Socioemotional Outcomes Research Articles

Coregulation between parents and elementary school-aged children in response to challenge and in association with child outcomes: A systematic review.

Parent-child coregulation, the active dyadic adaptation of biological states, behaviors, and emotions, is an important developmental process. Especially in challenging situations, children need coregulatory support from their parents, which supports the formation of their self-regulation skills. While research has established that coregulation occurs in various contexts across the developmental period, less is known about what constitutes coregulation in terms of child adjustment and the contextual factors that affect coregulation. This systematic review examined what constitutes parent-child coregulation in response to an experimentally induced challenge and in association with child socioemotional outcomes. Systematic searches were conducted in Web of Science, APA PsycInfo, and PubMed, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Fourteen full-text, peer-reviewed, empirical journal articles that were available in English were included. Children were between the ages of 3 and 12 (Mage = 5.37 years, 44%-100% male, 6.3%-90% White). Findings indicate that behavioral and emotional coregulation in response to challenge is positively associated with better child self-regulation. Coregulation associated with positive child outcomes seems to be characterized by high flexibility and dyadic synchrony in mutually responsive and engaged states. Findings regarding physiological coregulation suggest that high levels of physiological synchrony can be maladaptive for child outcomes in the presence of risk (e.g., poverty, maltreatment). In addition, this review highlighted the current ambiguity surrounding the diverse terminologies and concepts used to measure coregulation. The findings of this review reveal a significant link between parent-child coregulation and child socioemotional outcomes, while supporting the idea that contextual factors need to be considered to understand its significance. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Intolerance of Uncertainty as a Central Influence on Social Media Use: A School-Based Program for Adolescents.

This study evaluated a classroom program to address Intolerance of uncertainty (IU) in secondary school students in Australia. IU is a transdiagnostic vulnerability factor for a range of psychological difficulties. A universal classroom program aimed to increase student understanding of feelings of uncertainty and explored socioemotional factors that could influence behaviors when facing uncertainty. Classroom teachers in two high schools were trained to deliver an 18-lesson program under naturalistic classroom conditions. Relative to the control group, the intervention lowered IU at post-test, but not at a later follow-up. The only socioemotional outcome measure to demonstrate a concurrent change was social media use. Limitations of the study were associated with the naturalistic classroom intervention, including the high level of attrition. Future studies may need to address broader factors in the students' context that could influence intolerance of uncertainty.

Adverse Childhood Experiences and Socioemotional Outcomes of Children Born Very Preterm

ObjectiveTo examine whether adverse childhood experiences (ACEs) confer risk for socio-emotional problems in children born very preterm (VPT) Study designAs part of a longitudinal study, 96 infants born VPT at 23-30 weeks of gestation were recruited from a level III neonatal intensive care unit and underwent follow-up at ages 2 and 5 years. Eighty-three full-term (FT, 37-41 weeks gestation) children were recruited from an adjoining obstetric service and the local community. ACEs were assessed with the Child Life Events Scale at age 2 and Preschool Age Psychiatric Assessment at age 5. At age 5, internalizing, externalizing, and Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms were assessed with the Child Behavior Checklist and Conner’s Rating Scale-Revised, respectively. Covariates including socioeconomic disadvantage, maternal distress, and parent ADHD symptoms were assessed at the 2- and/or 5-year follow-up. Mediation and moderation analysis, accounting for family clustering, examined associations between birth group, ACEs, and socio-emotional outcomes. ResultsAfter covariate adjustment, children born VPT experienced more ACEs (p<0.001), particularly medical ACEs (p<0.01), and had worse ADHD and internalizing outcomes (p<.05) than FT children. ACEs mediated the association between birth group and ADHD outcomes (95% CIs: 0.11 – 4.08). There was no evidence of mediation for internalizing outcomes. Higher parent ADHD symptoms (p<.001) and maternal distress (p<.05) were associated with poorer internalizing outcomes. ConclusionsScreening for childhood ACEs should be embedded in the follow-up care of children born VPT and their families. Strategies to screen for and address parent psychosocial functioning may be important to support children’s socio-emotional development.

