Child Psychology

Obsessive-compulsive disorder (OCD) encompasses a broad range of symptoms representing multiple domains. This complex phenotype can be summarized using a few consistent and temporally stable symptom dimensions. The objective of this study was to assess the psychometric properties of the Dimensional Yale-Brown Obsessive-Compulsive Scale (DY-BOCS). This scale measures the presence and severity of obsessive-compulsive (OC) symptoms within six distinct dimensions that combine thematically related obsessions and compulsions. The DY-BOCS includes portions to be used as a self-report instrument and portions to be used by expert raters, including global ratings of OC symptom severity and overall impairment. We assessed 137 patients with a Diagnostic and Statistical Manual-IV diagnosis of OCD, aged 6-69 years, from sites in the USA, Canada and Brazil. Estimates of the reliability and validity of both the expert and self-report versions of the DY-BOCS were calculated and stratified according to age (pediatric vs. adult subjects). The internal consistency of each of the six symptom dimensions and the global severity score were excellent. The inter-rater agreement was also excellent for all component scores. Self-report and expert ratings were highly intercorrelated. The global DY-BOCS score was highly correlated with the total Yale-Brown Obsessive-Compulsive Scale score (Pearson r = 0.82, P < 0.0001). Severity scores for individual symptom dimensions were largely independent of one another, only modestly correlated with the global ratings, and were also differentially related to ratings of depression, anxiety and tic severity. No major differences were observed when the results were stratified by age. These results indicate that the DY-BOCS is a reliable and valid instrument for assessing multiple aspects of OCD symptom severity in natural history, neuroimaging, treatment response and genetic studies when administered by expert clinicians or their highly trained staff.

Objective To evaluate whether advertising for food influences choices made by children, the strength of these influences, and whether they might be easily undone by parental influences. Children between 3 and 8 years of age (n = 75) were randomized to watch a series of programs with embedded commercials. Some children watched a commercial for a relatively healthy food item, the other children watched a commercial for a less healthy item, both from the same fast-food company. Children were also randomized either to receive parental encouragement to choose the healthy item or to choose whichever item they preferred. Results Results indicated that children were more likely to choose the advertised item, despite parental input. Parental input only slightly moderated this influence. Although advertising impact on children's food choices is moderate in size, it appears resilient to parental efforts to intervene. Food advertisements directed at children may have a small but meaningful effect on their healthy food choices.

Abstract: Objectives of the study: a) To assess the existing knowledge regarding skin grafting among students in selected nursing
schools, Bengaluru. b) To implement video assisted teaching regarding skin grafting among students in selected nursing schools,
Bengaluru. c) To evaluate the effectiveness of video assisted teaching regarding skin grafting among students in selected nursing schools,
Bengaluru. d) To find an association between pre - test knowledge scores with theirselected demographic variablesregarding skin grafting
among students in selected nursing schools, Bengaluru. Methods: The study implemented Evaluative approach, with pre - experimental
one group pre - test post - test design. The conceptual frame work used was King’s Goal Attainment theory. The samples of 100 Students
were selected at Government School of Nursing, Victoria Hospital, Fort, Bengaluru by Simple Random Sampling technique. The data
was collected by using structured knowledge questionnaire on knowledge before and after administration of Video Assisted Teaching.
Results: The overall mean percentage score in the pre - test is 37.7% and in post - test is 81.73%. Enhancement in mean percentage score
were found to be 44%. The statistical paired ‘t’ test indicates that enhancement in the mean percentage knowledge score was found to be
significant at 0.05 level for all the aspects under the study. The association is found to be significant between the pre - test knowledge
score and selected socio - demographic variables at 0.05 level (p<0.05).
Keywords: Effectiveness, Video Assisted Teaching, Knowledge, Skin Grafting

Background Recently, there has been a growing awareness of the importance of the roles of fathers in understanding normative developmental processes. Increased attention has been given to the roles of fathers in the area of clinical child research and therapy. However, the presence of fathers in research and treatment in pediatric psychology has not been fully examined. Objective To explore the status of including fathers in both research and treatment in the area of pediatric psychology. Method An extensive review of published research. Results The findings suggest that pediatric psychology research lags even farther behind clinical child research in including fathers in research designs and analyzing for maternal and paternal effects separately. There is also a concomitant lack of inclusion of fathers in familybased interventions in pediatric psychology. Conclusion These patterns are discussed, with an emphasis on strategies to increase the inclusion of fathers in research and treatment of pediatric psychology issues. Future directions for researchers and clinicians are also included.

