Psychosocial Development Research Articles

Parental Influence on Children's Social and Emotional Intelligence: A Gender-Differentiated Analysis

The social and emotional intelligence of children, although it also assumes an innate component, is mainly formed in the family context, this being shaped by the behaviour of the parents and the parenting style. This aspect is relevant for a better understanding of how parents and the family can contribute to the development of this ability among children, which has proven to be vital in many areas of their quality of life. The purpose of the current study is to investigate the relationship between the social and emotional intelligence of parents and that of children, both at a general level and differentiated by gender, respectively of mothers and fathers. The research sample consisted of 575 subjects, respectively 214 mothers, 166 fathers and 195 children. We used the IPIP social-emotional intelligence scale for adults and Bar-On Youth Social-Emotional Intelligence Inventory for children. The results indicate a negative correlation (r=-0.01), but insignificant, between the level of socio-emotional intelligence of parents and children, but a positive and significant correlation between the level of socio-emotional intelligence of mothers and that of children (r=0.52, and p=0.002). As for fathers, we obtained a positive, but insignificant correlation between the two variables (r=0.21, p=0.30>0.002).Article’s history: Received 21st of October, 2023; Received in revised form 15th of November, 2023; Accepted 21st of November, 2023; Published as article in Volume I, Issue 1, 2023. Copyright© 2023 The Author(s). This article is distributed under the terms of the license CC-BY 4.0., which permits any further distribution in any medium, provided the original work is properly cited.Keywords: social intelligence, emotional intelligence, parent-child relationship, gender differences, family context, psychosocial development.

Longitudinal associations between paternal mental health and child behavior and cognition in middle childhood.

Paternal mental health has been associated with adverse consequences on offspring psychosocial development, and family environmental factors may partly explain those associations. To clarify this, we need comprehensive prospective studies, particularly in middle-childhood when the child enters school and is expected to make use of behavioral and cognitive skills as part of their interactions and learning. Using data from a sub-sample of the prospective 3D birth cohort study comprised of mother-father-child triads, and a follow-up of the parents and the children at 6-8 years of age (n = 61; 36 boys, 25 girls), we examined whether paternal anxious and depressive symptoms measured during the pregnancy period (i.e., prenatally) or concurrently when the child was assessed at 6-8 years old were associated with children's cognition/behavior. In contrast to our hypotheses, we found that greater prenatal paternal depressive symptoms predicted fewer child behavioral difficulties; and that greater concurrent childhood paternal depression or anxiety symptoms were associated with higher child full-scale IQ, controlling for the equivalent maternal mental health assessment and parental education. Father parenting perception did not mediate these associations, nor were they moderated by maternal mental health at the concurrent assessment, or paternal ratings of marital relationship quality. These findings suggest that higher symptoms of paternal mental health symptoms are associated with fewer child behavioral difficulties and higher cognitive performance in middle childhood. Potential clinical implications and future research directions are discussed.

Exploring Adolescent Development in Diverse Cultures: Insights and Implications

This study delves at teenage behavior and interactions in many cultural contexts, providing vital insights into their development. This study sheds light on the multifaceted aspects of adolescent behavior, peer relationships, and their quest for independence by employing established theories such as adolescence theory, Erikson's psychosocial development theory, Bandura's social cognition theory, Piaget's cognitive development theory, and Bronfenbrenner's ecological systems theory. Observations were carried out in Morocco, Egypt, Myanmar, Kyiv, and Jakarta to document the experiences of teenagers aged 12 to 14. The stories emphasize topics such as solidarity, independence, companionship, and identity exploration. The findings include observations such as unity among Moroccan girls, assertive self-expression in Egyptian males, pleasant mixed-gender relationships in Myanmar, and worrying behavior in a Ukrainian adolescent. Adolescent growth is influenced by cultural environment, peer connections, and ecological systems, according to these narratives. The study advances our understanding of teenage experiences across cultures, informing interventions and policies that promote healthy development and well-being.