Socioeconomic status, linguistic skills and language background differentially relate to preschoolers' emotional and behavioural profile.

Proximal and distal factors interact to shape children's development and well-being. The present study aimed to examine socioeconomic status (SES), linguistic skills, and language background as concurrent predictors of socio-emotional and behavioural outcomes in heritage bilingual and monolingual children attending preschool. Parents of 1810 children (mean age = 63.42 months ± 7.36), attending preschool in Italy, completed the Four Factor Index of SES and the Strengths and Difficulties Questionnaire (SDQ). Teachers (n = 99) completed a questionnaire on children's linguistic skills and emotional and behavioural profiles. A subsample of 995 children was administered an expressive vocabulary task in Italian. Regression analyses showed that linguistic skills were the only concurrent predictor of conduct problems, as well as the dominant predictor of hyperactivity/impulsivity, peer problems, and better prosocial behaviour. SES was negatively related to ADHD traits, peer problems, and prosocial behaviour. Finally, heritage bilingualism background was associated, although not as a primary predictor, with increased emotional problems, peer relationship problems, and lower teacher-rated emotional and behavioural skills. However, it was the main factor positively associated with prosocial behaviour. The implications of these findings for research in this area and for educational policy are discussed, highlighting the need for a multidimensional perspective that includes linguistic skills and SES in the assessment of children's emotional and behavioural outcomes.

Parental Discretionary Influence on their Children's Manner of Learning English Language

Parents serve as the first and most influential educators in a child's life, shaping their attitudes towards learning, fostering a supportive home environment conducive to academic success, and instilling crucial values such as perseverance and resilience. Beyond academic achievement, parental involvement contributes to the holistic development of students by promoting positive socio-emotional outcomes. When parents actively participate in their children's education, they provide a sense of security, support, and encouragement that bolsters their self-esteem and confidence This exploratory study delved into the concept of parental discretion in education and learning the English language. Purposive sampling (n=16) was carried out to sample the parents based on several demographic profiles i.e., educational background, monthly income, work, number of children, and language/dialects at home. Narratives from one-one-one interview were the primary data in this study. Findings indicated that parental discretion was characterized by (i) understanding child’s needs, (ii) adaptation, (iii) flexibility, (iv) autonomy, (v) supportive environment, (vi) reflection. Parents design their support strategies to their child's developmental stage, cognitive ability, and sociocultural milieu, trying to provide an adapted and helpful learning environment. Parents who exercise assessment in selecting learning materials and media content assure alignment with their child's educational goals and interests, which fosters engagement and facilitated effective learning. This study examined parental discretion in many different circumstances, stressing its significance in maximizing parent-child educational interactions and providing the framework for future research and practice.

Do parents show interpersonally oriented socialization practices for adolescents' negative emotions? Through the lens of Chinese families.

This research proposes a new framework called interpersonally oriented parental emotion socialization (inter-PES) practices to address parental socialization of adolescents' interpersonal emotional processing. This framework captures parents' interpersonal perspectives when their adolescent children experience negative emotions resulting from social interactions. In Study 1, parents (n = 925; 84.54% females; Mage = 39.86 years, SD = 4.37) recalled their PES practices. Content analysis of parents' narratives showed four components of inter-PES: perspective-taking, positive attributions to others, negative attributions to others, and concern for others. In Study 2, parents (n = 536; 57.98% females; Mage = 42.84 years, SD = 4.01) evaluated their own parenting behaviors on a newly developed scale to measure the four components mentioned above. Factor analysis supported the four-factor structure. Moreover, the four subscales demonstrated good reliabilities. In Study 3, adolescents (n = 864; 45.97% females; Mage = 14.50 years, SD = 0.77) reported their perceived maternal inter-PES using the same scale, and factor analysis again confirmed the four-factor structure. Study 3 also showed that the four components of inter-PES reported by adolescents were related to their perceptions of other commonly assessed maternal parenting variables and self-reported socioemotional development. Overall, this research develops a new tool for studying inter-PES and reveals new avenues for future research on how parents' interpersonal perspectives during emotional socialization may relate to adolescents' socioemotional outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

ECMO Survivors' Reflections on Their ICU Experience and Recovery.