agreed that psychological treatments are a core strength of psychology and also go on to provide additional interesting examples and to identify other areas of practice in which psychologists may be uniquely qualified. These include addressing developmental behavioral disorders and certain methods for severe mental disorders as well as the assessment and remediation of cognitive deficits. While also recognizing the important overlap among the mental health professions in the delivery of some services (e.g., medication, psychotherapy), Ahmed and Boisvert understand that evidence-based practice of psychology in our health care system is more than simply delivering an empirically supported treatment. Evidence-based practice also involves engaging in the types of functional analyses that would lead to effective practice in areas where evidenced-based treatments do not exist or are not working in the context of the unique or specific case. These are important observations. In summary, only certain well-defined pathologies will be included in any health care system, and treatment for these conditions will increasingly need to be based on evidence. Both of these issues have been decided. Psychology as a profession has unique treatments derived from psychological science that already meet these requirements. Thus, psychologists should assume a major role in emerging health care systems, sharing this knowledge with other professions where appropriate through training and supervision. In this way, psychologists will make a core contribution to health care around the world.

Professional development of faculty members is an emerging concept in developing countries. It has been embraced quickly in developed nations unlike developing and under developing nations. The major purpose of this paper is to explore various perceived issues and challenges to professional development of faculty members and to provide suggestions to improve such emerging problems. This paper provides suggestions and recommendations for the universities where professional development practices have not yet started or have been started but facing some problems. Author has explored various perceived issues and challenges highlighted by prior studies that have further served as basis to design structured questionnaire and semi-structured interview questions for this study. Four renowned universities of Punjab were selected from which sample of 108 respondents were chosen for data collection. Data has been analyzed by taking simple means and standard deviations through SPSS. The findings of this paper reveal that the issue that is most alarming and has got lowest mean score is granting rewards and incentives and level of satisfaction of faculty members to professional development programs. Author has provided various recommendations as to conduct proper need assessment before training, to properly plan quality training programs and take input of trainees as well, to increase grants and funds for training, to create positive working environment for teachers, to train the trainers, to provide financial and non financial benefits to trainees and to properly scheduling training programs. This study could be beneficial for policy makers, managers and administrators of universities who could device better policies and practices to promote quality teaching in institutes. [Anam siddiqui, Hassan Danial Aslam, Hafiz Muhammad Farhan, Mehrdad Jalalian. Perceived issues and challenges to professional development of faculty members in tertiary academic institutes of Punjab, Pakistan.

Research on learning has shown the importance of the learner‟s possibilities to discern what differs as well as what is similar when meeting new phenomena. But how does this kind of understanding develop when young children try to understand their environment in ...

The present article describes how Swedish pupils in class 4 (nine to eleven years old) learn English as a second language. The study replicates a learning study carried out within the framework of a more ex-tensive project known as “The Pedagogy of Learning”. The present study is ...

Federaal Kenniscentrum voor de Gezondheidszorg Centre fédéral d'expertise des soins de santé 2010 Voorstelling: Het Federaal Kenniscentrum voor de Gezondheidszorg is een parastatale, opgericht door de programma-wet van 24 december 2002 (artikelen 262 tot 266) die onder de bevoegdheid valt van de Minister van Volksgezondheid en Sociale Zaken. Het Centrum is belast met het realiseren van beleidsondersteunende studies binnen de sector van de gezondheidszorg en de ziekteverzekering.

Sri Lankan Tamil refugees have endured over four decades of protracted displacement in southern India. This paper synthesizes findings from four studies conducted between 2005 and 2018 among refugees residing in the Gummidipoondi and Trichy refugee camps in the state of Tamil Nadu, India. Framed by a Community Based Participatory Research, in collaboration with the Organization for Eelam Refugee Rehabilitation (OfERR) and Community Advisory Board, these studies aimed to investigate the challenges related to migration stressors, mental health, family dynamics, and resource utilization of the Sri Lankan refugees living in India. The association of Psychological Distress and Migration Stress (PDMS) study examined migration stressors influencing psychological distress among refugees. The intergenerational Conflict and Community Readiness (ICCR study) assessed community readiness for repatriation and intergenerational conflict employing semi-structured qualitative interviews. The Family Dynamics (FD) mixed-method study investigated longitudinal associations between migration stressors, resource utilization, family dynamics, and health outcomes among Sri Lankan Tamil refugees. The Parenting Processes and Intervention Development (PPID) Study incorporated perspectives of community health workers through qualitative exploratory research. Integrating these findings, the research developed (1) Conceptual Model of Refugee Family Dynamics and (2) Framework for Refugee Health Intervention. These models provide a culturally sensitive framework for future interventions to improve family well-being among refugee populations.

