolescent psychological well-being. The research method used is quantitative research with a non-experimental design. Data were obtained from 822 students from 25 public high schools in Bandung City using the Values in Action-Youth questionnaire to measure character strengths and The Ryff Scales of Psychological Well-being to measure adolescent psychological well-being. Data analysis used multiple regression with stepwise regression calculations. Collectively, character strengths explained a significant 56.9% of the variance in psychological well-being (R² = 0.569, p 0.001). Among these, gratitude emerged as the most dominant single predictor, accounting for 32.5% of the variance (B = 3.26, β = 0.23, p 0.001, 95% CI [2.42, 4.11]). Unique findings indicate that although spirituality had the highest average score, its contribution to well-being tended to be reduced when interacting with other characters. The results of this study can be used to develop programs improving adolescent psychological well-being by strengthening positive character traits typical of adolescents.

Adolescents and young adults in residential youth care (RYC) face cumulated adversity and high emotional and behavioral problems yet face structural barriers that limit access to evidence-based mental health care. While digital tools promise scalability and flexibility, real-world implementation and effectiveness in vulnerable youth in institutional care remain understudied. This study aimed to evaluate the implementation and effectiveness of a newly developed web-based self-help or group-facilitated version of the START NOW intervention in a three-arm cluster-randomized control trial for youth in RYC in Switzerland. 164 adolescents and young adults (M = 16.6 years, SD = 1.5; 43.8% female) from 27 RYC institutions were enrolled in a 9-week self-help or group-facilitated START NOW intervention tested against treatment-as-usual (TAU). Psychological inflexibility was the primary outcome; secondary outcomes included trait resilience, well-being, self-efficacy, functional impairment, and distress. Surveys were administered at baseline, post-intervention, 3-, and 6-month follow-up. Primary analyses employed linear mixed models in an intention-to-treat approach imputing missing data to estimate treatment effects at 3-month follow up. The trial was registered: ClinicalTrials.gov Identifier: NCT05313581; 6th April 2022. The group-facilitated condition showed higher intervention compliance than the self-help help condition, over 50% of youth in the self-help group did not conduct a single session. Longitudinal follow‑up completion rates declined substantially, with only 37.8% providing data at T3 with the self-help group displaying the lowest levels (TAU 47.8%, 20.7% self-help, 48.3% facilitated group). No significant differences in psychological inflexibility or any secondary outcomes were found between study arms. In contrast to prior evidence from group-based START NOW interventions with more intensive facilitator support, the web-based START NOW adaptation evaluated in this found no evidence for additional benefits over TAU in RYC settings. Findings highlight critical implementation barriers to high attrition and missing data. Successful adoption of digital interventions in RYC require tailored, blended approaches with active facilitation and adaptive support structures.

ABSTRACT Parrots are among the most popular pets, yet few studies have examined how guardians provide their birds with environmental enrichment (EE). This study described common EE practices, identified underutilized strategies, documented behavior problems, and explored guardian motivations using a global online survey (n = 619, November 2020–February 2021). Most participants had heard of EE (88.8%), and nearly all reported intentionally providing it once defined (98.8%). Common practices included varying diet, rotating toys, encouraging bathing, and facilitating social interactions, however, diet-based enrichment often raised nutritional concerns. Fewer than half of parrots received cardiovascular exercise via flight (48.9%), foraging-based activities (46.2%), or positive reinforcement training (34.6%). Human interaction was commonly perceived as the most preferred EE by birds, followed by food-based and destructible toys. Guardian age was associated with EE motivations (χ², p = 0.034 to <0.001), with younger guardians more commonly citing welfare-related reasons. Most guardians (65.4%) reported at least one behavior concern, with aggressive and compulsive behaviours frequently being co-reported with fearfulness. Together these findings provide a foundation for evidence-based strategies to promote companion parrot welfare.

ABSTRACT This multilevel meta-analysis examined to what extent specific intervention components produce Social-Emotional Learning (SEL) intervention effects in samples of nonclinical preschool children. We coded the strategies implemented in preschool SEL interventions into discrete components targeting specific skills. We extracted data from 87 studies (N = 20,293 preschool children aged 3–5 years) that evaluated 70 interventions and reported 617 effect sizes. Research Findings: Our findings showed that after an early SEL intervention, large improvements were reported in children’s interpersonal (d = 0.63) and emotional skills (d = 0.64), and small improvements were reported in children’s internalizing problem behavior (d = 0.15). No single intervention component was associated with stronger SEL intervention effects, indicating that none of these components (psychoeducation, interpersonal, and cognitive exercises) outperformed the others in contributing to the overall intervention effects. The results did show, however, that including the subcomponent emotion recognition exercises in SEL interventions was typically related to weaker intervention effects on proximal outcomes. Practice or Policy: This suggests that preschool SEL interventions should not use emotion recognition exercises that require children to use advanced socio-emotional capacities or engage in advanced Theory of Mind reasoning.