As pediatric mortality improves, approaches to pediatric critical care now focus on understanding long-term implications of survivorship on patients and families. We aimed to characterize how patients recall time spent sedated and recovering to identify areas for improvement in patient outcomes. We undertook qualitative analysis using semistructured interviews of pediatric patients requiring extra-corporeal support in our intensive care units from 2018 to 2023. All patients were English-speaking, >12 years old at time of hospitalization, and able to communicate at an age-appropriate level. Priority sampling was given to those with more recent hospitalizations to improve recall. Interviews were recorded and transcribed before thematic, inductive analysis. Forty-one patients met inclusion criteria; 14 patients were enrolled before achieving thematic saturation. Several themes emerged, centering on cognitive, physical, and socioemotional experiences during and after hospitalization. Notable findings include profound awareness under sedation, impaired sleep, challenges with communication, physical discomfort, frustration with activities of daily living limitations, and gratitude for provider and family presence. Postdischarge, patients highlighted persistent memory, concentration, sleep, and physical impairments, as well as emotional processing of their illness and mortality. Our findings describe how pediatric critical illness impacts short and long term cognitive, physical, and socioemotional outcomes for children in the ICU. Future research is necessary to study if there are specific, modifiable factors in patients' care that impacts their experience of critical illness, such as specific medication choices, diagnoses, communication styles, or physical and speech therapy interventions.

The relationship between kinship and foster placement on mental health indicators in children and youth seeking treatment

BackgroundChildren living in both kinship and foster care placements often face considerable adversity. It is possible that these placements can have differential impacts on children’s socioemotional, psychological, and educational outcomes and well-being. ObjectiveThis study examined the similarities and differences between children and youth who reside in kinship placements and those who reside in foster placements. Specifically, similarities and differences in children's mental health care and service requirements, as well as their family's strengths and resources were explored to better understand the needs of children placed in out-of-home care. ParticipantsThe final sample included assessments from 5356 treatment-seeking children, ages three to 18 years old, from across 66 select mental health agencies in Ontario. MethodsChildren were assessed using the interRAI ChYMH, the ChYMH-S, or the ChYMH-DD. These assessments include a variety of embedded evidence-informed scales and algorithms to examine the mental health needs, preferences and strengths of these vulnerable children. ResultsCompared to children in kinship placements, children in foster care were more likely to: (a) exhibit greater externalizing symptoms, (b) display concerns regarding sexual behaviour, (c) encounter trauma, and (d) experience more polyvictimization. No differences were found in terms of spirituality and cultural connectedness. Additionally, kinship caregivers tended to experience greater distress, compared to foster caregivers. ConclusionsFindings from this study highlight important areas where children residing in out-of-home care, particularly those in foster care, require increased access to mental health resources and support. Furthermore, trauma-informed care should always be at the forefront when working with foster and kinship care children and their families.

The degenerate coding of psychometric profiles through functional connectivity archetypes.

