Social-emotional Functioning Research Articles

A longitudinal study of home-based involvement and dyadic adjustment during the transition to early elementary school.

Home-based involvement refers to caregivers' active efforts to create learning opportunities for their children at home and in the community. Across child development, home-based involvement is a positive influence on children's social-emotional and academic functioning. Findings have suggested that home-based involvement tends to decline during elementary and middle school, but the extent to which home-based involvement changes over time during the transition to early elementary school is less clear. Dyadic adjustment is the quality of the relationship between two partners. Grounded in family systems theory, the spillover hypothesis suggests that dyadic adjustment is an important influence on home-based involvement. However, there is limited research on the extent to which dyadic adjustment predicts home-based involvement. The present study used latent growth curve analysis to examine the trajectory of home-based involvement during the transition to early elementary school, as well as the extent to which dyadic adjustment predicts home-based involvement during this transition. Participants were 157 primary caregivers of children in kindergarten through second grade. Results suggest that home-based involvement has a negative, linear trajectory between kindergarten and second grade, and that dyadic adjustment predicts higher levels of home-based involvement at kindergarten, first grade, and second grade. Implications of study findings for research and practice are discussed, with a focus on preventive interventions that aim to promote dyadic adjustment and home-based involvement during the transition to early elementary school. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Feasibility of the Adverse Childhood Experiences Questionnaire among Women in Danish Antenatal Care: A Mixed-Methods Study.

A traumatic upbringing increases the risks of antenatal health problems, unfavourable pregnancy outcomes, and mental disorders. Such childhood experiences may affect women's pa-renting skills and the social-emotional functioning of their children. Research on screening for adverse childhood experiences in antenatal care is limited. The objective of this study was to explore pregnant women's attitudes towards and experiences of an adverse childhood experiences questionnaire, and to assess the relevance of the questionnaire among a population of pregnant women referred to antenatal care levels one and two, targeting women who are generally not perceived to be vulnerable. Data were collected at three maternity wards and consisted of quantitative data on 1352 women's adverse childhood experience scores, structured observations of 18 midwifery visits, and in-depth interviews with 15 pregnant women. Quantitative data were analysed by descriptive statistics, and qualitative data were analysed using systematic text condensation. The qualitative analysis revealed two main categories: "Being screened for childhood adversities" and "Having adverse childhood experiences". In the study population, the prevalence of adverse childhood experiences was high. The women assessed the adverse childhood experiences questionnaire to be a relevant and acceptable screening method. Furthermore, women's perceptions of their relationship with their midwife greatly impacted their attitudes towards and experiences of the questionnaire.

PROSODIC CHARACTERISTICS OF ACOUSTIC SIGNAL IN SERBIAN AND EMOTION RECOGNITION

The study focuses on the process of emotional recognition based on prosodic characteristics of acoustic signal in Serbian. Its main objective is to answer the question of the success of prosodic recognition of several emotions in Serbian. Furthermore, it explores whether the success in recognizing emotions in Serbian varies with regards to the following variables: the type of emotion, gender and the type of sentence. A total of 25 participants of average age around 23 participated in the study. The data was created by using Praat software for speech analysis. The results show general success in recognizing emotions on the level of M=12.43 (SD= 6.11). The participants were the most successful in recognizing the emotion of happiness, and the least successful in recognizing sadness. Post hoc analysis found a statistically significant difference in recognizing happiness and emotions of the negative spectrum (sadness, boredom, anger and fear). The results are discussed from the point of social functions of emotions, as well as the characteristics of the affective prosody in Serbian, with recognition of inevitable methodological limitations.

Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools

Teachers often report inadequate training in and insufficient time for social-emotional learning (SEL; Buchanan et al., 2009). Thus, it is not surprising that tremendous variability exists in the implementation of school-based SEL interventions (Durlak, 2016; Rohrbach et al., 2006), which has been closely linked to program outcomes for teachers and students (Domitrovich & Greenberg, 2000). In this study, we used a quasi-experimental design to better understand the utility of providing structured, evidence-based teacher coaching to support SEL program implementation. We paired an integrated SEL and literacy curriculum, 4Rs (Reading, Writing, Respect, & Resolution), with a validated approach to supporting curriculum implementation, MTP (MyTeachingPartner). Across 91 classrooms within 15 urban public elementary schools, we assessed one central research question: does the integration of 4Rs with an evidence-based coaching model, MTP, lead to greater classroom-level effects on students’ social-emotional and academic functioning than 4Rs only during a single school year? In summary, 4Rs + MTP classrooms showed significantly lower levels of hostile attribution bias and aggressive interpersonal negotiation strategies, as well as, greater attendance rates and teacher-reported academic skills.

Perceived Impact of Affect Labeling and Social Sharing in Healthcare: Insights from a Pilot Study and Opportunities for Future Investigation

Perceived Impact of Affect Labeling and Social Sharing in Healthcare: Insights from a Pilot Study and Opportunities for Future Investigation

A Psychometric Analysis of the Early Identification System–Student Report in a Sample of Southwestern U.S. Students

The Early Identification System–Student Report (EIS-SR) is a 34-item measure of social-emotional functioning that is designed to be a low-cost universal screening tool. To date, studies of the EIS-SR demonstrate promising psychometric properties, but these properties have not yet been assessed in groups of children from historically underrepresented populations. The current study seeks to help close this gap in the literature by examining the evidence of validity related to the internal structure of the EIS-SR in a sample of Grades 3 through 8 students in the southwestern United States. Analyses indicated mixed findings regarding the model fit of the EIS-SR in the obtained sample, which implies that more data regarding its measurement invariance across diverse populations are needed.

The multifaceted role of neuropsychology in pediatric solid organ transplant: preliminary guidelines and strategies for clinical practice

ABSTRACT The incidence of pediatric solid organ transplantation (SOT) has increased in recent decades due to medical and surgical advances as well as improvements in organ procurement. Survival rates for pediatric kidney, liver, and heart transplantation are above 85% but patients continue to experience complex healthcare needs over their lifetime. Long-term developmental and neuropsychological sequelae are becoming increasingly recognized in this population, although preliminary work is limited and deserves further attention. Neuropsychological weaknesses are often present prior to transplantation and may be related to underlying congenital conditions as well as downstream impact of the indicating organ dysfunction on the central nervous system. Neuropsychological difficulties pose risk for functional complications, including disruption to adaptive skill development, social-emotional functioning, quality of life, and transition to adulthood. The impact of cognitive dysfunction on health management activities (e.g., medication adherence, medical decision-making) is also an important consideration given these patients’ lifelong medical needs. The primary aim of this paper is to provide preliminary guidelines and clinical strategies for assessment of neuropsychological outcomes across SOT populations for pediatric neuropsychologists and the multidisciplinary medical team, including detailing unique and shared etiologies and risk factors for impairment across organ types, and functional implications. Recommendations for clinical neuropsychological monitoring as well as multidisciplinary collaboration within pediatric SOT teams are also provided.

Acne symptoms and impact of acne on social functioning, emotional functioning, and activities of daily living (ADL) among patients with moderate to severe non-nodular Acne Vulgaris (AV) in community practices across the U.S

