Prosocial Behavior Scores Research Articles

Companion animals and child development outcomes: longitudinal and cross-sectional analysis of a UK birth cohort study

BackgroundResearch into the impact of social relationships on childhood and adolescent health and wellbeing has been largely limited to children’s relationships with other humans, while studies into the impact of pet ownership are sparse and have generally not adjusted for potential confounders. This study aimed to investigate the association between pet ownership and a range of developmental outcomes in childhood and adolescence.MethodsData were self-reports and direct assessments of approx. 14,000 children from the Avon Longitudinal Study of Parents and Children (ALSPAC). Multivariable regression models adjusting for confounding factors examined associations between developmental outcome measures (emotional health, behavioural development, cognitive development, language development, educational attainment) and concurrent pet ownership, including species, and also longitudinal pet ownership history and pet-interaction where possible. Analyses model numbers using multiple imputation varied from n = 393–8963.ResultsIn cross-sectional analyses, owning a dog (b = 0.24, [0.06–0.41], p = .004) and owning other/miscellaneous pets (b = 0.18, [0.03–0.33], p = .021) at age 3 were associated with higher prosocial behaviour score. Owning a pet was associated with a higher non-verbal communication score at age 2 (cross-sectional, b = 0.18, [0.04–0.32], p = .014), and a higher language development score at age 5 (cross-sectional, b = 1.01, [0.18–1.83], p = .017). However, pet ownership was associated with lower educational attainment across a number of academic subjects and timepoints, in both cross-sectional and longitudinal analyses. It was also cross-sectionally linked to hyperactivity at age 3 and conduct problems at age 3 and 11. Furthermore, at age 8, cross-sectional analysis showed that children who owned any pets (OR [95% CI]: 0.85 [0.73–0.98], p= ·026) or cats (0.83, [0.73–0.95], p= ·006) had lower odds of high self-esteem (scholastic competence).ConclusionsUsing a large, well-designed longitudinal study and adjusting for key confounders, we found little evidence of cross-sectional or longitudinal associations between pet ownership and emotional health or cognitive outcomes in children. There may, however, be some cross-sectional and longitudinal association with poorer educational attainment and a positive impact on social interactions as seen through associations with enhanced language development and prosocial behaviour. This study demonstrates the importance of adjustment for confounding variables and suggests that, contrary to popular belief, positive impacts of pet ownership on childhood development may be mainly limited to social behaviour and language development.

Early adversity and prosocial behavior in adolescents from Bogotá: a cross-sectional study

BackgroundThe association between Adverse Childhood Experiences (ACEs), prosocial behavior, and depression (like other negative mental health outcomes) has not been thoroughly understood. This study aimed at evaluating their simultaneous association while controlling for key confounding variables.MethodsA cross-sectional study was carried-out with 2918 secondary school students from seven charter schools located in low-resourced neighborhoods in Bogota (Colombia), 54.12% were female, and mean age was 13.81 years. The self-report instrument included demographic variables, well-being, mental health, risk behaviors and symptoms of psychopathology. Assessment of ACEs was done by a series of yes/no questions, prosocial behavior was evaluated with the corresponding subscale in the Strengths and Difficulties Questionnaire, and depression was assessed with the Self-Reporting Questionnaire. Associations were tested using the Spearman correlation coefficient, Z tests and Chi-square tests, and all primary outcome analyses were adjusted for potential confounding variables through multivariate logistic regression using depression as outcome.ResultsMean exposure to ACEs was 3.15 events; those exposed to four or more obtained lower scores in well-being, satisfaction with life and family functioning, and higher scores in symptoms of psychopathology. For the prosocial behavior scores, 64.35% were classified as close to the average, 17.51% as slightly lowered, 11.91% as low, and 6.23% as very low; participants with higher levels of prosocial behavior showed lower scores in symptoms of psychopathology. While ACEs had a positive association with depressive symptoms (Odds Ratio [OR] 2.21, 95% confidence interval [CI] 1.67–2.94), prosocial behavior did not have a significant association with either ACEs or depressive symptoms in multivariate regression models.ConclusionsNovel studies should further elucidate the developmental pathways involving positive and negative mental health constructs to better understand the actual effectiveness of interventions that use these constructs in their design.