Degeneracy in the brain-behavior code refers to the brain's ability to utilize different neural configurations to support similar functions, reflecting its adaptability and robustness. This study aims to explore degeneracy by investigating the non-linear associations between psychometric profiles and resting-state functional connectivity (RSFC). The study analyzed RSFC data from 500 subjects to uncover the underlying neural configurations associated with various psychometric outcomes. Self-organized maps (SOM), a type of unsupervised machine learning algorithm, were employed to cluster the RSFC data. And identify distinct archetypal connectivity profiles characterized by unique within- and between-network connectivity patterns. The clustering analysis using SOM revealed several distinct archetypal connectivity profiles within the RSFC data. Each archetype exhibited unique connectivity patterns that correlated with various cognitive, physical, and socioemotional outcomes. Notably, the interaction between different SOM dimensions was significantly associated with specific psychometric profiles. This study underscores the complexity of brain-behavior interactions and the brain's capacity for degeneracy, where different neural configurations can lead to similar behavioral outcomes. These findings highlight the existence of multiple brain architectures capable of producing similar behavioral outcomes, illustrating the concept of neural degeneracy, and advance our understanding of neural degeneracy and its implications for cognitive and emotional health.

The role of maternal postmigration living difficulties in intergenerational trauma transmission among asylum-seeker mother-child dyads: Exploring complex posttraumatic stress disorder as a mechanism.

Among forcibly displaced people, maternal trauma and stress have been implicated in poor child socioemotional outcomes via intergenerational trauma transmission. This study explored the role of maternal postmigration living difficulties (PMLD) in the pathway linking maternal trauma, trauma-related psychopathology, and child socioemotional outcomes among mother-child dyads seeking asylum in a high-risk urban setting. Participants were East African (Eritrean) mothers (N = 127) of preschool-aged children seeking asylum in Israel. Using moderated mediation analysis, we tested whether and how PMLD may moderate the mediating role of current maternal International Classification of Diseases, 11th revision (ICD-11) posttraumatic stress disorder (PTSD) and complex posttraumatic stress disorder disturbances in self-organization (DSO) symptoms between past maternal trauma exposure and current postdisplacement child internalizing and externalizing difficulties. Children's direct exposure to adverse life experiences was controlled for. Maternal PTSD symptoms mediated the association between past maternal trauma exposure and child internalizing difficulties, but not externalizing difficulties, across all levels of current maternal PMLD. However, maternal DSO symptoms mediated internalizing and externalizing child outcomes, but only among mothers reporting high levels of current PMLD. This study provides novel evidence that PMLD may amplify the toxicity of past maternal trauma exposure for poor child socioemotional outcomes via ICD-11 DSO symptoms. The intergenerational transmission pathway via the narrower fear-based ICD-11 PTSD, however, is independent of the degree of maternal PMLD. Findings suggest that policies designed to buffer intergenerational trauma transmission among forcibly displaced people may need to consider the toxicity of PMLD as well as enable mothers to heal from PTSD. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Reminiscing Goals and Behavior as Predictors of Child Psychological Functioning

ABSTRACT Research has shown links between parent-child emotion reminiscing and socio-emotional outcomes, yet little research has investigated why parents talk about emotions with their children and how this relates to children’s development. The purpose of this study was to explore how parents’ self-reported goals and observed behavior in emotion reminiscing predict children’s psychological functioning. Recruited from both clinical and community settings in Australia, 54 children aged 8–12-years old engaged in an emotion reminiscing conversation task with their parent. Conversations were coded on emotion and elaborative quality. Parents reported their reminiscing goals using the Caregiver Reminiscing Scale-Revised (CRS-R), and both parent and child reported on the child’s psychological functioning. After including associated covariates, six hierarchical regression models were conducted to assess for unique associations of parents’ goals and behavior with each of the child’s psychological functioning indicators. Child-reported internalizing difficulties (C-INT) were predicted by peer relationship goals, whereas parent-reported internalizing (p-INT) and externalizing difficulties (p-EXT) were uniquely predicted by behavior control goals. Emotion comprehension was uniquely predicted by memory skill goals, and cognitive errors were uniquely predicted by children’s emotion exploration during emotion reminiscing. Rumination was not uniquely predicted by reminiscing goals or behavior. This study highlights the importance of considering parents’ emotion reminiscing goals: for future longitudinal research, and in reminiscing interventions for children with mental health difficulties.

Machine Learning for the Identification of Key Predictors to Bayley Outcomes: A Preterm Cohort Study.