Objective: Evaluate patient self-perceived AV symptoms and impact of AV on emotional/social functioning and ADL, among AV patients in community practices across the U.S. Methods: Single-arm, prospective cohort study (PROSES: NCT04820673) was conducted with moderate-to-severe non-nodular AV patients >9yrs who were prescribed sarecycline in real-world U.S community practices. Validated ASIS questionnaire (with Signs and Impact (emotional & social) domains) and an Expert Panel Questionnaire (EPQ; emotional functioning (items 1-4), social functioning (items 5-7), and ADL (items 8-11)) were completed by patients (>12yrs) and caregivers (for patients 9-11yrs) at baseline and week-12. All items were scored on five-point adjectival response scale (score: 0 (never/not at all) – 4 (all the time/very much/extremely)); a higher ASIS domain score indicate severe symptoms or negative impact of AV. ASIS domain scores and proportion of patients reporting score=2/3/4 (moderate to high burden/impact or parent understanding (EPQ10)) for EPQ items at baseline were analyzed. Results: A total of 253 AV patients completed the study (pediatric: 39.92%; female: 66.40%; moderate AV: 86.56%; severe AV: 13.44%). At baseline, patients reported moderate AV burden in most domains, as depicted by the following domain score: signs: 1.96, impact: 2.06, emotional impact subdomain: 2.43; social impact subdomain: 0.98. From EPQ items, proportion of patients reporting score=2/3/4 (moderate to severe burden) at baseline were: patients’ mood/anger (EPQ1) – 56.13%; worries about AV worsening (EPQ2) – 79.45%; thinking about acne (EPQ3) – 84.19%; level of acne worries (EPQ4) – 72.73; patients’ social media/’selfie’ activity (EPQ5) – 51.38%; impact on real-life plans (EPQ6) – 44.66%; efforts to hide AV (EPQ7) – 72.73%; picked-on/judged due to AV (EPQ8) – 26.88%; ability to reach future goals (EPQ9) – 27.27%; sleep impact (EPQ11) – 27.67%; parent understanding of AV concerns (for patients<18yrs; EPQ10) – 84.16%. Conclusion: Moderate to severe AV burden/impact was observed in this prospective cohort of AV patients in the U.S. Emotional impact and social impact of AV were especially more pronounced among the AV population.

Family play, reading, and other stimulation and early childhood development in five low-and-middle-income countries.

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; Mage = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts. RESEARCH HIGHLIGHTS: Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited. We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes. Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills. We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.

The efficacy of dance interventions for the activity and participation of individuals with cerebral palsy – a systematic review and meta-analysis

Purpose The aim of this review was to examine the efficacy of dance interventions for individuals with cerebral palsy (CP), measured at any level of the International Classification of Functioning, Disability and Health (ICF). Methods A systematic review and meta-analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A comprehensive search of peer-reviewed articles was performed using six electronic databases. Results Fourteen studies were included in this review, nine of which were also included in the meta-analysis. The meta-analyses yielded a large overall effect for cognitive, motor, and social-emotional function outcomes, with a high degree of heterogeneity between outcome effects, attributable to differences in study design. Conclusion Although recent studies provide support for the acceptance and efficacy of dance interventions for people with CP, the systematic review revealed significant limitations in study design (only 2 randomised control trials). High-quality research that measures outcomes across all dimensions of the ICF, and particularly at the level of participation, are needed to improve the level of empirical support for dance-based interventions.

The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning

Differences in social-emotional processing and functioning characterize children with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Anxiety Disorders. These can contribute to difficulties forming friendships and secondary challenges such as academic underachievement, depression, and substance use in adolescence. To be optimally successful, interventions typically require parents and teachers to have a shared understanding of a child's social-emotional needs and use consistent support strategies across home and school environments. However, research is yet to examine the effect that clinic-based programs have on parent-teacher agreement regarding children's social-emotional functioning. To the authors' knowledge, this is the first published study to explore this. A sample of eighty-nine youth (aged 8 to 12 years) with ASD, ADHD, and/or an Anxiety Disorder participated in the Secret Agent Society Program. The Social Skills Questionnaire and Emotion Regulation and Social Skills Questionnaire were administered to parents and teachers at pre-program, post-program, and six-month follow-up. Parent-teacher agreement was assessed at each time point. Pearson Product Moment correlations and intraclass correlations indicated that parent-teacher agreement on the measures of children's social-emotional functioning improved over time. These findings suggest that clinic-based programs can contribute to key stakeholders developing a shared understanding of children's social-emotional needs. The implications of these findings and directions for future research are discussed.