Fathers' adverse childhood experiences and children's behavior problems.

Chronic methylphenidate (MPH) use causes neurological and behavioral problems. Aprepitant (APR) has demonstrated neuroprotective effects. This research investigated APR's neuroprotective effects against MPH-induced biochemical, mitochondrial, motor, and mood disturbances in rats. Forty-eight male Wistar rats were divided into six groups to receive treatment for 21 days with saline, MPH, or different doses of APR combined with MPH. Behavioral tests included OFT, EPM, and FST; biochemical assessments focused on hippocampal inflammation, oxidative stress, and apoptosis pathways. APR dose-dependently mitigated the MPH-induced disruptions in motor activity and mood, and increased activities of glutathione peroxidase (GPx), glutathione reductase (GR), and superoxide dismutase (SOD), along with levels of mitochondrial membrane potential (ΔΨm = MMP), reduced glutathione (GSH), total antioxidant capacity (TAC), adenosine triphosphate (ATP), and unphosphorylated Bcl-2. In MPH-treated rats, APR decreased tumor necrosis factor-α (TNF-α), interleukin-1 beta (IL-1β), oxidized glutathione (GSSG), reactive oxygen species (ROS), malondialdehyde (MDA), and hydrogen peroxide (H2O2), and reduced both forms of JNK, Bax, Beclin-1, and phosphorylated Bcl-2. APR dose-dependently alleviated MPH-induced anxiety and depression-like behaviors, restored redox and mitochondrial homeostasis, suppressed MPH-induced neuroinflammation and neuronal apoptosis, and influenced Beclin, a key regulator of autophagosome nucleation.

Pathogenic variants of genes encoding initiation factors can cause neurological diseases, including neurodevelopmental disorders and brain abnormalities. The eukaryotic translation initiation factor 1 A, X-linked (EIF1AX) is a gene located at Xp22.12 that plays an important role in the regulation of translation initiation. Here, we identified de novo hemizygous EIF1AX variants in male individuals with neurodevelopmental disorders and explored their possible involvement in these neurological disorders. We performed trio-based exome or whole genome sequencing in four families. The pathogenicity of EIF1AX variants was evaluated using a molecular dynamic simulation and transgenic Drosophila models. We identified four de novo hemizygous EIF1AX variants in four male individuals with variable neurodevelopmental delay, dysmorphic features, behavioral problems, ophthalmological abnormalities, and structural abnormalities in the brain. One variant was predicted to cause a splicing alteration, and minigene analysis confirmed exon skipping leading to the generation of a premature termination codon. In transgenic Drosophila harboring wild-type (WT) EIF1AX or the three other EIF1AX missense variants, overexpression of WT and the p.(Asn17Asp) variant caused structural abnormalities in the compound eye, whereas the p.(Lys64Glu) and p.(Asp90Gly) variants significantly reduced these eye abnormalities. In addition, WT overexpression resulted in significant axonal toxicity in the Drosophila optic nerve, causing a significant reduction in the number of axons, whereas all mutants showed only a mild reduction in axonal number. Our findings indicated that all variants resulted in different degrees of EIF1AX loss-of-function. Overall, EIF1AX is a novel gene for which loss-of-function variants appear to produce syndromic neurodevelopmental disorders in males.

National Trends in Clinically Recognized Anxiety Among U.S. Children and Adolescents.

Problematic sexual behavior (PSB) among youth presents a persistent challenge within child welfare and multidisciplinary response systems. Because multidisciplinary responses shape investigation, referral, and service decisions, it is important to understand how professionals-including clinicians, law enforcement, child advocacy center staff, child welfare professionals, and prosecutors-perceive children who act out sexually on other children. This study examines how case and respondent characteristics jointly shape professional perceptions of PSB using vignette-based survey data from 363 multidisciplinary team members across Texas. Respondents assigned to vignettes involving a 14-year-old child displaying PSB were more likely than those assigned to a 10-year-old to agree the child was old enough to accept responsibility, knew the behavior was wrong, and should face criminal consequences. Political ideology, professional role, and geographic area of practice were each independently associated with these judgments. Mental health professionals and liberal-identifying respondents were less likely to endorse criminal consequences, while court/legal professionals and conservative-identifying respondents showed opposing patterns. Suburban practitioners were more likely than rural practitioners to endorse responsibility and knowledge of wrongdoing, while urban practitioners were less likely to endorse criminal consequences. Findings highlight the need for developmentally informed, coordinated approaches to training and intervention across multidisciplinary systems.

Maternal inflammation and oxidative stress during pregnancy and emotional-behavioral problems in children aged 1.5-3 years: A longitudinal repeated-measures study.