Взаимодействие родителей с педагогами в процессе мониторинга психосоциального развития детей с расстройствами аутистического спектра

<p style="text-align: justify;"><strong>Objectives. </strong>Contemporary inclusive education practices for children with Autism Spectrum Disorder (ASD) present a series of challenges related to involving parents in the educational process. One effective tool for timely adjustments to the content and organization of the educational process for children with ASD, ensuring its individualization, is the interaction between teachers and parents during the monitoring of a child’s psychosocial development. The aim of the research presented in this article is to identify the characteristics of parent-teacher interaction in the process of monitoring the individual psychosocial development of students with ASD and to determine the conditions and methods for optimizing such interaction.</p> <p style="text-align: justify;"><strong>Methods. </strong>The study employed parental questionnaires based on a developed questionnaire and an expert dialogue methodology with parents. The sample consisted of nine parents of 7—8-year-old children with ASD who are enrolled in a resource classroom.</p> <p style="text-align: justify;"><strong>Results. </strong>have shown that in the interaction between parents and educators during the monitoring process, non-productive types predominate. These non-productive types are characterized by excessive control over the educational process, the absolute reliance on one’s own knowledge, the delegation of responsibility to educators while seeking to influence the educational process, and the demand for rapid positive changes in the child’s educational outcomes. Productive interaction, on the other hand, is characterized by openness to sharing information about the child’s unique characteristics, trust, and a shared sense of responsibility. Based on the obtained results, psychological and pedagogical conditions for involving parents in the study of the psychosocial development of children with ASD have been identified, in accordance with the monitoring stages. As a means of optimizing the interaction between parents and educators, joint monitoring practices have been proposed and tested.</p> <p style="text-align: justify;"><strong>Conclusions.</strong> Drawing from established approaches in corrective pedagogy and psychology, as well as the synthesis of empirical research results, this article provides a rationale for the psychological and pedagogical conditions necessary to involve parents in the study of a child’s psychosocial development with ASD. These conditions lay the foundation for meaningful and productive collaboration between parents and educators.</p>

The Effect of Mind and Intelligence Games on University Students’ Perceived Stress and Psychological Well-Being Level

This study aims to examine whether mind and intelligence games that support cognitive, social, and emotional skills have an effect on university students' perceived stress and psychological well-being levels. The population of the study consists of students actively studying at Kastamonu University Tosya Vocational School in the 2021-2022 academic year. Two groups of students were included in the study. While one of the groups had mind and intelligence game activities, the other group did not have these activities. The obtained data were analyzed using the statistical package program. As a result of the analysis, it was concluded that the psychological well-being levels of those who participated in the mind and intelligence game workshops were significantly higher in the positive direction and the perceived stress level was significantly lower in the negative direction compared to those who did not participate. According to the results of the research, it can be said that mind and intelligence games are an important educational tool used to support the psychosocial development of students and individuals and reduce stress.

Health-related quality of life and associated developmental domains of children provided early with cochlear implants

Objectives Quality of life plays an important place in the psychosocial development of children with Cochlear Implants (CI). We assesd health-related quality of life (HRQoL) in children with CI and in hearing children and determined relationships between HRQoL and other developmental characteristics (social-emotional development, Theory of Mind (ToM), spoken language skills). Methods A longitudinal study was conducted including children with CI and hearing children. We used instruments that are widely employed and have been validated for research. At time 1 social-emotional development, ToM and spoken language skills were assessed.HRQoL was assessed using the generic KINDL questionnaire, as was social-emotional development, 2.5 years later (time 2). Results No significant difference was seen in HRQoL between hearing children and children with CI. We show that the age of detection, the age of hearing care, and the start of early intervention are not related to HRQoL of children with CI, but relationships with some domains of social-emotional development are evident. Conclusions This study highlights the importance of targeted intervention not only to improve spoken language skills at preschool age, but also strengthen social-emotional and social-cognitive competences.

