Academic literature on the topic 'Psychology, social and behavioural aspects, n.e.c'

The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain. Learning, Culture and Social Interaction, 13, 90–103. https://doi.org/10.1016/j.lcsi.2017.03.002 Breaux, R. P., Harvey, E. A., & Lugo-Candelas, C. I. (2016). The Role of Parent Psychopathology in Emotion Socialization. Journal of Abnormal Child Psychology, 44(4), 731–743. PubMed. https://doi.org/10.1007/s10802-015-0062-3 Capurso, M., & Ragni, B. (2016). Bridge Over Troubled Water: Perspective Connections between Coping and Play in Children. Frontiers in Psychology, 7, 1953. https://doi.org/10.3389/fpsyg.2016.01953 Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237. https://doi.org/10.1080/01933922.2016.1197350 Chilingaryan, K., & Zvereva, E. (2020). Edutainment As a New Tool for Development. JAEDU- International E-Journal of Advances in Education, 16, 9. Chiu, M. M., & Chow, B. W. Y. (2011). Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences. Journal of Cross-Cultural Psychology, 42(3), 516–533. https://doi.org/10.1177/0022022110381115 Chung, K. K. H., Lam, C. B., & Liew, J. (2020). Studying Children’s Social-Emotional Development in School and at Home through a Cultural Lens. Early Education and Development, 31(6), 927–929. https://doi.org/10.1080/10409289.2020.1782860 Crescenzi-Lanna, L., & Grané-Oró, M. (2016). An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight = Análisis del diseño interactivo de las mejores apps educativas para niños de ceroa ocho años. Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dandashi, A., Karkar, A. G., Saad, S., Barhoumi, Z., Al-Jaam, J., & El Saddik, A. (2015). Enhancing the Cognitive and Learning Skills of Children with Intellectual Disability through Physical Activity and Edutainment Games. International Journal of Distributed Sensor Networks, 11(6), 165165. https://doi.org/10.1155/2015/165165 Denham, S. A. (2006). Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4 Eurenius, E., Richter Sundberg, L., Vaezghasemi, M., Silfverdal, S.-A., Ivarsson, A., & Lindkvist, M. (2019). Social-emotional problems among three-year-olds differ based on the child’s gender and custody arrangement. Acta Paediatrica (Oslo, Norway: 1992), 108(6), 1087–1095. PubMed. https://doi.org/10.1111/apa.14668 Goldschmidt, T., & Pedro, A. (2019). Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa, 29(5), 474–479. https://doi.org/10.1080/14330237.2019.1665887 Guran, A.-M., Cojocar, G. S., & Dioşan, L. S. (2020). Developing smart edutainment for preschoolers: A multidisciplinary approach. Proceedings of the 2nd ACM SIGSOFT International Workshop on Education through Advanced Software Engineering and Artificial Intelligence, 20–26. https://doi.org/10.1145/3412453.3423197 Halle, T. G., & Darling-Churchill, K. E. (2016). Review of measures of social and emotional development. Measuring Social and Emotional Development in Early Childhood, 45, 8–18. https://doi.org/10.1016/j.appdev.2016.02.003 Hamada, M., & Tsubaki, M. (2021). Relationship Analysis between Children Interests and Their Positive Emotions for Mobile Libraries’ Community Development in a Tsunami Area. Qualitative and Quantitative Methods in Libraries, 31. Heller, S. S., Rice, J., Boothe, A., Sidell, M., Vaughn, K., Keyes, A., & Nagle, G. (2012). Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment. Early Education & Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hurlock, E. B. (2001). Developmental Psychology. McGraw-Hill Education. https://books.google.co.id/books?id=DiovBU8zMA4C Maitner, A. T., Mackie, D. M., Pauketat, J. V. T., & Smith, E. R. (2017). The Impact of Culture and Identity on Emotional Reactions to Insults. Journal of Cross-Cultural Psychology, 48(6), 892–913. https://doi.org/10.1177/0022022117701194 Marcelo, A. K., & Yates, T. M. (2014). Prospective relations among pre-schoolers’ play, coping, and adjustment as moderated by stressful events. Journal of Applied Developmental Psychology, 35(3), 223–233. https://doi.org/10.1016/j.appdev.2014.01.001 McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302 Mohd Yusof, A., Daniel, E. G. S., Low, W. Y., & Ab. Aziz, K. (2014). Teachers’ perception of mobile edutainment for special needs learners: The Malaysian case. International Journal of Inclusive Education, 18(12), 1237–1246. https://doi.org/10.1080/13603116.2014.885595 Mok, M. M. C. (2019). Social and emotional learning. Educational Psychology, 39(9), 1115–1118. https://doi.org/10.1080/01443410.2019.1654195 Munirah. (2018). Urgensi Pengembangan Sosial dan Emosional Anak Usia Dini. Irfani, 14(1), 19–27. Nasser, I., Miller-Idriss, C., & Alwani, A. (2019). Reconceptualizing Education Transformation in Muslim Societies: The Human Development Approach. The Journal of Education in Muslim Societies, 1(1), 3–25. JSTOR. Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227 Nurmalitasari, F. (2015). Perkembangan Sosial Emosi Pada Anak Usia Prasekolah. Psikologi UGM, 23(2). https://doi.org/10.22146/bpsi.10567 Okan, Z. (2003). Edutainment: Is learning at risk? Br. J. Educ. Technol., 34, 255–264. Pojani, D., & Rocco, R. (2020). Edutainment: Role-Playing versus Serious Gaming in Planning Education. Journal of Planning Education and Research, 0739456X2090225. https://doi.org/10.1177/0739456X20902251 Protassova, E. (2021). Emotional development in the educational preschool programs of Soviet and Post-Soviet Times. Russian Journal of Communication, 13(1), 97–109. https://doi.org/10.1080/19409419.2021.1884338 Purwanto, S. (2019). Unsur Pembelajaran Edutainment dalam Quantum Learning. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 2(2). https://doi.org/10.30659/jspi.v2i2.5149 Ren, L., Knoche, L. L., & Edwards, C. P. (2016). The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. Early Education and Development, 27(7), 875–895. https://doi.org/10.1080/10409289.2016.1151719 Rose-Krasnor, L. (1997). The Nature of Social Competence: A Theoretical Review. Social Development, 6, 111–135. Rusydi, N. A. (2018). Pengaruh Penerapan Metode Edutainment Dalam Pembelajaran Terhadap Hasil Belajar IPS Murid SD Kartika XX-1. Dikdas Matappa: Jurnal Ilmu Pendidikan Dasar, 1(2). https://doi.org/10.31100/dikdas.v1i2.281 Shodiqin, R. (2016). Pembelajaran Berbasis Edutainment [Edutainment-Based Learning]. Jurnal Al-Maqayis, 4(1). https://doi.org/doi:http://dx.doi.org/10.18592/jams.v4i1.792 Sprung, M., Münch, H. M., Harris, P. L., Ebesutani, C., & Hofmann, S. G. (2015). Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 255–265. https://doi.org/10.1080/1045988X.2021.1898319