Self-reported hearing and awareness of age-related change : Adomain-specific perspective.

Impaired hearing is associated with disadvantages in developmental outcomes, such as compromised everyday social communication or reduced well-being. Hearing impairment might also have an impact on how individuals evaluate their own aging as deterioration in hearing can be interpreted as being age-related and as aphenomenon individuals attribute to getting older. This study investigated how self-reported hearing is related to awareness of age-related change (AARC). AARC is amultidimensional construct comprising perceived age-related gains and losses in general as well as across five functional domains (health and physical functioning, cognitive functioning, interpersonal relations, social cognitive and social emotional functioning, lifestyle and engagement). Asample of 423individuals (age range 40-98years; mean age, M = 62.9years; standard deviation (SD) = 11.8years) was assessed up to 3times over approximately 5years. Based on longitudinal multilevel regression models, controlling for age, gender, subjective health and education, it was found that poorer self-reported hearing was associated with more perceived general AARC losses as well as with more AARC losses in health and physical functioning and in cognitive functioning at baseline. With an older age at baseline, poorer self-reported hearing was associated with a steeper decline in AARC gains regarding interpersonal relations over time, whereas in those who were younger at baseline poorer hearing was related to fewer gains in social cognitive and social emotional functioning at baseline. Self-reported hearing reveals differential associations with AARC domains; however, changes in most AARC domains of gains and losses seem to be only weakly related to subjective hearing.

Virtual delivery of improvisational movement and social engagement interventions in the IMOVE trial during the COVID-19 pandemic

BackgroundIMOVE evaluated the contributions of movement and social engagement to quality of life, brain network connectivity, and motor and social-emotional functioning in people with early-stage Alzheimer's disease participating with a caregiver. In response to COVID-19 restrictions, a pilot study was conducted to assess integrity of key elements of the intervention and feasibility of virtual intervention delivery. MethodsParticipants in the parent study were randomized to one of 4 study conditions (Movement Group [MG], Movement Alone [MA], Social Group [SG], or Usual Care [UC; control]). To test virtual adaptations of each condition, groups of three participant-caregiver dyads (6 individuals) who had completed the parent trial participated in virtual adaptation classes. We adopted an engineering-inspired, rapid refinement model to optimize virtual interventions on the dimensions of social connectedness, fun, and physical exertion. After completing one iteration, participants gave feedback and adjustments were made to the intervention. This process was repeated until no further adjustments were needed. ResultsThe MA arm easily transitioned to virtual format. The virtual MG intervention required the most iterations, with participants reporting needs for additional technology support, higher level of physical exertion, and stronger social connection. The virtual SG intervention reported good social connection, but needed additional technology instruction and measures to promote equal participation. ConclusionsOur pilot study results underscore the feasibility of delivering remote social and/or dance interventions for older adults and provide a useful road map for other research teams interested in increasing their reach by adapting in-person group behavioral interventions for remote delivery.

Associations between attentional biases to fearful faces and social-emotional development in infants with and without an older sibling with autism

During the first year of life, infants become increasingly attuned to facial emotion, with heightened sensitivity to faces conveying threat observed by age seven months as illustrated through attentional biases (e.g., slower shifting away from fearful faces). Individual differences in these cognitive attentional biases have been discussed in relation to broader social-emotional functioning, and the current study examines these associations in infants with an older sibling with autism spectrum disorder (ASD), a group with an elevated likelihood of a subsequent ASD diagnosis (ELA; n = 33), and a group of infants with no family history of ASD who are at low likelihood of ASD (LLA; n = 24). All infants completed a task measuring disengagement of attention from faces at 12 months (fearful, happy, neutral), and caregivers completed the Infant-Toddler Social and Emotional Assessment at 12, 18, and/or 24 months. For the full sample, greater fear bias in attention disengagement at 12 months related to more internalizing behaviors at 18 months, and this was driven by the LLA infants. When examining groups separately, findings revealed that LLA with a greater fear bias had more difficult behaviors at 12, 18, and 24 months; in contrast, ELA showed the opposite pattern, and this was most pronounced for ELA who later received an ASD diagnosis. These preliminary group-level findings suggest that heightened sensitivity to fearful faces might serve an adaptive function in children who later receive an ASD diagnosis, but in infants with no family history of ASD, increased biases might reflect a marker of social-emotional difficulties.