Prenatal Zika virus infection has sex-specific effects on infant physical development and mother-infant social interactions.

There is enormous variation in the extent to which fetal Zika virus (fZIKV) infection affects the developing brain. Despite the neural consequences of fZIKV infection observed in people and animal models, many open questions about the relationship between infection dynamics and fetal and infant development remain. To further understand how ZIKV affects the developing nervous system and the behavioral consequences of prenatal infection, we adopted a nonhuman primate model of fZIKV infection in which we inoculated pregnant rhesus macaques and their fetuses with ZIKV in the early second trimester of fetal development. We then tracked their health across gestation and characterized infant development across the first month of life. ZIKV-infected pregnant mothers had long periods of viremia and mild changes to their hematological profiles. ZIKV RNA concentrations, an indicator of infection magnitude, were higher in mothers whose fetuses were male, and the magnitude of ZIKV RNA in the mothers' plasma or amniotic fluid predicted infant outcomes. The magnitude of ZIKV RNA was negatively associated with infant growth across the first month of life, affecting males' growth more than females' growth, although for most metrics, both males and females evidenced slower growth rates as compared with control animals whose mothers were not ZIKV inoculated. Compared with control infants, fZIKV infants also spent more time with their mothers during the first month of life, a social behavior difference that may have long-lasting consequences on psychosocial development during childhood.

Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study

The purpose of this research is the longitudinal examination of the change in learning motivation (LM) and attention level (AL) of students continuing formal education at secondary school in the pre-pandemic period (PreP), in the pandemic period (PP) during the process of online education, and in the post-pandemic period (PostP) during the new school year of face-to-face education. The data for the research was collected through the Persona 360 software, which is used to support guidance and psychological counseling services in K-12 and follows the development of students. It is known that the students’ psycho-social and educational developments are followed at school by the psychological counselors. The data for the research was collected through the Persona 360 school guidance software used for this purpose from 1,183 students continuing education in 9th and 10th grades at private and state schools in Azerbaijan and Turkey. Within the longitudinal research model, the data was collected three years in a row by the Burdon Attention Test, Learning Motivation Scale, and Temperament-Enneagram 9-Factor Personality Test (MEM-9). The analyses were performed using SPSS 23.0/Windows software pack and ANOVA, two-way ANOVA, and MANOVA tests. Pursuant to the findings obtained, it was found that the students’ learning motivations and attention levels changed negatively in the COVID-19 period for the three different time frames. The findings were discussed in the context of temperament and traumatic stress experiences affecting the students’ learning motivations and attention levels.

Pendidikan Kesehatan Tentang Kesehatan Jiwa Emosional Pada Remaja

Adolescence is a period marked by biological, psychological, and social development. These changing conditions often result in disharmony, so a balance is needed so that adolescents can achieve adequate and mature psychosocial development in accordance with age-level developments. It is estimated that 1 in 7 children aged 10 to 19 are likely to experience psychological problems. It is unfortunate that this emotional disorder is not recognized and often does not get proper treatment. The determinant of emotional mental symptoms in Indonesia in junior high school students is 60.17% of junior high school students, with the majority being between the ages of 13 and 15 who experience symptoms of mental emotional problems. Symptoms experienced, such as loneliness (44.45%), feeling anxious (40.75%), and even having suicidal ideation (7.33%), Therefore, the provision of related education can provide input and knowledge to adolescents about the benefits of managing emotional and mental health. The method of implementing community service is by giving pre- and post-tests to measure adolescent knowledge about emotional and mental health. The results of this service activity show that there is an increase in knowledge in adolescents before and after being given health education