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x Alamsyah, M. (2019). Kiat jitu meningkatkan prestasi dengan mind mapping (A. Safa, Ed.; 2nd ed.). Mitra Pelajar. Arimbi, Y. D., Saparahayuningsih, S., & Ardina, M. (2018). Meningkatkan Perkembangan Kognitif Melalui Kegiatan Mind Mapping. Jurnal Ilmiah Potensia, 3(2), 64–71. Aykac, V. (2014). An application regarding the availability of mind maps in visual art education based on active learning method. Procedia - Social and Behavioral Sciences, 174, 1859–1866. https://doi.org/10.1016/ j.sbspro.2015.01.848. Balim, A. G. (2013). The effect of mind-mapping applications on upper primary students success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education, 22(4), 337–352. https://doi.org/10.1080/10382046.2013.826543 Batdi, V. (2015). A Meta-analysis Study of Mind Mapping Techniques and Traditional Learning Methods. The Anthropologist, 20(1–2), 62–68. https://doi.org/10.1080/09720073.2015.11891724 Berman, R. A. (2007). Developing Linguistic Knowledge and Language Use Across Adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development (pp. 347–367). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757833.ch17 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16(2), 105–120. https://doi.org/10.1177/026565900001600201 Budd, J. W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35(1), 35–46. https://doi.org/10.3200/JECE.35.1.35-46 Budyawati, L. P. I. (2016). Implementasi Metode Mind Mapping untuk Meningkatkan Kemampuan Bercerita Anak kelas B di PAUD Sarin Rare Mas Ubud. Pancaran, 5(3), 1–16. Buzan, T. (2005). Mind map: The ultimate thinking tool. Thorston. Buzan, Tony. (2005). Buku Pintar Mind Map. Gramedia Pustaka Utama. Buzan, Tony. (2007). Buku Pintar Mind Map untuk Anak. Gramedia Pustaka Utama. Chang, Y. H., Chang, C. Y., & Tseng, Y. H. (2010). Trends of science education research: An automatic content analysis. Journal of Science Education and Technology, 19(4), 315–331. https://doi.org/10.1007/s10956-009-9202-2 Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375–387. Chow, J. C., & Jacobs, M. (2016). The role of language in fraction performance: A synthesis of literature. Learning and Individual Differences, 47, 252–257. https://doi.org/10.1016/j.lindif.2015.12.017 Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–263. https://doi.org/10.1016/j.cedpsych.2003.09.001 Clegg, J., Law, J., Rush, R., Peters, T. J., & Roulstone, S. (2015). The contribution of early language development to children’s emotional and behavioural functioning at 6 years: An analysis of data from the Children in Focus sample from the ALSPAC birth cohort. Journal of Child Psychology and Psychiatry, 56(1), 67–75. https://doi.org/10.1111/jcpp.12281 Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62, 279–301. https://doi.org/10.1007/s10734-010-9387-6. DePorter, B., & Hernacki, M. (2015). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Kaifa. Dhieni, N. (2008). Metode Pengembangan Bahasa. Universitas Terbuka. Dhindsa, HS., M., K., & Anderson, OR. (2011). Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Science Education Technology, 20, 186–200. https://doi.org/10.1007/s10956-010- 9245-4. Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378 Farrand, P., Fearzana, H., & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36, 426–431. Hapidin, H., Pujianti, Y., & Juniasih, I. (2019). The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 172–186. https://doi.org/10.21009/10.21009/jpud.131.13 Hendarwati, E. (2015). Peningkatan Kemampuan Bahasa Melalui Mind Mapping pada Anak TK Aisyah 29 Surabaya. Jurnal Didaktis, 12(1). Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238 Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a hierarchical mapping technique as an aid to prose processing. Contemporary Educational Psychology, 4(3), 227–237. https://doi.org/10.1016/0361-476X(79)90043-2 Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn. G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77, 95–111. Hulme, C., Nash, H. M., Gooch, D., Lervåg, A., & Snowling, M. J. (2015). The Foundations of Literacy Development in Children at Familial Risk of Dyslexia. Psychological Science, 26(12), 1877–1886. https://doi.org/10.1177/0956797615603702 Indriyani, M. P., Wirya, I. N., & Parmiti, D. P. (2013). Penerapan metoda mind mapping berbantuan media. Jurnal Pendidikan Anak Usia Dini Undiksha, 1(1), 1–10. Jalongo, M. R. (2014). E arly Childhood Language Arts (6th ed.). Pearson Education, Inc. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., Tech, V., & Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327 Keles, O. (2012). Elementary teachers’ views on mind mapping. International Journal of Education, 4(1), 93–100. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. 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The study explored the dimensionality of parental ratings of positive and negative aspects of behaviour in a sample of 4-year-olds (n = 377). The children were described using the Preschool Behaviour Questionnaire (PBQ) with items added to include ego strength/effectance and social competence. Factor analytic results showed a 2-factor structure in the PBQ behaviour problem area: factor 1 describing externalised conduct behaviour problems; and factor 2 encompassing the internalised anxious-fearful problems. Factor analysis of both positive and negative behavioural aspects yielded a 3-factor structure with externalised problem behaviours as the first factor, a second broad social inhibition factor, and an ego strength/effectance factor. Correlations showed a low positive relationship between the two problem areas; a stronger relationship was found between the positive aspects, peer competence, and ego strength/effectance. There was a weak significant negative correlation between peer competence behaviours and outgoing conduct problems. Peer competence was more strongly negatively related to anxiousfearful behaviour problems. Conceptual and methodological aspects were discussed and the results were related to the inhibition-disinhibition construct in temperament research.