Acne symptoms and impact of acne on social functioning, emotional functioning, and activities of daily living (ADL) among pediatric patients with moderate to severe non-nodular Acne Vulgaris (AV) in community practices across the U.S: PROSES study

Objective: Evaluate patient self-perceived AV symptoms and impact of AV on emotional/social functioning and ADL, among pediatric patients with AV in community practices across the U.S. Methods: Single-arm, prospective cohort study (PROSES) was conducted with moderate-to-severe non-nodular AV patients >9yrs who were prescribed sarecycline in real-world U.S community practices. Validated ASIS questionnaire (with Signs and Impact (emotional & social) domains) and an Expert Panel Questionnaire (EPQ; emotional functioning (items 1-4), social functioning (items 5-7), and ADL (items 8-11)) were completed by patients (>12yrs) and caregivers (for patients 9-11yrs) at baseline and week-12. All items were scored on five-point adjectival response scale (score: 0 (no burden/impact) – 4 (most burden/impact)); a higher ASIS domain score indicate severe symptoms or negative impact of AV. ASIS domain scores and proportion of patients reporting score=2/3/4 (moderate to high burden/impact) for EPQ items at baseline for pediatric age strata (Grp1: age 9-11yrs, Grp2: age 12-17yrs) was analyzed. Results: A total of 101 pediatric patients with AV were included in the analysis (mean age: 14.81yrs; age Grp1: 3.96%, age Grp2: 96.04%; female: 49.50%; white/Caucasian: 78.22%; Hispanic/Latino/Spanish origin: 30.69%). At baseline, patients reported moderate AV burden in most domains, as depicted by: signs domain scores of Grp1: 2.00, Grp2: 1.92; emotional impact subdomain scores of Grp1: 2.00, Grp2: 2.02; social impact subdomain scores of Grp1: 0.25, Grp2: 0.28. From EPQ items, proportion of patients reporting score=2/3/4 (moderate to severe burden) within age strata at baseline were: patients’ mood/anger (EPQ1)- Grp1: 25.00%, Grp2: 41.24%; worries about AV worsening (EPQ2)- Grp1: 50.00%, Grp2: 74.23%; thinking about acne (EPQ3)- Grp1: 50.00%, Grp2: 75.26%; level of acne worries (EPQ4)- Grp1: 50.00%, Grp2: 64.95%; patients’ social media/’selfie’ activity (EPQ5)- Grp1: 50.00%, Grp2: 37.11%; impact on real-life plans (EPQ6)- Grp1: 25.00%, Grp2: 27.84%; efforts to hide AV (EPQ7)- Grp1: 75.00%, Grp2: 63.92%; picked-on/judged due to AV (EPQ8)- Grp1: 25.00%, Grp2: 26.80%; ability to reach future goals (EPQ9)- Grp1: 25.00%, Grp2: 16.49%; parent understanding of AV concerns (EPQ10)- Grp1: 75.00%, Grp2: 82.47%; sleep impact (EPQ11)- Grp1: 50.00%, Grp2: 20.62%. Conclusion: Moderate to severe AV burden and psychosocial impact was observed in this prospective cohort of pediatric patients with AV in the U.S. Emotional impact and social impact of AV were more pronounced across the pediatric age groups.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

A Pilot Assessment of the Effects of HIV and Methamphetamine Dependence on Socially Dysregulated Behavior in the Human Behavioral Pattern Monitor.