Sri Lankan Tamil refugees have endured over four decades of protracted displacement in southern India. This paper synthesizes findings from four studies conducted between 2005 and 2018 among refugees residing in the Gummidipoondi and Trichy refugee camps in the state of Tamil Nadu, India. Framed by a Community Based Participatory Research, in collaboration with the Organization for Eelam Refugee Rehabilitation (OfERR) and Community Advisory Board, these studies aimed to investigate the challenges related to migration stressors, mental health, family dynamics, and resource utilization of the Sri Lankan refugees living in India. The association of Psychological Distress and Migration Stress (PDMS) study examined migration stressors influencing psychological distress among refugees. The intergenerational Conflict and Community Readiness (ICCR study) assessed community readiness for repatriation and intergenerational conflict employing semi-structured qualitative interviews. The Family Dynamics (FD) mixed-method study investigated longitudinal associations between migration stressors, resource utilization, family dynamics, and health outcomes among Sri Lankan Tamil refugees. The Parenting Processes and Intervention Development (PPID) Study incorporated perspectives of community health workers through qualitative exploratory research. Integrating these findings, the research developed (1) Conceptual Model of Refugee Family Dynamics and (2) Framework for Refugee Health Intervention. These models provide a culturally sensitive framework for future interventions to improve family well-being among refugee populations.

Phillips, suggest that by 12 to 14 months, infants can use a person's emotional and attentional cues to predict that person's actions. However, this work was conducted using only positive emotions, which is problematic because attention and positive emotions lead to the same prediction about a person's actions, thus leaving unclear whether infants made predictions based upon attention and emotion or attention alone. To get around this problem, we used both positive and negative emotions in a looking-time paradigm to investigate whether 14-month-old infants can use emotional cues to predict a person's actions. The findings suggest that infants used attentional but not emotional cues as predictors. We argue that while 14-month-olds can use another person's emotion cues to modify their own behavior (as in social referencing situations), they do not yet use them robustly to predict the other's behavior.

Collaboration is fundamental to our daily lives, yet little is known about how humans come to understand these activities. The present research was conducted to fill this void by using a novel visual habituation paradigm to investigate infants' understanding of the collaborative-goal structure of collaborative action. The findings of the three experiments reported here suggest that 14-month-old infants understand that the actions of collaborative partners are complementary and critical to the attainment of a common collaborative goal. Importantly, 14-month-olds do not interpret the actions of two individuals in terms of a collaborative goal when their actions are not causally related. The implications of our findings for theories of collaboration and folk psychology are discussed.

УДК 373.2/.3(100)(06) А 43 Рекомендовано до друку вченою радою факультету дошкільної і початкової освіти імені Валентини Волошиної Вінницького державного педагогічного університету імені Михайла Коцюбинського (протокол №1 від 07.09.2022 року)

The study aimed at examining the effects of marital crises and divorce on the academic performance of adolescent in the senior secondary schools. Adolescence as a transitional stage into adulthood with physical changes and attending personality identify crises. This stage therefore needs parental attention, unfortunately, marital crises and divorce at such a particular stage is inimical to the academic performance of adolescence and its fractional effects on both male and female adolescence. The study used chi-square and student t-test to the test the hypotheses. It was established that marital crises and divorce has significant negative impact on adolescent academic performance. The study also affirmed that the effect of marital crises and divorce have effects on both male and female adolescent students. The study however, recommends that marital crises and divorce should be discountenanced in the society.