The aim of this study was to understand how neurological development of preterm infants can be predicted at earlier stages and explore the possibility of applying personalized approaches. Our study included a cohort of 64 preterm infants, between 24 and 34 weeks of gestation. Linear and nonlinear models were used to evaluate feature predictability to Bayley outcomes at the corrected age of 2 years. The outcomes were classified into motor, language, cognitive, and socio-emotional categories. Pediatricians' opinions about the predictability of the same features were compared with machine learning. According to our linear analysis sepsis, brain MRI findings and Apgar score at 5th minute were predictive for cognitive, Amiel-Tison neurological assessment at 12 months of corrected age for motor, while sepsis was predictive for socio-emotional outcome. None of the features were predictive for language outcome. Based on the machine learning analysis, sepsis was the key predictor for cognitive and motor outcome. For language outcome, gestational age, duration of hospitalization, and Apgar score at 5th minute were predictive, while for socio-emotional, gestational age, sepsis, and duration of hospitalization were predictive. Pediatricians' opinions were that cardiopulmonary resuscitation is the key predictor for cognitive, motor, and socio-emotional, but gestational age for language outcome. The application of machine learning in predicting neurodevelopmental outcomes of preterm infants represents a significant advancement in neonatal care. The integration of machine learning models with clinical workflows requires ongoing education and collaboration between data scientists and healthcare professionals to ensure the models' practical applicability and interpretability.

Maternal symptoms of prenatal depression predict context-incongruent negative emotion in infants.

Prenatal symptoms of depression in mothers are associated with infants' emotional reactivity. Context-incongruent reactivity, comprising mismatches between the eliciting context and emotional reactions, predicts negative long-term socioemotional outcomes in children. However, the etiology of context-incongruent reactivity is largely unknown, obscuring a full understanding of its potential role as a vulnerability in models outlining the transmission of risk for emotion difficulties from mothers to offspring. We tested mothers' (N = 92) prenatal depressive symptoms as prospective predictors of infants' context-incongruent emotion. Greater prenatal symptoms predicted more context-incongruent negativity in infants even when controlling for context-congruent affect. Findings demonstrate a novel utility of context-incongruent emotion as one possible vulnerability linking mothers' prenatal depression to socioemotional difficulties in offspring. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Cognitive Architecture of Infant Attachment.

Meta-analytic evidence indicates that the quality of the attachment relationship that infants establish with their primary caregiver has enduring significance for socioemotional and cognitive outcomes. However, the mechanisms by which early attachment experiences contribute to subsequent development remain underspecified. According to attachment theory, early attachment experiences become embodied in the form of cognitive-affective representations, referred to as internal working models (IWMs), that guide future behavior. Little is known, however, about the cognitive architecture of IWMs in infancy. In this article, we discuss significant advances made in the field of infant cognitive development and propose that leveraging insights from this research has the potential to fundamentally shape our understanding of the cognitive architecture of attachment representations in infancy. We also propose that the integration of attachment research into cognitive research can shed light on the role of early experiences, individual differences, and stability and change in infant cognition, as well as open new routes of investigation in cognitive studies, which will further our understanding of human knowledge. We provide recommendations for future research throughout the article and conclude by using our collaborative research as an example.

The association between maternal sleep and circadian rhythms during pregnancy and infant sleep and socioemotional outcomes.

