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Rollins J. A visit to David's World: exploring the impact of a passive art intervention on hospitalized children's wellbeing, engagement, and joy. Arts Health 2024:1-23. [PMID: 38619228 DOI: 10.1080/17533015.2024.2342998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 04/09/2024] [Indexed: 04/16/2024]
Abstract
BACKGROUND A gap exists in research regarding the impact of passive art on hospitalized children. This descriptive study explored the ability of an intervention using original paintings and the same paintings altered with personalized content to capture the attention of hospitalized children, engage them, and bring them joy. METHODS This grounded theory mixed-method exploratory pilot study included interview, observation, Leuven Scales for Involvement and Well-being, and the VAS-Joy Scale. Ten hospitalized children, ages four to 12 years, viewed a painting and later the painting with personalized content. RESULTS Leuven scores pre- (M = 4) and post-intervention (M = 4.5) suggested high levels of well-being and involvement, with post scores higher. Joy scores (M = 6.3) obtained post-intervention indicated high levels of joy when viewing the personalized altered painting. Five response themes emerged: (1) Felt special; (2) Brightened mood; (3) Reinforced positive identity; (4) Stimulated imagination; and (5) Revealed homesickness. CONCLUSIONS Findings support the emergent theory that passive art interventions using "organic art" can contribute to improving the hospital experience for children.
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Affiliation(s)
- Judy Rollins
- Department of Family Medicine, Department of Pediatrics, Georgetown University, Washington, DC, USA
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2
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Kirchhoff E, Keller R, Blanc B. Empowering young people-the impact of camp experiences on personal resources, well-being, and community building. Front Psychol 2024; 15:1348050. [PMID: 38420173 PMCID: PMC10899333 DOI: 10.3389/fpsyg.2024.1348050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 01/29/2024] [Indexed: 03/02/2024] Open
Abstract
Introduction Personal resources and resources of the sociocultural environment help children and adolescents to successfully cope with challenges in everyday life, which is associated with better individual well-being. SCOUT, the 'Study on Competence development in OUT-of-school settings', investigated whether participation in a summer camp enhanced adolescents' personal resources, well-being, and readiness to contribute to the community. Methods The research took place during the Swiss National Jamboree of the Swiss Guide and Scout Movement, a two-week event in the summer of 2022, with a paper-pencil pretest (beginning of the camp - T1) and posttest (end of the camp - T2) survey (N = 607, aged 14-17). Confirmatory factor analyses were used to examine whether personal resources, well-being, and readiness to contribute to the community changed over time, and structural equation models were applied to test the direct and indirect effects of caring support from group leaders on the development of these variables. Results In less than two weeks, camp participants demonstrated increased empathy, emotional self-control, optimism, and assertiveness. Furthermore, the adolescents reported more positive emotions, higher self-esteem, and stronger readiness to contribute to the community. Group leaders played a crucial role by influencing the positive development of well-being and readiness to contribute to the community both directly and indirectly through the promotion of personal resources. Discussion The findings indicate that young people benefit not only from participating in collaborative activities in a stimulating environment, but also from caring support provided by their group leaders.
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Affiliation(s)
| | - Roger Keller
- Zurich University of Teacher Education, Zürich, Switzerland
| | - Barbara Blanc
- Zurich University of Teacher Education, Zürich, Switzerland
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Kling JL, Brooker RJ. Socioeconomic status moderates neural markers of cognitive reappraisal across preschool. Biol Psychol 2024; 186:108738. [PMID: 38142923 PMCID: PMC11149893 DOI: 10.1016/j.biopsycho.2023.108738] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Revised: 12/08/2023] [Accepted: 12/19/2023] [Indexed: 12/26/2023]
Abstract
Emotion regulation (ER) is critical for children's healthy socio-emotional development, in part through its modulation of negative emotions that might otherwise place children at risk for psychopathology. The cognitive ER strategy of reappraisal appears to be particularly protective against the development of symptoms of anxiety and depression during childhood. Despite widespread acceptance of the benefits of reappraisal for children's long-term affective function, little is known about the developmental mechanisms that support emerging reappraisal in young children. Proximal mechanisms supporting reappraisal include biological processes; the modulation of reactivity to negative emotional stimuli is visible at the neural level through the Late Positive Potential (LPP). Influences on the developmental course of mechanisms like the LPP almost certainly include contextual factors, including quality of the environment, which have been largely ignored in work to date. The present study included a test of early (age 3-4) socioeconomic status (SES) as a moderator of children's reappraisal, evidenced by differences in the LPP to passive view and reappraisal conditions, at age 5. Results supported the presence of moderation. Reappraisal was visible as differences in LPP across conditions at high, but not low, levels of SES. Findings offer a foundation for delineating the development of reappraisal and understanding contexts that may promote preschoolers' reappraisal. Results also contribute to the delineation of the role of early psychophysiological markers in affective function and early risk for psychopathology.