There are many instruments for evaluating perfectionism. However, there are few instruments for evaluating maladaptive perfectionism in the school context specifically, and there is no brief instrument for use across different school levels. Hence, we created the Study-related Perfectionism Scale (SPS), which evaluates the potentially maladaptive combination of high perfectionistic strivings and concerns related to study through five items. We conducted exploratory and confirmatory factor analyses on 804 Italian college students (Mage = 24.01 ± 4.35) and 310 Italian adolescents (Mage = 16.15 ± 1.60) from secondary schools of second grade. After evaluating factor structure, we performed convergent validity analyses. We found support for the SPS as a 5-item, one-factor instrument with good psychometric properties. The SPS may be used in future research and to develop preventive interventions for improving students' well-being and academic performance.

The aim of the study was to provide a standardization of self-reported competences and emotional/behavioural problems in Spanish adolescents, using the Achenbach&#39;s Youth Self-Report (YSR), and to compare our results to those from other countries. The YSR was completed by 2822 adolescents aged 11-18 years, recruited from secondary schools in two regions of Spain. There were significant differences in Total behaviour problems and in most problem scales in boys and girls, scoring boys higher on externalizing syndromes, whereas girls score higher on internalizing syndromes . Males&#39; mean scores were higher than females&#39; scores for social competence. Age effects also showed significant differences with respect to internalizing problems, thought problems, social problems and depression. Cut-off points based on the 90th and 98th percentile developed from this sample are presented for the competences and the problem scales. To test the overall range of variations across cultures,...

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Schools worldwide are increasingly expected to promote intercultural understanding as a foundation for social cohesion. In Australia, while the curriculum aspires to foster respect for diversity and civic responsibility, its implementation often falls short, with reports of exclusion and racism undermining students' sense of belonging. This study explores how developing intercultural teaching competencies can help reduce both teacher role stress and student existential stress in culturally diverse classrooms. Drawing on a scoping review of recent literature, it identifies key teaching competencies-curriculum design, facilitative teaching, reflective practice, and inclusive learning cultures-that promote social cohesion. The paper situates these competencies within broader psychosocial challenges and offers strategies that not only enhance intercultural understanding but also support teacher wellbeing and student identity development. It calls for policy alignment, targeted teacher training, and school-wide support to make intercultural education more effective and sustainable.

Perceptual narrowing has been observed in human infants for monkey faces: 6-month-olds can discriminate between them, whereas older infants from 9 months of age display difficulty discriminating between them. The difficulty infants from 9 months have processing monkey faces has not been clearly identified. It could be due to the structural characteristics of monkey faces, particularly the key facial features that differ from human faces. The current study aimed to investigate whether the information conveyed by the eyes is of importance. We examined whether the presence of Caucasian human eyes in monkey faces allows recognition to be maintained in 6-month-olds and facilitates recognition in 9- and 12-month-olds. Our results revealed that the presence of human eyes in monkey faces maintains recognition for those faces at 6 months of age and partially facilitates recognition of those faces at 9 months of age, but not at 12 months of age. The findings are interpreted in the context of ...

Family functioning and mother-infant relational patterns were examined in 38 clinic-referred infants and 34 matched non-referred infants. Referred infants were diagnosed with the Diagnostic Classification for Zero to Three. On the family level, referred families showed significantly lower family functioning in all domains of emotional and instrumental communication, regardless of the specific infant's diagnoses. On the dyadic level, referred mothers were more intrusive and their infants were more withdrawn during dyadic interactions. Clinic-referred mothers reported higher levels of phobia and depression. Global family functioning was predicted by the infant's clinical status, maternal intrusiveness, and maternal psychopathology. Infant mental health clinicians need to address both family level and dyadic level of functioning, regardless of the reason for the infant's referral.

Based on the original dissertation: Kayden, B. J. (2013). Creating and testing an early learning model in sport based on the natural order of sport (Doctoral dissertation, Argosy University). ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/3237860232?sourcetype=Dissertations%20&%20Theses

Background: This implementation report documents nearly two decades of systematic program development addressing a critical gap in early childhood sports programming. Beginning with gap identification in 2006 and continuing through framework refinement in 2025, this work demonstrates how practitioner-driven innovation can create sustainable programming while serving underrepresented populations.

Methods: This longitudinal implementation study employed systematic program development methodology across multiple sites, prioritizing practical effectiveness and theoretical innovation over concurrent quantitative measurement. Documentation was conducted through qualitative observation, stakeholder feedback analysis, and organizational outcome tracking across 20+ implementation sites, serving 15,000+ families with children aged 18 months to 5 years.