Studies have established that maternal sleep and circadian rhythm disturbances during pregnancy are associated with poor prenatal and perinatal outcomes for mothers and offspring. However, little work has explored its effects on infant sleep or socioemotional outcomes. The current study examined the relationship between maternal sleep and circadian rhythm disturbances during pregnancy and infant sleep and socioemotional outcomes in a diverse sample of N = 193 mothers and their infants (51% White; 52% Female; Mage = 11.95months). Maternal sleep and circadian rhythms during pregnancy were assessed using self-reports and actigraphy. Mothers reported on infants' sleep and socioemotional outcomes when infants were one year old. When controlling for infant sex, age, gestational age at birth, family income-to-needs ratios, and maternal depression, mothers who reported more sleep problems during pregnancy had infants with more sleep disturbances when they were one year old. Moreover, mothers who had later sleep timing (i.e., went to bed and woke up later, measured via actigraphy) during pregnancy had infants with more dysregulation (e.g., increased feeding difficulties, sensory sensitivities) and externalizing problems, and mothers with increased intra-daily variability in rest-activity rhythms (as measured via actigraphy) had infants with more externalizing problems. Findings suggest that maternal sleep and circadian rhythm disturbances during pregnancy may be a risk factor for infant sleep problems and socioemotional difficulties.

High-quality early care and education for low-income families: Toddlers' cognitive and emotional functioning during the COVID-19 pandemic.

High-quality early care and education (ECE) programs are associated with positive outcomes, especially for children from low-income families. During the initial COVID-19 pandemic lockdown many of these families faced an abrupt halt to ECE. Here, we examined how toddlers from economically disadvantaged backgrounds enrolled in high-quality ECE programs in the United States during the 2020 pandemic (n=48) fared on cognitive and socioemotional outcomes compared to a 2019 pre-pandemic cohort (n=94) and a pandemic 2021 cohort (n=132). Toddlers in the 2020 cohort scored significantly lower on executive function compared to toddlers in 2019 and 2021 cohorts. Toddlers in the 2020 cohort had higher ratings self-regulation compared to the pre-pandemic cohort, but not 2021 cohort. There were no differences on attachment ratings between cohorts. Findings suggest that the abrupt halt to ECE programs due to the COVID-19 pandemic impacted US toddlers' cognitive and socioemotional abilities. This underscores the importance of continued high-quality ECE for infants and toddlers from low-income families during disruptive times. Further work is needed to investigate the long-term impacts of experiencing an abrupt halt to ECE due to COVID-19.

Maternal contingent responsiveness moderates temperamental risk to support adaptive infant brain and socioemotional development across the first year of life.

In the first few months of life, infants display intriguing individual differences in how they react to novel stimuli in their environment. Infant "negative reactive" tendencies have been robustly linked to resting brain activity profiles that confer risk for maladaptive socioemotional outcomes. The present study examines whether and how caregiver behavior in early infancy may interact with infant negative reactivity to alter the extent to which such tendencies predict risk-related brain activity profiles. In the present study, 51 mothers (all White; age M = 32 years, SD = 3; 70.8% monthly household income > 3,400 U.S. dollars) and their infants (39.2% female at birth) participated. We measured infant negative reactivity and maternal contingent responsiveness to infant's gaze during mother-infant interactions at age 4 months. At 10-11 months, we assessed infants' resting electroencephalographic (EEG) 6-9 Hz frontal asymmetry (a marker of risk for maladaptive regulatory behaviors and withdrawal), infant fearful withdrawal, and infant empathic behavior. We found that maternal contingent responsiveness to 4-month-old infant's gaze in naturalistic interactions moderated the relation between 4-month infant negative reactivity and 11-month resting EEG asymmetry. Results suggest that maternal contingent responsiveness alters the extent to which early reactive tendencies end up "embedded" in infant brain activity profiles. Exploratory analyses revealed that the interaction between maternal contingent responsiveness and infant reactivity predicting infant resting EEG asymmetry, in turn predicted infants' fearful withdrawal and empathic behaviors also assessed at 10-11 months. Findings demonstrate the critical buffering role of maternal contingent responsive behaviors in reducing potential maladaptive neural and socioemotional outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Comparing temporal changes and predictors of different types of mental health and socio-emotional wellbeing outcomes during COVID-19: an overlapping panel study of Spanish residents