AbstractBackground:Empirical research demonstrates the short- to medium-term efficacy and effectiveness of cognitive behavioural group therapy (CBGT) for social anxiety disorder (SAD). Little is known about the durability of gains beyond 1 year following treatment in real-life clinical settings. Literature regarding the impact of aftercare programs as an adjunct to CBGT treatment on SAD is scarce.Aims:To evaluate the long-term effectiveness of CBGT for SAD in a community sample and to explore the relationship between long-term treatment outcomes and aftercare support group attendance.Method:A longitudinal cohort design evaluated changes in standardized psychological measures assessing aspects of SAD, anxiety and depression. Questionnaires were completed before the program (time 1, N = 457), after the program (time 2, n = 369) and at an average of 4.6 years follow-up (time 3, n = 138).Results:Large treatment effect sizes at post-intervention were maintained at long-term follow-up on measures of SAD, anxiety and depression. There was no statistically significant relationship between frequency of attendance at an aftercare support group and degree of improvement from post-treatment severity on any measure.Conclusions:CBGT is an effective intervention in the long-term in a routine clinical setting and should be considered a viable treatment option for SAD. Recommendations for future research, treatment implications and study limitations are considered.

AbstractResearch has demonstrated that increases in testosterone (T) concentration can affect the expression of behaviours and preferences that are typical of high mating effort. However, little research has considered whether such T increases affect mating strategy more generally and whether this is achievable using a physical intervention. In this pilot study, we examined whether exercise-induced changes in T covary with, or predict, changes in male mating strategy. Healthy young men (N = 94) completed a measure of short- and long-term relationship preference, before and after a series of short cycling sprints. Salivary T was measured pre- and post-exercise, along with salivary cortisol (C), which is known to moderate some behavioural effects of T. A significant group-level increase in T was observed, though this was smaller than anticipated (~ 10%, d = 0.27) with substantial intragroup variation. No group-level change in C or mating preferences emerged. Testosterone change did not significantly predict a change in short- or long-term mating preference from baseline, even with inclusion of C change as a moderator. The current findings suggest that modest exercise-induced increases in T concentration have little impact on male mating strategies. Pharmaceutical interventions, which produce larger and more consistent T increases, may be required to observe mating strategy change.

The involvement of fathers in children's distance learning is very necessary, considering that Indonesia is included in the third fatherless country category. The purpose of this study was to find out how much the child's response to the father's involvement in children's distance learning was affected during the pandemic. By using a quantitative descriptive survey research design, the sample for this study was sixty-eight children. Data collection techniques include observation, questionnaires, interviews, and documentation. The results from this study are that the children's response to father involvement in children's distance learning during the pandemic is in the high category, which includes aspects of paternal engagement, accessibility, and responsibility. Engaging in children's learning can be seen as an important part of the responsibility. 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Background: Disinhibited social engagement disorder (DSED) is a psychosocial disorder, associated with child neglect, characterised by indiscriminate friendliness towards strangers. Some behavioural overlap between DSED and autism spectrum disorder (ASD) – a neurodevelopmental condition whose core symptoms include impaired communication – has been observed. Since DSED is associated with a maltreatment history and ASD is not, differential diagnosis is important. We aimed to establish norms and reference ranges for a clinic waiting room checklist (WRO) for the observation of DSED symptoms, and to examine its discrimination between DSED and ASD. Methods: Norms are provided for the WRO based on 56 children aged 5–12 with DSED and 151 typically developing controls, for whom a reference range is also provided. We modified the WRO based on both quantitative examination of discrimination between DSED and ASD ( n = 16) and qualitative observations of typically developing children ( n = 7), children with DSED ( n = 5) and ASD ( n = 6). Results: A WRO score >6 may indicate the need for a multi-informant assessment for DSED. In a waiting room, children from both atypical groups (ASD and DSED) were more likely to approach strangers than controls; however, while children with DSED symptoms appeared to take control of the social aspects of the situation, children with ASD followed a non-social agenda, with the stranger appearing irrelevant. Conclusion: The WRO is an efficient tool that, along with information from parents and teacher, can contribute to clinical decision-making regarding children who have difficulties with social relationships.

This research systematically mapped the relationship between political ideology and receptivity to pseudo-profound bullshit—that is, obscure sentences constructed to impress others rather than convey truth. Among Swedish adults ( N = 985), bullshit receptivity was (a) robustly positively associated with socially conservative (vs. liberal) self-placement, resistance to change, and particularly binding moral intuitions (loyalty, authority, purity); (b) associated with centrism on preference for equality and even leftism (when controlling for other aspects of ideology) on economic ideology self-placement; and (c) lowest among right-of-center social liberal voters and highest among left-wing green voters. Most of the results held up when we controlled for the perceived profundity of genuine aphorisms, cognitive reflection, numeracy, information processing bias, gender, age, education, religiosity, and spirituality. The results are supportive of theoretical accounts that posit ideological asymmetries in cognitive orientation, while also pointing to the existence of bullshit receptivity among both right- and left-wingers.

AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

According to the emotional and social problems encountered in disruptive behaviour disorder (DBD), there is little available information regarding the attachment processes during middle childhood. Therefore, this study aims to investigate the attachment representations to both caregivers in a sample of 84 children, aged 8–12 years ( N = 42 with a diagnosis of DBD; N = 42 as a comparison group). Attachment is assessed through the Child Attachment Interview, a semi-structured interview that incorporates both narrative and behavioural assessments of attachment, permits the assessment of attachment representations using dimensional and categorical approaches, and allows for the detection of disorganisation to both parents individually. Our results point to the presence of high frequencies of insecure attachment (more than 80%) in the DBD group, with a higher percentage of dismissing attachment, and an over-representation of disorganised attachment (more than 50%). Higher levels of dismissal and lower levels of security are found in DBD than in the comparison group. No attachment differences with respect to both parents are found. Understanding how different aspects of attachment during a specific developmental phase plays a role within the broader emotional functioning of DBD has great potential to lead to innovations in evaluations and treatment processes.