Results: Implementation has demonstrated sustained organizational partnerships, consistent participant retention, and documented stakeholder satisfaction across diverse contexts. The multi-sport framework's versatility across seven core sports (baseball, soccer, basketball, football, golf, lacrosse, hockey) has shown adaptability compared to single-sport programming approaches that dominated the early childhood market during the development period.

Conclusions: This implementation study provides a foundation for academic research partnerships examining innovative approaches to early childhood sports development. The nearly two-decade implementation timeline offers unique longitudinal data for systematic investigation of program effectiveness, family engagement models, and long-term developmental outcomes.

Keywords: early childhood sports development, implementation study, family systems integration, entertainment-enhanced learning, systematic program development, research partnership opportunity

This implementation report examines a theoretical framework developed in 2013 for early childhood sports development and its subsequent real-world application over 20+ years. The "Natural Order of Sport" framework and "Jelly Bean Way" programming model emerged to address significant gaps in early childhood sports programming and have since been implemented across multiple park districts and early learning centers.

Schools worldwide are increasingly expected to promote intercultural understanding as a foundation for social cohesion. In Australia, while the curriculum aspires to foster respect for diversity and civic responsibility, its implementation often falls short, with reports of exclusion and racism undermining students' sense of belonging. This study explores how developing intercultural teaching competencies can help reduce both teacher role stress and student existential stress in culturally diverse classrooms. Drawing on a scoping review of recent literature, it identifies key teaching competencies-curriculum design, facilitative teaching, reflective practice, and inclusive learning cultures-that promote social cohesion. The paper situates these competencies within broader psychosocial challenges and offers strategies that not only enhance intercultural understanding but also support teacher wellbeing and student identity development. It calls for policy alignment, targeted teacher training, and school-wide support to make intercultural education more effective and sustainable.

Walker's The Color Purple is a song of joy and of triumph: triumph of one woman's struggle against racism, sexism, and social determinism to ultimately blossom into the wholeness of her being." The Color Purple offers a courageous reading towards the oppression of the women in African American society without romanticizing a solid, binary approach of "Blacks and Whites". The novel covers the lives of multiple female characters, their role in the society, their stories, dreams, and nightmares. The female characters along with the protagonist Celie experience racism, sexual violence, harassment, and psychological violence yet they improve tools for themselves to overcome their destiny with the help of women's solidarity. The novel begins with Celie's memories of her abuse by her own father. The novel is composed of the letters Celie writes to God, since there is nobody else, she can think of

İmla 1 Bahar İmla 04.04.2021 Solidarity and Resistance Against Misogyny: The Color Purple Alice Walker's novel The Color Purple presents a courageous reading towards the lives of African American women. In the U.S, African American women must bear with racism, poverty, misogyny, sexual violence and every other kind of discrimination and violation on a daily basis. In The Color Purple, while focusing on the patriarchal oppression of African American women, Walker does not ignore the oppression of the characters from other parts of the society, or the possibility of resistance without romanticizing the conditions of the characters that are not very far away from the real world.

Background and study aims Data from the New Canadian Children and Youth Study (NCCYS), a national study of immigrant children and youth in Canada, are used to examine the mental health salience of putatively universal determinants, as well as of immigration-specific factors. Universal factors (UF) include age, gender, family and neighbourhood characteristics. Migration-specific (MS) factors include ethnic background, acculturative stress, prejudice, and the impact of region of resettlement within Canada. Methods In a sample of children from Hong Kong, the Philippines and Mainland China, the study examined the determinants of emotional problems (EP), and physical aggression (PA). A two-step regression analysis entered UF on step 1, and MS variables on step 2. Results Universal factors accounted for 12.1% of EP variance. Addition of MS variables increased explained variance to 15.6%. Significant UF predictors: parental depression, family dysfunction, and parent's education. Significant MS variables: country of origin, region of resettlement, resettlement stress, prejudice, and limited linguistic fluency. UF accounted for 6.3% of variance in PA scores. Adding migration-specific variables increased variance explained to 9.1%. UF: age, gender, parent's depression, family dysfunction. MS: country of origin, region of resettlement, resettlement stress, and parent's perception of prejudice. Conclusions Net of the effect of factors affecting the mental health of most, if not all children, migration-specific variables contribute to understanding immigrant children's mental health.