An Overview of Paralympic Sport from a Historical and Psychosocial Perspective

The Paralympic Olympic Games initiated within the framework of the Paralympic movement is not well known by the society. Understanding the psychological characteristics of para-athletes and revealing their social position will contribute to coaches, managers and all sports professionals working with these athletes. Based on this idea, in this study, the concept of Paralympics is defined, the history of the Paralympic Olympic Games and statistical information in these games are included, and the psychosocial characteristics of athletes who operate in sports environments as para-athletes are discussed. A narrative based literature review was preferred as a methodology in the study. As a result of the research, it has been seen that para sports have progressed rapidly over the years since the first day of its emergence in the historical process. When the psychological characteristics of para athletes are examined, it is understood that para athletes do sports for reasons such as performing well and winning, looking normal, adapting to injury, defending themselves, fighting against marginalization and encouraging the disabled sports movement. It has been stated that para-athletes who are emotionally stable, have cognitive flexibility and mental endurance, are self-confident, can manage stress and control their emotions are more successful in sports. It has been stated that social support is important for para-athletes when they start sports, but an overprotective structure may negatively affect the psychosocial development of para-athletes. In addition, coaches' communication and leadership skills are important for para-athletes to be successful in sports and persistence in sports.

Applying Erikson’s theory of psychosocial development to understand autonomy development in children and youths with deafblindness: a systematic literature review

This systematic review revealed how children and youths with congenital deafblindness (CDB) exhibit autonomy characteristics and how caregivers perform autonomy support, which Erikson described as part of the first three stages of psychosocial development. This review comprises 22 studies that explicitly addressed one or more autonomy characteristics or autonomy support tasks. The results demonstrated that children and youths with CDB exhibited most characteristics of Erikson’s first stage (e.g., explorative behavior in their nearby environment and with objects within reach) and caregivers predominantly fulfilled autonomy tasks in the first stage (e.g., being present and near the child). In addition, children and youths with CDB exhibited independent acts at the second stage, although these were often limited to asking for or refusing concrete objects in the here-and-now situation. The limited degree to which the children with CDB exhibited autonomy characteristics from the second and third stages seems to co-occur with their struggle to develop symbolic communication. Additionally, the review revealed that caregivers supported autonomy by remaining present and nearby, even when autonomy support tasks from the second and third stages might be more appropriate in supporting the autonomy of children and youths with CDB (e.g., the second stage’s autonomy support task to balance between offering the child protection and encouragement, and the third stage’s task to support the child in taking initiative and setting goals). We recommend the use of a longitudinal video-feedback intervention that both supports the children’s and youths symbolic communication skills and supports caregivers in finding a balance between being present and nearby and fostering the autonomy characteristics of children and youths with CDB.

Religiosity and spirituality in the prevention and management of depression and anxiety in young people: a systematic review and meta-analysis

Historically, religion has had a central role in shaping the psychosocial and moral development of young people. While religiosity and spirituality have been linked to positive mental health outcomes in adults, their role during the developmental context of adolescence, and the mechanisms through which such beliefs might operate, is less well understood. Moreover, there is some evidence that negative aspects of religiosity are associated with poor mental health outcomes. Guided by lived experience consultants, we undertook a systematic review and quality appraisal of 45 longitudinal studies and 29 intervention studies identified from three electronic databases (Medline, PsycINFO and Scopus) exploring the role of religiosity and spiritual involvement (formal and informal) in prevention and management of depression and anxiety in young people aged 10 to 24 years. Most studies were from high-income countries and of low to moderate quality. Meta-analysis of high-quality longitudinal studies (assessed using Joanna Briggs Institute critical appraisal tools, n = 25) showed a trend towards association of negative religious coping (i.e., feeling abandoned by or blaming God) with greater depressive symptoms over time (Pearson’s r = 0.09, 95% confidence interval (CI) -0.009, 0.188) whereas spiritual wellbeing was protective against depression (Pearson’s r = -0.153, CI -0.187, -0.118). Personal importance of religion was not associated with depressive symptoms overall (Pearson’s r = -0.024, CI-0.053, 0.004). Interventions that involved religious and spiritual practices for depression and anxiety in young people were mostly effective, although the study quality was typically low and the heterogeneity in study designs did not allow for a meta-analysis. The lived experience consultants described spirituality and religious involvement as central to their way of life and greatly valued feeling watched over during difficult times. While we require more evidence from low- and middle-income countries, in younger adolescents and for anxiety disorders, the review provides insight into how spirituality and religious involvement could be harnessed to design novel psychological interventions for depression and anxiety in young people.Review RegistrationThe systematic review was funded by Wellcome Trust Mental Health Priority Area 'Active Ingredients' 2021 commission and registered with PROSPERO 2021 (CRD42021281912).