ObjectivesFew panel studies have investigated how different types of mental health (MH) and socio-emotional wellbeing (SEW) outcomes have changed during the pandemic and if their burden has been equally distributed at the population-level. We aimed to examine temporal changes in these outcomes and their socio-ecological predictors using panel data.Study designLongitudinal population-based survey with overlapping panels.MethodsAnalyses were carried out using four measurements of data from the Health and Social Survey (April 2020 to April 2021). Participants included Andalusian (Spanish) residents aged 16 years or older who participated in all four measurements (n = 1223). Seven dichotomous MH and SEW outcomes, as well as several socio-ecological predictors informed by a conceptual model, were examined in descriptive and multivariate analyses.ResultsUnadjusted odds of regular/bad perceived mental health (vs. excellent/very good/good), low socio-emotional wellbeing (vs. regular), low happiness (vs. regular), and feeling anxious (vs. not feeling anxious) decreased significantly from the first to the second measurement; however, in the fourth, low socio-emotional wellbeing significantly increased while low optimism decreased. Considering varying coefficients, objectively measured COVID-19 status and self-reported severity levels of the infection were statistically significant. Health status, social support, and household financial difficulty predicted higher adjusted odds in most of the seven assessed outcomes.ConclusionsSignificant temporal variations in MH and SEW outcomes, along with their predictors, were observed during the first year of the pandemic. Some of these outcomes worsened as the pandemic progressed, whereas others improved. Findings also suggest that some individuals such as those experiencing poor health, limited social support, and low socioeconomic status are disproportionately impacted.

Systematic Review on Socio-Emotional Skills, Academic Performance and Socio-Emotional Well-Being in Latin America

The objective of this study is to offer a comprehensive analysis of interventions aimed at improving socio-emotional capabilities in Latin America. The main objective will be to evaluate the impact of these treatments on the academic performance and socio-emotional well-being of students. Extensive research was carried out in academic databases such as Scopus, SciELO, WEB OF SCIENCE. Inclusion criteria encompassed studies that evaluated interventions targeting socioemotional capabilities in Latin American countries and presented data on academic performance and/or socioemotional well-being outcomes. Of all the investigations, eleven met the specific inclusion criteria and were thoroughly evaluated to extract relevant data. The findings suggest that treatments targeting social-emotional capabilities have a significant and beneficial impact on both academic achievement and students' social-emotional well-being. Effective therapies cover aspects of emotional development, interpersonal skills and stress management. To conclude, we affirm that these interventions are effective tools to improve the holistic development of students in the region. Research should prioritize conducting longitudinal studies and investigating cultural variations to gain a broader understanding of the effects of these interventions.

Naturalistic patterns of sustained attention across early childhood: Developmental profiles and longitudinal associations with executive functions.

The capacity to sustain attention over time develops rapidly over early childhood and is associated with socioemotional and cognitive outcomes. However, sustained attention has largely been studied in either shared or independent contexts, leading to gaps in our understanding of how trade-offs between sustained attention to shared versus individual targets may predict later outcomes. We examined this question in a longitudinal sample of 1,290 children (49% female, 43% Black), living in predominately rural, low-income regions, using a naturalistic shared picture book reading task. Children's sustained attention to individual relative to shared targets during the book reading task was measured at 24 and 35 months. Using latent profile analysis, we identified four developmental profiles of children's attentional trajectories: three of the profiles differed in the extent that children' attention shifted toward more socially directed relative to individually directed attention; a fourth profile showed atypical decreases in both socially directed and individually directed attention across development. Importantly, heterogeneity in children's attentional profiles were associated with differences in executive functions at 48 months of age. Specifically, children who showed greater relative increases in socially directed attention had higher executive functions performance, whereas children with atypical decreases in attention showed substantial deficits in this domain. These findings reveal distinct longitudinal patterns of sustained attention in naturalistic contexts and show that heterogeneity in these patterns are robust predictors of subsequent executive functions. This person-centered approach provides novel insights into how quantitative and qualitative changes in attention may impact executive functions development and may help identify children at risk for nonnormative trajectories. (PsycInfo Database Record (c) 2024 APA, all rights reserved).