Despite the recognized importance of emotion regulation (ER) for healthy psychological development, ER research has focused predominantly on the developmental periods of infancy, early childhood, and adulthood, while the middle childhood to adolescence years have been relatively neglected. An obstacle to ER research during these periods is the paucity of valid age-appropriate measures. This study reports on the psychometric evaluation of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), a revision of the adult measure. The ERQ-CA was evaluated with a sample of 827 participants aged between 10 and 18 years. Results indicate sound internal consistency as well as stability over a 12-month period. Sound construct and convergent validity are also demonstrated. It is concluded that the ERQ-CA is a valid age-appropriate measure for investigating the use of 2 specific strategies of ER during the childhood and adolescence developmental periods.

This research paper targets the problems bullying may have or cause within the educational system. The researcher looks at the psychological and academic problems victims may be facing while being bullied. These victims become withdrawn and may likely drop out or receive poor grades, thus adding to the poor academic achievements within the educational systems. The research came from numerous studies, articles, journals, a survey, and essays. Thereby, giving a wide reference to the research being used within this paper. The researcher discovered through research that being bullied the affected students suffer from emotional and psychological disorders that affect their academic success and participation within their classroom activities and extra murals. The act of bullying causes anxiety, low self-esteem, fear, and poor academic achievement. By going through the various literature gave the researcher enough information to answer her research questions and allowed for the intervention that took place while conducting her research. This paper will bring forth and highlight the academic achievement, health, and psychological well-being and the effects it has on the victimized students.

This article explores internal objects as a kind of non-existent and analyses the role of internal objects and internal object relations in unconscious thinking. My aim is to outline a project of 'logic of the unconscious' based on object relations theory. Drawing on the approaches of Melanie Klein, Susan Isaacs, Joseph Sandler, Thomas Ogden, and Linda Brakel, I clarify unconscious thinking in terms of the notions of primary process and phantasy and explore the nature of internal objects as background phantasy figures. In addition, using psychoanalytically relevant clinical examples, I analyse condensation, displacement, and transference as primary mental operations and suggest that considering internal objects as abstract particulars helps to clarify their role in unconscious thinking. Finally, I formulate a project of the logic of the unconscious as a logic of object relations.

The increased intensity and complexity of cancer treatment has an impact on the lives of the adolescents undergoing such treatments. Living with cancer is a distinct experience for them which include physical, psychological, spiritual and social dimensions. The cancer experience comprises more than the measurement of symptom occurrence, frequency, duration and severity, or the ratings of quality oflife. The meanings of the lived experience from the adolescent's perspective and self-report can give a more accurate, holistic picture of the nature and scope of the experience. Practitioners need to know and understand the meaning of the experience from the adolescent's perspective in order to design appropriate interventions to prevent or relieve distress in these patients. The purpose of this study was to describe the meanings of the lived experience of having cancer for adolescents undergoing treatment. Phenomenology was the qualitative research methodology used. As outlined by Patricia Munhall, this methodology seeks to understand the meaning of lived experiences. Seven adolescents, 14 to 18 years of age, in treatment for cancer were interviewed. Six males and one female participated in this study. Six were receiving treatment for acute lymphocytic leukemia and one for a solid tumor. All participants were of Pacific Island origin; two live in Hawaii and five were temporary residents. The audio taped interviews were transcribed and analyzed to understand the meaning of the cancer experience. The essence of the experience for the individual adolescent was described and a composite interpretation of the meaning derived. v Recommendations to healthcare providers for improving communication with adolescents in treatment for cancer are provided, including discussing death and dying early in the illness trajectory. The interdisciplinary concept of care is stressed, as well as the importance of a thorough physical examination. The importance of social support and techniques to potentially strengthen and increase this support are outlined. Solutions to the problems of school reintegration are introduced. VI

This research analyzes the women struggle in a novel by Alice Walker namely The Color Purple. The method use in this research is qualitative method and to analyze the no novel is using the content analysis. The approach of this research is use literary feminist criticism. The Color Purple is a novel which loads the problem of women in year 1982. In the novel described that the women as the second class in the society. As the second class, they always get the oppression and violation from the men. That was described from Celie and Nettie characters in the novel. Besides, the novel loads the Feminism Movements. The concept of feminism in that novel is Radical feminism movement. The movement of radical feminism in that novel described from Celie, Sofia, Nettie and Shug Avery struggle. Because of their struggle, they could get the happiness and whatever their wants such as education, wealth, and love. The radical feminism in The Color Purple novel described as the individual movement in the society.