A study on the relationship between attitudes towards sports and self-efficacy levels of individuals doing leisure time activities

The purpose of this study was to research the relationship between attitudes towards sports and self-efficacy levels of individuals who do leisure-time activities. 894 people voluntarily participated in our study. The personal information form, the attitude scale towards sports developed by Koçak (2014) and the general self-efficacy scale developed by Sherer, et al. (1982) and adapted to Turkish by Yıldırım and İlhan (2010) were used in the study. The data were analyzed in the SPSS 25.0 package software. Furthermore, statistical frequency analysis and reliability coefficient calculations were used and since the data were normally distributed, Independent Samples t-test was used for pairwise cluster comparisons and the Anova test was used for more than two comparisons. Analyses were conducted at a confidence interval of 95%. According to the results of the study, it was found that the total mean score of the participants' attitude towards sports (89.62) and the mean score of self-efficacy (60.08) were above the medium level. A positive and low-level significant relationship was found between the participants' general attitude towards sports (r= ,221), psychosocial development (r= ,215), physical development (r= ,206), mental development (r= ,123) and self-efficacy. As a result, it was found that the participants' self-efficacy level increased as the mean scores of the general attitude towards sports and the mean scores of the sub-dimensions increased.

Psychosocial development measures modification for adolescents with intellectual and developmental disabilities.

Although diagnosis and identification of IDD is improving, adolescents with IDD receive limited attention in research, particularly concerning their psychosocial development. Measures developed and normed with typically developing populations may not be appropriate for IDD populations and may result in biased assessment. This study aimed to develop and validate modified psychosocial development assessments for adolescents with intellectual and developmental disabilities (IDD), addressing the absence of such assessments. It involved two phases: modifying existing instruments and validating the revised versions. Four stakeholder groups participated: adolescents with IDD, parents, and scholars in adolescent developmental and disabilities. Validation included two groups: neurotypical adolescents completing both measures and IDD adolescents completing modified measures. Confirmatory factor analyses identified the need to adjust or eliminate scales for better understanding by individuals with IDD. The modified instruments provided suitable measures for assessing psychosocial development in adolescents with IDD. All the scales allowed for accommodation toward comprehension for those with IDD except for identity formation. Further work is needed to understand the challenges associated with assessing identity formation in adolescents with IDD. The active involvement of and participation from adolescents with IDD and their parents in this research was paramount to understanding their comprehension and needs. This study highlights the importance of tailored assessments for accurate measurement of IDD individuals' development, benefiting the assessment of all adolescents.

Features of Experiencing Situations of Uncertainty in Adolescence: Theoretical Excursus

The article analyzes the problem of tolerance to uncertainty in adolescence, including from the point of view of neurology and the theory of psychosocial development. Special attention is paid to the consideration of significant age stages affecting the formation of this psychological characteristic. Interrelations of tolerance to uncertainty with other psychological characteristics and types of activity are considered. Based on the study and analysis of sources, the importance of developing tolerance to uncertainty in adolescence has been established. The assumptions about the sensitivity of adolescence for the formation of tolerance to uncertainty are substantiated.

The Influence of Parenting Style on the Psycho-Social Development of Adolescents

The Influence of Parenting Style on the Psycho-Social Development of Adolescents

Adaptive functioning and academic achievement in pediatric survivors of acute lymphoblastic leukemia: Associations with executive functioning, socioeconomic status, and academic support.