Isotemporal substitution effect of 24-hour movement behavior on the mental health of Chinese preschool children.

The 24-h movement behavior of preschoolers comprises a spectrum of activities, including moderate-to-vigorous intensity physical activity (MVPA), light-intensity physical activity (LPA), screen-based sedentary behavior (SCSB), non-screen-based sedentary behavior (NSCSB), and sleep. While previous research has shed light on the link between movement behaviors and children's mental health, the specific impacts on the unique demographic of Chinese preschoolers remain underexplored. This study significantly contributes to the literature by exploring how 24-h movement behavior affects the mental health of preschoolers in a Chinese context. The study involved205 Chinese preschool children (117 boys and 88 girls) between the ages of 3 and 6 years wore accelerometers to measure their LPA, MVPA, and sedentary behavior (SB), while their parents reported the time spent on sleep and SCSB. The parents also completed the Strength and Difficulties Questionnaire to assess their children's mental health. The study used compositional regression and isotemporal substitution models to examine the relationship between the various components of 24-h movement behavior and mental health. The results showed that greater NCSSB compared to MVPA, LPA, sleep, and SCSB was associated with good prosocial behavior and lower scores on externalizing problems. This highlights the potential of NSCSB as a beneficial component in the daily routine of preschoolers for fostering mental well-being. Replacing 15 min of sleep and SCSB with 15 min of NSCSB was associated with a decrease of 0.24 and 0.15 units, respectively, in externalizing problems. Reallocating 15 min of sleep to NSCSB was linked to an increase of 0.11 units in prosocial behavior. There were no significant substitution effects between LPA and MVPA time with any other movement behavior on prosocial behavior and externalizing problems. Given the positive associations observed, further longitudinal studies are necessary to explore the link between 24-h movement behavior and mental health in preschool children.

Prenatal PFAS exposure, gut microbiota dysbiosis, and neurobehavioral development in childhood

Studies on the role of the gut microbiota in the associations between per- and polyfluoroalkyl substance (PFAS) exposure and adverse neurodevelopment are limited. Umbilical cord serum and faeces samples were collected from children, and the Strengths and Difficulties Questionnaire (SDQ) was conducted. Generalized linear models, linear mixed-effects models, multivariate analysis by linear models and microbiome regression-based kernel association tests were used to evaluate the associations among PFAS exposure, the gut microbiota, and neurobehavioural development. Perfluorohexane sulfonic acid (PFHxS) exposure was associated with increased scores for conduct problems and externalizing problems, as well as altered gut microbiota alpha and beta diversity. PFHxS concentrations were associated with higher relative abundances of Enterococcus spp. but lower relative abundances of several short-chain fatty acid-producing genera (e.g., Ruminococcus gauvreauii group spp.). PFHxS exposure was also associated with increased oxidative phosphorylation. Alpha and beta diversity were found significantly associated with conduct problems and externalizing problems. Ruminococcus gauvreauii group spp. abundance was positively correlated with prosocial behavior scores. Increased alpha diversity played a mediating role in the associations of PFHxS exposure with conduct problems. Our results suggest that the gut microbiota might play an important role in PFAS neurotoxicity, which may have implications for PFAS control.

Pengaruh Pelatihan Perspective Taking terhadap Perilaku Prososial Remaja Generasi Berencana (GenRe) Kota Padang

Being able to empathize, put yourself in the position of others, and have social concern is a duty that should be held by Duta Generasi Berencana (GenRe). This study aims to test the impact of perspective taking training on improved prosocial behavior in GenRe Teens. The research uses experimental design with a pretest-posttest control group design technique. The subjects of the study were 30 youths of GenRe Kota Padang who were divided into experimental and control groups. The instruments used were prosocial behavior scales. The experimental groups were treated as perspective taking training with role play methods, while the control groups were not treated. The results of the study showed significant differences in prosocial behavior scores between the experimental group and the control group at posttest, where the prosotional scores of experimental groups were higher. It indicates that the training perspective taking effectively improves the prosocial behavior of teenagers GenRe City Padang. Thus, this training can be recommended to develop social care and behavioral aid in adolescents.