Background-Serotonin transporter promoter (5-HTTLPR) genotype appears to increase risk for depression in the context of stressful life events. However, the effects of this genotype on measures of stress sensitivity are poorly understood. Therefore, this study examined whether 5-HTTLPR genotype was associated with negative information processing biases in early childhood. Method-Thirty-nine unselected seven-year-old children completed a negative mood induction procedure and a self-referent encoding task designed to measure positive and negative schematic processing. Children were also genotyped for the 5-HTTLPR gene. Results-Children who were homozygous for the short allele of the 5-HTTLPR gene showed greater negative schematic processing following a negative mood prime than those with other genotypes. 5-HTTLPR genotype was not significantly associated with positive schematic processing.

Non‐retarded autistic children are compared to normal controls on measures of emotion expression and recognition. In general, autism subjects recounted appropriate examples of simple and complex emotions, and accurately labeled relatively ambiguous, affect expression in pictures, Autistic children manifested some difficulty talking about socially derived emotions, pride and embarrassment. They required more time and more prompts, their responses were more tentative and “scripted”, and they displayed limited understanding of the salience of Others in embarrassing situations. Results are discussed in relation to theory of mind impairment and compensation strategies in autism.

This research is concerned with the interplay between the school environment and school practices. At its core, it seeks to understand and analyse school environments and to identify the role of spatial layout and agency in socio-educational practices, with the main research questions being: How do the spatial layout and agency of lower secondary school buildings built in Cyprus after 2000 impact the socio-educational school life? And to what extent do lower secondary school buildings constructed in Cyprus after 2000 illustrate spatial, functional, and morphological consistencies?
The ten(10) most recent lower secondary schools in Cyprus are selected as case studies. The selection stems from the fact that open-air secondary schools are remarkably under-investigated in the existing scholarly work. At the same time, Cyprus is selected as the appropriate context of study since there is an overall lack of research exploring the relationship between school environment and school practices.  The methodology of this study combines a cross-case comparative approach (top-down) that examines all ten (10) schools of the sample with an in-depth approach (bottom-up) that inspects two (2) schools of the sample so as to achieve a more holistic understanding of space usage patterns and social agency in schools.
Results show that genotypical patterns can be found among schools due to the design guidelines given by the authorities. In that sense, the role of agency in school buildings through the guidelines issued and social actions is revealed. In addition, the empirical validation of the framework proposed by Bernstein's and used by various scholars in architectural research suggests that this model can be used to map the relationship between school buildings, pedagogical practices, and school community. Lastly, this thesis presents various spatial factors influencing users' perceptions of their school and space usage patterns.  Results point to the importance of the school's density on the ground, school's porosity, school's configuration, school's overall integration, school's fragmentation, classrooms' axial centrality, and classrooms' visual mean depth.
This research's innovative aspect lies in combining different theoretical and methodological approaches through a holistic framework by articulating a crosswalk between research depths and data types. At the same time, it contributes to the current lack of knowledge about open-air schools and through an evidence-based approach, it provides a critical evaluation of the existing design guidelines for the design of lower secondary school buildings in Cyprus.

Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills. Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3-5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity. Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

Objectives: Amid widespread concern about youth mental health, this study investigates how children aged 6-11 conceptualise "mental health" and "well-being," exploring whether their understandings diverge from adult-centric narratives. The central research question: How do young children in school environments understand and describe these terms?

Design: A cross-sectional, qualitative pilot study used a puppet-led focus group format to reduce adult-child power imbalances and elicit authentic, creative responses in familiar school settings.

Methods: Forty children from three primary schools in NorthWest England, ages 6-11, participated in 10-15-minute sessions guided by two "alien" puppets in neutral rooms. The puppets asked familiar questions (e.g., "What is a teacher?") before introducing "mental health" and "well-being." Older children created word clouds and drawings. Sessions were audio-recorded, transcribed anonymously, and thematically analysed to identify core themes.