This study examines associations of functional outcomes (adaptive functioning and academic achievement) with executive functioning (EF), socioeconomic status (SES), and academic support in pediatric acute lymphoblastic leukemia (ALL) survivors. Fifty survivors of B-lineage ALL treated with chemotherapy-only (42% female, 76% NHW, ages 6-19) were evaluated on performance-based EF and academic achievement, and parent-rated EF and adaptive functioning. Area deprivation and child opportunity (i.e., SES) were extracted using census blocks and tracts. Academic support data were extracted from chart review. Compared to population norms, pediatric ALL survivors demonstrated significantly lower overall adaptive skills and performance in word reading and math calculation (all p ≤ .011). Frequencies of impairment were significantly elevated on all adaptive scales and in math calculation compared to the population (all p ≤ .002). Parent-rated EF significantly predicted overall adaptive skills (p < .001), while performance-based EF significantly predicted word reading and math calculation (all p < .05). Adaptive functioning was not associated with neighborhood-specific variables or academic support. However, academic support predicted word reading (p < .001), while area deprivation and academic support predicted performance-based EF (all p ≤ .02). Screening of functional outcomes, targeted intervention, and neuropsychological monitoring are necessary to support pediatric ALL survivors' neurocognitive and psychosocial development.

Circumstances that promote social connectedness in older adults participating in intergenerational programmes with adolescents: a realist review

ObjectivesLimited social connectedness in older adults is a risk factor for poor physical and mental health. Older adults who are socially isolated, lonely and disconnected have a higher risk of...

A Critique of The Tyranny of Merit from a Psychological Perspective: Would Randomness to Success Reduce Distributive Injustice or Induce Psychological Existential Crisis for Adolescents?

This manuscript provides a critical analysis of Michael Sandel’s proposal to introduce a “lottery of the qualified” system as a solution to the perceived distributive injustice within the current meritocratic education system. While cknowledging Sandel’s perspective on the distributive deficiencies in the college admission process within contemporary meritocratic education, the author presents a counterargument to Sandel’s proposal of implementing a lottery system, with a particular emphasis on its psychological implications. Drawing on Erik Erikson’s psychosocial development theory, the critique argues that the proposed lottery system may hinder the crucial identity formation process during adolescence, leading to psychological existential crises. This assertion is supported by real-world examples from the Chinese education system, which already operates with a similar mechanism and has witnessed a rise in psychological issues among students. In conclusion, this manuscript advocates for alternative solutions to address distributive injustice within contemporary meritocratic education system, such as redefining the concept of merit and shifting the focus of rewards towards contributions to the broader community. The author underscores the significance of considering both social and psychological implications when formulating educational policies to foster a more equitable and just society.

The Correlation between Smartphone Addiction Level and The Psychosocial Development of School-Age Children in Agricultural Areas

Smartphones are a form of technology that is growing rapidly. The use of Smartphones has various impacts on users, especially school-age children. One of the impacts that can occur from using Smartphones on school-age children is the inhibition of psychosocial development. This research was conducted to determine the relationship between the level of Smartphone addiction and the psychosocial development of school-age children in agricultural areas. The method used in this study is by using a cross-sectional approach. Sampling using a simple random sampling technique obtained a sample of 150 respondents. Data collection used the SAS-SV questionnaire and the psychosocial development questionnaire. This study used a relationship test, namely the Kendal-Tau test c. The study results showed that students with Smartphone addiction were in the 106 (70.7%) addiction category and 44 (29.3%) non-addictive categories. While the psychosocial development of children in the abnormal category was 86 (57.3%), the borderline category was 28 (18.7%), and the normal category was 36 (24%). These results show that the p-value obtained is 0.000 or a p-value &lt;0.05. It can be said that there is a relationship between the level of Smartphone addiction and psychosocial development. In addition, the value of strength in both relationships is 0.340. This value is included in the weak category. So, the relationship between the two variables is included in the weak category. Then the level of correlation shows positive results, namely the higher the level of smartphone addiction, the worse the psychosocial development of children.