Investigation of differences in xenophobia, prosociality level, and sociodemographic characteristics in nursing students.

This study aimed to examine differences in xenophobia, prosocial behavior tendency, and sociodemographic characteristics among nursing students. The participants were 227 nursing students (29.1% male, 70.9% female) attending the nursing department in the spring semester of the 2019-2020 academic year. We used a personal identification form, xenophobia scale, and prosocial behavior tendency scale to collect the data. Among the participants, 24.7% were in first year, 30.4% were in second year, 21.6% were in third year, and 23.3% were in fourth year. Female students had higher prosocial behavior disposition, altruistic, and submissive scores than their male counterparts. The second-year students' prosocial behavior scores were higher than those of the third-year students. The male students' hatred, humiliation, and xenophobia scores were higher than those of the female students. The xenophobia scores were higher in those with two living parents and lower in those whose mothers had secondary education. We used the Kolmogorov-Smirnov test, Shapiro-Wilk test, and graphical assessments to test the quantitative data's compliance with normal distribution. We also employed the Student's t-test and one-way analysis of variance for data showing a normal distribution and Mann-Whitney U and Kruskal-Wallis tests for data showing non-normal distribution. To evaluate the relationships among variables, we used the Pearson correlation analysis for normally distributed variables and Spearman's correlation analysis for non-normally distributed variables. Women's prosocial behavior tendency total score was higher than men's, and men's xenophobia total score was higher than women's. There was a weak negative correlation between the positive behavior tendency and xenophobia total scores.

Does Socioeconomic Status Affect Mental Well-being Among Children with Asthma in Kosovo?

The aim of this study was to investigate the relationship between mental well-being – as assessed by the SDQ among children with asthma in Kosovo and SES. Methods and Results: For this cross-sectional observational study, data were collected from five regions of Kosovo, public and private institutions, public hospitals and primary healthcare facilities in each area, a tertiary level hospital, and two private immunology clinics in the capital city. The survey included 161 Kosovar children (mean age of 11.1±2.7 years) with asthma, aged 7-16 years, and their caregivers. The survey questionnaires used were those of the American Academy of Pediatrics: The Children's Health Survey for Asthma (CHSA), the parent and child version (CHSA-C), and the Strengths and Difficulties Questionnaire (SDQ). SDQ showed conspicuous (borderline or abnormal) results in 25.1% of children. None of the scales of the SDQ, except prosocial behavior, showed statistically significant differences across SES categories. Prosocial behavior scores increased significantly with increasing SES. Conclusion: Children with asthma from lower SES families in Kosovo have more social contact problems but do not show reduced mental well-being nor more conduct problems.

The Healing through Arts (HeARTS) program for children bereaved by cancer: Pilot study findings from Singapore.

The article aims to investigate the feasibility, acceptability, and initial efficacy of a short-term 3-day art therapy group for children who have experienced parental death to cancer. The study utilized a pretest-posttest design and included children (n=20) aged 7-12years. The feasibility of the intervention was measured by recruitment ability, study compliance, and intervention adherence, while acceptability was assessed using a child-reported satisfaction survey. Efficacy was examined using the child-reported Pediatric Quality of Life Inventory (PedsQL), while the emotional, social, and behavioral functioning of children was measured using the parent-reported Strengths and Difficulties Questionnaire. Paired sample t-tests were used for analyses. The intervention was found to be feasible (80% recruitment rate and 100% session adherence). Acceptability was high, and all participants were satisfied and found the intervention to be helpful. While results did not reach statistical significance, improvements in psychosocial and physical quality of life were reported by all the children post-intervention and at the 3-month follow-up. Parent-reported a decrease in behavioral difficulties scores and an increase in prosocial behavior scores at post-intervention and at the 3-month follow-up. The 3-day art therapy group intervention was shown to be feasible to conduct and acceptable to the recipients. The intervention shows promise in improving post-death adjustment and quality of life outcomes of children bereaved by parental death due to cancer that were maintained after 3months. The use of art therapy groups to ameliorate difficulties associated with parental loss and to assist children in coping day-to-day difficulties should be further investigated.

Association between Mothers' Emotional Problems and Autistic Children's Behavioral Problems: The Moderating Effect of Parenting Style.