Findings: Three themes emerged: 1. Mental Health as Affective States: Framed by simple emotions ("happy," "sad") and linked to observable behaviours (energy levels, crying). 2. Well-Being as Social-Active Engagement: Defined through play, friendship, and feeling safe and listened to in school. 3. Concrete Over Clinical Language: Preferences for everyday words: "feelings," "brain," "fun"-over diagnostic or abstract terminology.

Conclusions: Primary-aged children emphasise emotional and relational aspects of mental health, contrasting with adult-led diagnostic models. These findings underscore the importance of embedding emotional literacy within Key Stages 1 and 2 curricula, and of co-developing mental health strategies with children rather than imposing them through top-down approaches.

Child psychology plays a critical role in shaping effective teaching strategies that are responsive to the diverse developmental needs of students. Understanding children's cognitive, emotional, and social growth enables teachers to create learning environments that promote engagement, motivation, and academic success. This article explores the role of child psychology knowledge in enhancing teaching effectiveness. It outlines how developmental theories inform classroom practices and emphasizes the importance of tailored instructional approaches based on psychological understanding. Employing a qualitative approach, the study draws from relevant literature and case examples to highlight the value of integrating child psychology in teacher education and classroom management. The findings suggest that child psychology equips educators with essential tools for recognizing individual differences, managing behaviour, fostering positive student-teacher relationships, and ultimately improving learning outcomes.

The Strengths and Difficulties Questionnaire (SDQ) is widely used to screen for child mental health problems and measure common forms of psychopathology in 4- to 16-year-olds. Using longitudinal data, we examined the validity of a version adapted for 3- to 4-year-olds. We used SDQ data from 16 659 families collected by the Millennium Cohort Study, which charts the development of children born throughout the United Kingdom during 2000-2001. Parents completed the preschool SDQ when children were aged 3 and the standard SDQ at ages 5 and 7. The SDQ&#39;s internal factor structure was assessed by using confirmatory factor analysis, with a series of competing models and extensions used to determine construct, convergent, and discriminant validity and measurement invariance over time. Predictive validity was evaluated by examining the relationships of age 3 SDQ scores with age 5 diagnostic measures of attention-deficit/hyperactivity disorder, autism spectrum disorder/Asperger syndrome, an...

Evidence from theory‐of‐mind tasks suggests that young children have substantial difficulty thinking about multiple object identity and multiple versions of reality. On the other hand, evidence from children&#39;s understanding of pretense indicates that children have little trouble understanding dual object identity and counterfactual scenarios that are involved in pretend play. Two studies reported here show that this competence is not limited to pretend play. Three‐year‐olds also understand the dual identity involved in unusual functional use (X is being used as Y), even though they have difficulty understanding deceptive appearance (X looks like Y). We suggest that children are able to distinguish extrinsic object properties from intrinsic ones (function vs. category‐membership) better than they can distinguish superficial object properties from deep ones (appearance vs. category‐membership).

Evidence from theory-of-mind tasks suggests that young children have substantial difficulty thinking about multiple object identity and multiple versions of reality. On the other hand, evidence from children's understanding of pretense indicates that children have little trouble understanding dual object identity and counterfactual scenarios that are involved in pretend play. Two studies reported here show that this competence is not limited to pretend play. Three-year-olds also understand the dual identity involved in unusual functional use (X is being used as Y), even though they have difficulty understanding deceptive appearance (X looks like Y). We suggest that children are able to distinguish extrinsic object properties from intrinsic ones (function vs. category-membership) better than they can distinguish superficial object properties from deep ones (appearance vs. category-membership).

We studied the effect of two social settings (collaborative versus competitive) on the visual and auditory expressions of uncertainty by children in two age groups (8 and 11). We conducted an experiment in which children played a quiz game in pairs. They either had to collaborate or compete with each other. We found that the Feeling-of-Knowing of eight-year-old children did not seem to be affected by the social setting, contrary to the Feeling-of-Knowing of 11-year-old children. In addition, we labelled children’s expressions in clips taken from the experiment for various visual and auditory features. We found that children used some of these features to signal uncertainty and that older children exhibited clearer cues than younger children. In a subsequent perception test, adults rated children’s certainty in clips used for labelling. It appeared that older children and children in competition expressed their confidence level more clearly than younger children and children in colla...