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Affiliation(s)
- Jennifer L Kling
- Department of Psychological and Brain Sciences, Texas A&M University, USA.
| | - Rebecca J Brooker
- Department of Psychological and Brain Sciences, Texas A&M University, USA
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Don BP, Simpson JA, Fredrickson BL, Algoe SB. Interparental Positivity Spillover Theory: How Parents' Positive Relational Interactions Influence Children. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2024:17456916231220626. [PMID: 38252555 DOI: 10.1177/17456916231220626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2024]
Abstract
Interparental interactions have an important influence on child well-being and development. Yet prior theory and research have primarily focused on interparental conflict as contributing to child maladjustment, which leaves out the critical question of how interparental positive interactions-such as expressed gratitude, capitalization, and shared laughter-may benefit child growth and development. In this article, we integrate theory and research in family, relationship, and affective science to propose a new framework for understanding how the heretofore underexamined positive interparental interactions influence children: interparental positivity spillover theory (IPST). IPST proposes that, distinct from the influence of conflict, interparental positive interactions spill over into children's experiences in the form of their (a) experience of positive emotions, (b) beneficially altered perceptions of their parents, and (c) emulation of their parents' positive interpersonal behaviors. This spillover is theorized to promote beneficial cognitive, behavioral, social, and physiological outcomes in children in the short term (i.e., immediately after a specific episode of interparental positivity, or on a given day) as well as cumulatively across time. As a framework, IPST generates a host of novel and testable predictions to guide future research, all of which have important implications for the mental health, well-being, and positive development of children and families.
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Affiliation(s)
- Brian P Don
- School of Psychology, University of Auckland
| | | | | | - Sara B Algoe
- Department of Psychology, University of North Carolina at Chapel Hill
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Sehajpal K, McCrostie C, Charles L, Hamill A, Terei P, Hamill J. Reflexive thematic analysis of a coaching-based, holistic approach to child development. Child Care Health Dev 2024; 50:e13205. [PMID: 38083819 DOI: 10.1111/cch.13205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 08/17/2023] [Accepted: 11/12/2023] [Indexed: 01/25/2024]
Abstract
BACKGROUND The F-words Life Wheel (FWLW) approaches child development by hybridizing a holistic model in the F-words for Child Development, and a coaching model in Occupational Performance Coaching, along with a life-flow approach in the Kawa model. We report the impact of the FWLW as experienced by families. METHODS This was a qualitative interview study of parents of children with developmental needs and experts in child development using reflexive thematic analysis. RESULTS From 13 interviews, we developed three themes: 1) overwhelming, 2) power rebalance and 3) connectedness. The overwhelming theme addresses how life with developmental needs is challenging, engaging with the health and disability system is difficult and the focus on deficits can lead to a sense of being overwhelmed. The power rebalance theme addresses the transition from professionals calling the shots to giving agency to the child and family. Holistic goal setting empowers parents and children to direct and prioritize therapy, and helps shift from a deficit-focused to a 'can-do' attitude. The connectedness theme addresses the linkages between psychological health, physical health, the extended family and the planet as a whole. CONCLUSIONS The FWLW approach appears to be empowering and motivating for children and families.