Mothers' emotional problems are associated with autistic children's behavioral problems. We aim to test whether parenting styles moderate associations between mothers' mood symptoms and autistic children's behavioral problems. A sample of 80 mother-autistic child dyads were enrolled at three rehabilitation facilities in Guangzhou, China. The Social Communication Questionnaire (SCQ) and the Strengths and Difficulties Questionnaire (SDQ) were used to collect the autistic symptoms and behavioral problems of the children. Mothers' depression and anxiety symptoms were measured using the Patient Health Questionnaire 9 (PHQ-9) and the General Anxiety Disorder 7-item (GAD-7) scale, respectively, and parenting styles were measured using the Parental Behavior Inventory (PBI). Our results show that mothers' anxiety symptoms were negatively associated with their children's prosocial behavior scores (β = -0.26, p < 0.05) but positively related to their social interaction scores (β = 0.31, p < 0.05). Supportive/engaged parenting styles positively moderated the effects of mothers' anxiety symptoms on their prosocial behavior score (β = 0.23, p = 0.026), whereas hostile/coercive parenting styles had a negative moderation (β = -0.23, p = 0.03). Moreover, hostile/coercive parenting styles positivity moderated the effects of mothers' anxiety symptoms on social interaction problems (β= 0.24, p < 0.05). The findings highlight, where mothers adopted a hostile/coercive parenting style while experiencing high anxiety, their autistic child may have more serious behavioral problems.

MODEL LAYANAN BIMBINGAN KELOMPOK UNTUK MENINGKATKAN PERILAKU PROSOSIAL SISWA

The purpose of this study was to produce an effective group guidance service to improve students' prosocial behavior. This research design uses a Research &amp; Development approach. The research and development method is a research method used to produce certain products and to test the effectiveness of these products, with a sample of 10 students selected by purposive sampling from 75 populations. A sampling of 10 students, so that in the process of giving treatment in group guidance activities is effective. The results of the study indicate that group guidance services to improve prosocial behavior have been achieved. This can be seen from the acquisition of prosocial behavior scores on the pretest and post-test which has increased by 234.6%. The effectiveness of this model was tested by using the Wilcoxon test in the Test Statistics table to obtain the Asymp value. Sig. (2-tailed) = 0.005 &lt; = 0.05, then reject Ho. This means that the group guidance service model can improve the prosocial behavior of the students of SMA Negeri 1 Seram Barat.

Lifestyle Patterns of Children Experiencing Homelessness: Family Socio-Ecological Correlates and Links with Physical and Mental Health

Diet, screen time, physical activity, and sleep combine into lifestyle patterns with synergistic effects on health. This study aimed to identify lifestyle patterns in children without housing and assess their associations with physical and mental health and family socio-ecological factors. In the 2013 ENFAMS cross-sectional survey (children aged 6-12 experiencing homelessness, Greater Paris area, n = 235), parents reported socio-ecological factors, children's behaviours, and mental health (the latter was also child-reported). Nurses measured children's haemoglobin concentrations and body mass index. Principal component analysis was used to derive sex-specific lifestyle patterns. Hierarchical linear regressions and "outcome-wide" analyses assessed, respectively, these patterns' relations to health and family socio-ecological factors. A rather healthy lifestyle pattern-similarly characterized by diverse diet and high sleep time-was identified, with slight differences by sex. Scores for this pattern were higher for children in food-secure or higher-income households, whose parents were proficient in French, who slept longer, or who received more social support compared to their counterparts, with some nuances by sex. Higher scores for this pattern were associated with higher prosocial behaviour scores (girls) and lower anxiety and hyperactivity-inattention symptoms scores (boys), but not with physical health. For this underserved and understudied population, the results highlight the importance of family socio-ecological factors in shaping the lifestyles and mental health of children.

Adolescents experience increased problems, and also increased resilience as a result of COVID‐19

Adolescents claim they have more behavioral problems, less social emotional skills, and are less prosocial because of COVID-19. A study found reductions in social emotional skills, prosocial behavior, and resilience scores. Still, the study found that the changes are not significant, and that changes in adolescents’ social emotional skills are negatively and significantly related to changes in internalized and externalized problems and positively and significantly related to changes in prosocial behavior and resilience. The implication is that adolescents who experienced larger development in social emotional learning also experienced more increase in resilience and prosocial behavior and a decrease in difficulties. [Martinsone B, et al. Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries. Front Psychiatry 2022 Aug 1; 13:942692. doi: 10.3389/fpsyt.2022.942692.]

Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries.

ObjectivesThe consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotional learning on changes in their resilience and behavioral problems over the course of seven months of the pandemic.MethodsThe Time 1 (T1) and Time 2 (T2) measuring points were in October 2020 and May 2021, characterized by high mortality rates and strict restrictions in Europe. For all three countries combined, 512 questionnaires were answered by both adolescents (aged 11-13 and 14-16 years) and their parents. The SSIS-SEL and SDQ student self-report and parent forms were used to evaluate adolescents’ social emotional skills and behavioral problems. The CD-RISC-10 scale was administered to adolescents to measure their self-reported resilience. Several multilevel models were fitted to investigate the changes in adolescents’ social emotional skills, resilience, and behavioral problems, controlling for age and gender. Correlation analysis was carried out to investigate how changes in the adolescents’ social emotional skills were associated with changes in their resilience and mental health adjustment.ResultsComparing T1 and T2 evaluations, adolescents claim they have more behavioral problems, have less social emotional skills, and are less prosocial than perceived by their parents, and this result applies across all countries and age groups. Both informants agree that COVID-19 had a negative impact, reporting an increment in the mean internalizing and externalizing difficulties scores and reductions in social emotional skills, prosocial behavior, and resilience scores. However, these changes are not very conspicuous, and most of them are not significant. Correlation analysis shows that changes in adolescents’ social emotional skills are negatively and significantly related to changes in internalized and externalized problems and positively and significantly related to changes in prosocial behavior and resilience. This implies that adolescents who experienced larger development in social emotional learning also experienced more increase in resilience and prosocial behavior and a decrease in difficulties.ConclusionDue to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic’s consequences on adolescents’ mental health.

Self-esteem, emotional and behavioral problems, and psychopathology in children with somatic symptoms and related disorders

ABSTRACT &#x0D; Objective: There are few studies in the literature on somatic symptoms and related disorders (SSRD) in children. The aim of this study is to investigate emotional and behavioral difficulties, self-esteem, psychopathology, and clinical characteristics in children with somatic symptoms.&#x0D; Method: This study included 44 children with recurrent and distressing somatic complaint(s) and 49 healthy children. The diagnosis of SSRD was evaluated in detail according to DSM-5 criteria. Self-esteem, emotional and behavioral difficulties, and somatization were assessed using the Rosenberg Self-Esteem Scale (RSES), Strengths and Difficulties Questionnaire (SDQ), and Children's Somatization Inventory (CSI-24), respectively.&#x0D; Results: Children with somatization had significantly greater rates of having at least one comorbid mental disorder, emotional symptoms scores, and peer relationship problems. On the other hand, these children's prosocial behavior scores (Strengths Score), self-esteem scores, and academic performance were significantly lower than the control group. In addition, children with SSRD had more disadvantaged familial characteristics such as low father education, high family history of psychiatric and medical illness and somatization, high marital problems, and domestic violence.&#x0D; Conclusions: This study revealed that somatization in children is associated with increased emotional, peer, and academic problems and psychopathology rates, and low self-esteem and prosocial behaviors. In clinical practice, it would be advisable to evaluate thoroughly children with SSRD in terms of familial disadvantages, emotional, peer, and academic problems, and psychopathology, rather than focusing solely on somatic symptoms.