Deficits in social cognition are seen in both people living with HIV (PWH) and people with a history of methamphetamine (METH) dependence. Dually affected individuals may experience additive negative effects on social cognition due to these conditions. We evaluated social cognition in 4 diagnostic groups (HIV-/METH-, HIV-/METH+, HIV+/METH-, HIV+/METH+). First, we used traditional social-emotional functioning assessments, the Difficulties in Emotion Regulation Scale and the Faux Pas Task, to determine any significant effects of METH dependence and HIV on social cognition. Next, we quantified social cognition using the Human Behavioral Pattern Monitor by evaluating social behavior represented by interaction with novel objects. METH dependence significantly affected social-emotional functions and HIV significantly affected on object interactions, however no significant additive effects were observed using these methods. The nuanced relationship between HIV and METH dependence suggests that other factors (i.e., adaptive life skills) likely mediate social cognition-related behaviors.

Linking early head start children's social-emotional functioning with profiles of family functioning and stress.

This study examined profiles of family functioning, stress, psychological well-being, and social support in families participating in early head start; family characteristics that relate to profile membership; and the relationship of profiles to child social-emotional functioning. Because families' levels of functioning and well-being vary widely within low-income samples, we used a person-centered approach to understand how variations among families are linked with children's social-emotional skills. Our latent profile analysis of a sample of 246 families identified three profiles of family functioning and well-being: low stress, high family functioning (63%); moderate family stress, low family functioning (25%); and high psychological distress and parenting stress (12%). Children's social-emotional functioning, both social competence and problem behavior, related to profile membership. Children in the low stress, high family functioning profile displayed the most optimal social-emotional skills. These results highlight the importance of supporting family functioning and decreasing family stress to influence young children's positive behaviors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Social-Emotional Development of Children in Asia: A Systematic Review.

There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarizes existing studies on children's social-emotional development in Asia. We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, primarily the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 28, 62.2%). Six themes emerged, including (a) social-emotional development (overall) (n = 24, 53.3%); (b) social competence (n = 7, 15.6%); (c) emotional development (n = 5, 11.1%); (d) social-emotional learning (n = 3, 6.7%); (e) problem behavior (n = 3, 6.7%); (f) self-regulation (n = 2, 4.4%); and (g) both social-emotional learning and problem behavior (n = 1, 2.2%). The findings highlighted the paucity of studies, the need for examining more diverse variables in a similar population, and the low quality of intervention studies in social-emotional research in Asia. Research gaps indicate the need for more social-emotional and ethnocultural studies in other Asian regions. Parent and teacher knowledge of children's social-emotional functioning should be examined more closely in future research.

The impact of a respite volunteer ‘buddy’ programme on behavioural and psychological well‐being in young carers

AbstractYoung carers often face a great amount of emotional burden and have high practical and social responsibilities. The role of being a young carer is associated with behavioural, developmental, physical and psychosocial problems that may not only affect the individual in childhood but also in adulthood. The aim of this study was to investigate the effect of a Danish respite volunteer programme called The Buddies for Children and Youngsters Programme on young carers' (n = 49; aged 6–16) social–emotional functioning. A pre–post‐design was applied, and data were collected through the parent version of the strengths and difficulties questionnaire (SDQ), here with an impact supplement at baseline and at the end of the programme (after 4 months). The programme showed a positive impact on emotional symptoms, hyperactivity symptoms, conduct problems, peer problems, prosocial aspects and impact aspects, with mean differences values of −2.50 (p = .000), −0.62 (p = .271), −1.18 (p = .000), −0.74 (p = .008), 0.62 (p = .004) and −0.88 (p = .007), respectively. Furthermore, a large effect was found for the total difficulties score: −5.03 (p = .000). In conclusion, the programme seems promising considering its effect on young carers' social–emotional functioning. However, future research should include comparative studies with a longer duration.