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Affiliation(s)
- Khushi Sehajpal
- Faculty of Medical and Health Sciences, the University of Auckland, New Zealand
| | - Claire McCrostie
- Faculty of Medical and Health Sciences, the University of Auckland, New Zealand
| | - Lucy Charles
- Paediatric Occupational Therapy, Auckland, New Zealand
| | - Arul Hamill
- Paediatric Occupational Therapy, Auckland, New Zealand
| | - Pio Terei
- The Parenting Place, Auckland, New Zealand
| | - James Hamill
- Starship Children's Hospital, New Zealand
- Department of Paediatrics, Child and Youth Health, Faculty of Medical and Health Sciences, the University of Auckland, New Zealand
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Wang JK, Xue HQ, Wu XF. Mental health and academic achievement among Chinese adolescents during COVID-19 pandemic: The mediating role of self-regulation learning. SOCIAL PSYCHOLOGY OF EDUCATION 2023; 26:1-15. [PMID: 37362053 PMCID: PMC10041494 DOI: 10.1007/s11218-023-09772-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 02/10/2023] [Indexed: 03/29/2023]
Abstract
The changes that COVID-19 pandemic has brought upon the world are unprecedented. Its impact on students' learning is equally profound, making it critical to heed students' academic achievement effects that may derive from these alterations. Therefore, the present study explored an integrative model of mental health, self-regulated learning and academic achievement among adolescents during the pandemic. Participants were 1001 senior high school students (Mage = 17.00, SDage = 0.78, 48.7% female) from China. Results showed that the degree to which students were mentally healthy was not significantly related to academic achievement, whereas academic achievement and mental health were positively associated with self-regulated learning. Following structural equation modelling analysis, the effect of mental health on academic achievement was fully mediated by self-regulated learning. Taken together, the findings emphasised the necessity of developing self-regulated learning strategies during public health emergencies and have clinical and educational implications for planning psychological interventions in order to improve mental health and academic performance as well.
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Affiliation(s)
- Jin-Kai Wang
- School of Psychology, Beijing Sport University, Beijing, China
| | - Hui-Qin Xue
- Academy of Medical Engineering and Translational Medicine, Tianjin University, Tianjin, China
| | - Xiao-Fei Wu
- Department of Psychology, Hangzhou Normal University, Hangzhou, Zhejiang China
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
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Hubbard JA, Moore CC, Zajac L, Bookhout MK, Dozier M. Emotion transmission in peer dyads in middle childhood. Child Dev 2023. [PMID: 36892485 DOI: 10.1111/cdev.13917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 01/10/2023] [Accepted: 01/11/2023] [Indexed: 03/10/2023]
Abstract
This study investigated emotion transmission among peers during middle childhood. Participants included 202 children (111 males; race: 58% African American, 20% European American, 16% Mixed race, 1% Asian American, and 5% Other; ethnicity: 23% Latino(a) and 77% Not Latino(a); Mincome = $42,183, SDincome = $43,889; Mage = 9.49; English-speaking; from urban and suburban areas of a mid-Atlantic state in the United States). Groups of four same-sex children interacted in round-robin dyads in 5-min tasks during 2015-2017. Emotions (happy, sad, angry, anxious, and neutral) were coded and represented as percentages of 30-s intervals. Analyses assessed whether children's emotion expression in one interval predicted change in partners' emotion expression in the next interval. Findings suggested: (a) escalation of positive and negative emotion [children's positive (negative) emotion predicts an increase in partners' positive (negative) emotion], and (b) de-escalation of positive and negative emotion (children's neutral emotion predicts a decrease in partners' positive or negative emotion). Importantly, de-escalation involved children's display of neutral emotion and not oppositely valenced emotion.
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Affiliation(s)
| | | | | | | | - Mary Dozier
- University of Delaware, Newark, Delaware, USA
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Mindfulness as Facilitating Expatriate Development: Advancing Knowledge Sharing and Promoting Cultural Adjustment Abroad. MANAGEMENT INTERNATIONAL REVIEW 2022. [DOI: 10.1007/s11575-022-00471-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Reaume C, Seddon JA, Colwell S, Sack L, Do Rosario S, Thomassin K. Racial-ethnic differences in positive emotion socialization: Links to child emotional lability. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Trajectories of infant positive emotion during the still face paradigm are associated with toddler temperament. Infant Behav Dev 2022; 67:101716. [DOI: 10.1016/j.infbeh.2022.101716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 02/21/2022] [Accepted: 03/31/2022] [Indexed: 11/21/2022]
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Czapka S, Schwieter JW, Festman J. The influence of peripheral emotions on inhibitory control among children. Acta Psychol (Amst) 2022; 223:103507. [PMID: 35051843 DOI: 10.1016/j.actpsy.2022.103507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 01/04/2022] [Accepted: 01/14/2022] [Indexed: 11/27/2022] Open
Abstract
In this study, we investigated the cognitive-emotional interplay by measuring the effects of executive competition (Pessoa, 2013), i.e., how inhibitory control is influenced when emotional information is encountered. Sixty-three children (8 to 9 years of age) participated in an inhibition task (central task) accompanied by happy, sad, or neutral emoticons (displayed in the periphery). Typical interference effects were found in the main task for speed and accuracy, but in general, these effects were not additionally modulated by the peripheral emoticons indicating that processing of the main task exhausted the limited capacity such that interference from the task-irrelevant, peripheral information did not show (Pessoa, 2013). Further analyses revealed that the magnitude of interference effects depended on the order of congruency conditions: when incongruent conditions preceded congruent ones, there was greater interference. This effect was smaller in sad conditions, and particularly so at the beginning of the experiment. These findings suggest that the bottom-up perception of task-irrelevant emotional information influenced the top-down process of inhibitory control among children in the sad condition when processing demands were particularly high. We discuss if the salience and valence of the emotional stimuli as well as task demands are the decisive characteristics that modulate the strength of this relation.