The Positive Contribution of School Adjustment Activities to the Transition of First Grade Students: A Case Study in Ankara

The importance of programs that facilitate the transition of students to elementary school in order to support both their academic success and healthy development is undeniable. Therefore, the Ministry of National Education developed the School Adjustment Program in cooperation with UNICEF for first graders and implemented it in all elementary schools in Turkey. The aim of the present study is to examine the contribution of this program to school adjustment, student-teacher relations, peer relations, and various behaviors of elementary school students in first grade. The participants of the study, which is based on ex-post facto design, include 110 classroom teachers working in schools in Ankara during the 2015–2016 and 2016–2017 academic years. While 48 of these teachers implemented the adjustment program activities in their classrooms in 2015; others did not implement these activities in their classrooms in 2016. All the teachers filled in the School Adjustment Teacher Rating Scale, Student–Teacher Relationship Scale, and Child Behavior Scale (683 students engaged in the activities and 520 students did not) to evaluate how various aspects of their students’ transition were affected by the program. One-way MANOVA analysis showed that the study group had higher mean scores for collaborative participation, liking school, self-directedness, and closeness to the teacher than the comparison group. Although the aggressive and prosocial behavior scores towards peers were higher in the study group, the partial effect sizes were found to be insignificant. While the scores of school avoidance and conflict with teachers were lower in the study group than in the comparison group, there was no difference between the groups in their scores for asocial behaviors towards peers, hyperactivity/distraction, anxiety/fear, and exclusion by peers. It was concluded that the program contributed to the establishment of close student–teacher relationships in the selected schools and the adjustment of the students to the schools.

Treatment of Preschool Children With Autism Spectrum Disorder: A Trial to Evaluate a Learning Style Profile Intervention Program in China.

ObjectiveTo investigate whether the provision of learning style profile (LSP) training improves development in preschool children with autism spectrum disorder (ASD) in China and to describe the characteristics of children who benefit from the intervention.MethodsEighty-one children aged 36 to 72 months who were diagnosed with ASD for the first time were recruited for the intervention group. All of them received 24 weeks of LSP training, consisting of hospital- and home-based training. Twenty-one children with ASD of the same age in the control group had never received any intervention after diagnosis but underwent an assessment. Assessments were conducted at baseline and 24 weeks later. Differences in the developmental level and severity of ASD symptoms over time and between groups were analyzed by repeated standardized measures. Secondary analyses examined age effects among the 36– 48-, 48– 60-, and 60–72-month age groups.ResultsWithin-group comparison of the intervention group revealed significant treatment effects after the intervention, according to: language, social and adaptive developmental quotients (DQs) of the China Developmental Scale; total Childhood Autism Rating Scale (CARS) score; and hyperactivity, peer problems, total difficulties, and prosocial behavior scores of the Strengths and Difficulties Questionnaire (SDQ). Similar gains were observed in gross and fine motor DQs of the China Developmental Scale and emotional symptoms and conduct problems scores of the SDQ; however, the differences between these pre- and postintervention scores did not reach statistical significance. Comparisons among the three age groups in the intervention groups demonstrated a significant age effect on adaptive DQs of the China Developmental Scale; total CARS score; hyperactivity, peer problems and total difficulties scores of the SDQ. Comparison between the intervention and control groups revealed significant treatment effects on language, social and adaptive DQs of the China Developmental Scale; total CARS score; and emotional symptoms, conduct problems, hyperactivity, peer problems, total difficulties, and prosocial behavior scores of the SDQ after the intervention. Similar gains were observed in gross and fine motor DQs of the China Developmental Scale, although differences between the two groups did not reach statistical significance.ConclusionOur findings suggest that LSP training can effectively improve social behavior and reduce the severity of ASD symptoms in children with ASD. Our data also highlight the importance of early intervention.

Effects of the healthy start randomized intervention on psychological stress and sleep habits among obesity-susceptible healthy weight children and their parents.