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Affiliation(s)
- Sophia Czapka
- Leibniz-Centre General Linguistic, Berlin, Germany; Diversity and Inclusion Research Group University of Potsdam, Germany
| | - John W Schwieter
- Language Acquisition, Multilingualism, & Cognition Lab/Bilingualism Matters@Laurier, Wilfrid Laurier University, Waterloo, Canada
| | - Julia Festman
- Multilingualism Research Team, Institute for Research and Development (IFE), University College of Teacher Education, Tyrol, Austria; Diversity and Inclusion Research Group University of Potsdam, Germany.
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van Dalen M, Hermans MM, Leemreis WH, Kraaij V, De Laat PCJ, Pasmans SGMA, Versnel SL, Koudstaal MJ, Hillegers MHJ, Utens EMWJ, Okkerse JME. Emotional and Behavioral Problems in Children With a Cleft Lip With or Without Palate or an Infantile Hemangioma. Cleft Palate Craniofac J 2021; 59:S74-S83. [PMID: 34293942 DOI: 10.1177/10556656211031411] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE Life can be challenging for children with a visible difference due to a medical condition, and they might be at risk for emotional and behavioral problems. This study examines emotional and behavioral problems in children with a cleft lip with or without palate (CL ± P) or an infantile hemangioma (IH) in relation to the visibility of the condition, the presence of additional condition-related problems, and parental affect. SETTING This cross-sectional study took place in an academic medical hospital in the Erasmus MC Sophia Children's Hospital, the Netherlands. PARTICIPANTS A total of 309 parents (mean age = 40.34, 44.00% male) of 182 children with CL ± P and 48 parents (mean age = 39.21, 37.50% male) of 33 children with an IH completed questionnaires. Children were 1.5 to 12 years old. RESULTS Parents reported fewer child emotional and behavioral problems compared to normative data. Problems reported were mainly related to learning difficulties and parent gender, while visibility of the condition had no significant influence. Parental negative affect was related to child internalizing problems. Parental positive affect was not related to any of the outcome measures. CONCLUSIONS Parents reported fewer problems for their children compared to normative data. This is inconsistent with previous research, showing similar or worse scores for these children compared to peers. Our findings may be explained by a protective parenting style, a response shift in parents, or problems developing at a later point in life.
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Affiliation(s)
- Marije van Dalen
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Mireille M Hermans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Willem H Leemreis
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Vivian Kraaij
- Clinical Psychology, Leiden University, the Netherlands
| | - Peter C J De Laat
- Department of Pediatrics, Erasmus MC, University Medical Center Rotterdam, the Netherlands
| | - Suzanne G M A Pasmans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Sarah L Versnel
- Department of Plastic and Reconstructive Surgery and Hand Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Maarten J Koudstaal
- Department of Oral and Maxillofacial Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Manon H J Hillegers
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Elisabeth M W J Utens
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands.,Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.,Academic Center for Child Psychiatry Levvel/Department of Child and Adolescent Psychiatry, Academic Medical Center, Amsterdam, the Netherlands
| | - Jolanda M E Okkerse
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
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Shoshani A, Krauskopf M. The Fortnite social paradox: The effects of violent-cooperative multi-player video games on children's basic psychological needs and prosocial behavior. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2020.106641] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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