Poor sleep and psychological stress are obesity determinants that are rarely included in obesity prevention programs. The aim was to report the effects of the Healthy Start randomized intervention on the secondary outcomes psychological stress and sleep duration and onset latency. Data was obtained from the Healthy Start randomized intervention conducted in 2009-2012 among Danish healthy weight children aged 2-6 years, who had either a high birth weight (>4,000 g), high maternal pre-pregnancy body mass index (>28 kg/m2), or low maternal educational level (≤10 years of schooling) and their parents. The intervention was designed to deliver improvements in diet and physical activity habits, optimization of sleep habits, and reduction of psychological family stress. The average intervention period was 15 months. Children with information on a 7-day sleep record, sleep onset latency, Strengths and Difficulties Questionnaire (SDQ), and a modified version of Parenting Stress Index (PSI) were included. The effects of the intervention on sleep habits, PSI scores, SDQ Total Difficulties (SDQ-TD) and Pro-social Behavior scores, and 95% Confidence Intervals (95% CI) were analyzed using linear regression intention-to-treat (n = 543 (intervention group n = 271, control group n = 272)) analyses. No statistically significant effects on sleep duration, sleep onset latency, PSI score, or SDQ Pro-social Behavior score were observed. Values both before and after the intervention were within the normal range both for children in the intervention and children in the control group. Mean change in SDQ-TD was 0.09 points (95% CI -0.57;0.59) in the intervention group, and -0.69 points (95% CI -1.16; -0.23) in the control group (p = 0.06). In conclusion, there were no intervention effects in relation to sleep duration, sleep onset latency, PSI score, or SDQ Pro-social behavior. There was an indication that children in the intervention group had slightly more behavioral problems than the control group after the intervention, but values were within normal range both before and after the intervention, and the difference is not considered to be clinically meaningful.

Adoptive parents’ finances and employment status: a 5-year longitudinal study

We investigated risk and facilitating factors related to families’ change in finances and employment over 5 years following adoption of a child from local authority care in a prospective, longitudinal study of children placed for adoption between 2014 and 2015 (N = 96). Parents completed questionnaires at approximately 5, 21, 36, 48 and 60 months post-placement. We used time series analysis to examine the impact of child (e.g. pre-placement experiences, mental health), family structure (e.g. number of siblings, parent relationship status), and parent (e.g. mental health) factors on change in household income and parent employment status after adoption. We also examined the tendency for parents to comment on employment and finances and the emotional valence of their comments to gauge their concern about their circumstances. Children’s mental health problems were associated with primary caregivers reducing their time spent in employment and parents’ tendency to comment on their financial and work circumstances. Children who experienced more moves in care were more likely to have a primary caregiver not in full-time work, as were children with higher prosocial behaviour scores. Being in full-time work was associated with parents’ symptoms of anxiety. We also detected associations between structural features of the family and changes in income and employment. This study represents one of the first empirical investigations of factors associated with the socioeconomic features of adoptive families’ lives and informs ongoing discussion regarding the support needs of families and the timing, nature, and delivery of post-adoption professional services.

Effects of Physical Exercise on Prosocial Behavior of Junior High School Students.

Objective: This study aims to investigate whether physical activity can promote students’ prosocial behavior by analyzing the relationship between sports participation and the prosocial behavior of junior high school students. Methods: Based on the 2014–2015 China education panel survey (CEPS), the relationship between regular athletic sports and prosocial behavior was evaluated among eighth-grade students by ordinary least squares (OLS) estimation and propensity score matching (PSM) and the relationship between OLS and PSM was evaluated by Rosenbaum’s bounds test for a robustness test; the observations were analyzed for heterogeneity to identify those who benefit more from sports. Results: The OLS results showed that sporting behavior increased prosocial behavior scores by 4%, and the PSM results showed that regular physical exercise increased students’ prosocial behavior tendencies by over 0.2 standard deviations from the mean prosocial behavior score (standardized). According to the Rosenbaum’s bounds test, the estimates were robust and reliable, and the results of the heterogeneity analysis showed that with males and students whose fathers had more than 9 years of education, the students showed more significant improvements in prosocial behavior. Conclusion: Physical activity has a significant positive effect on students’ prosocial behavior, and gender and the father’s education are significantly related to prosocial behavior.

Play tendency and prosociality in early childhood

ABSTRACT This study examines preschool children's play tendency and their prosocial behavior. The screening method was used in the study, and it was carried out with a total of 319 four- to six-year-old children who attended state kindergartens. “Children's Playfulness Scale” and “Child Prosocialness Scale” were used as data collection tools. According to the results, no significant difference was found in the play tendency and prosocial behavior scores in relation with gender and parent's employment status. However, a significant difference was found in the play tendency and prosocial behavior scores in relation with age and family income. In terms of the number of siblings, while there was no significant difference in prosocial behavior scores, a significant difference was found in the play tendency. A significant positive relationship was found between the play tendency and prosocial behavior scores. The findings are discussed with regard to the relevant literature.