The transition from early childhood education to primary education is, in many countries, the beginning of compulsory education. This has meant that much of the research on this transition has focused on academic aspects such as literacy or logical-mathematical competence. The lines of research have changed, and in recent years, very diverse…

The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were…

Klinefelter syndrome (47,XXY) is associated with problems in social interaction and behavioral adaptation. Sixteen adolescents and adult men with 47,XXY enrolled in a pilot-study evaluating the effectiveness of Social Management Training (SMT), a novel neurocognitive-behavioral treatment program targeted at improving social, emotional, and…

This study aims at identifying the nature of the practice of primary school teachers in Abu Dhabi for some educational-learning strategies. The sample of the study consisted of (200) teachers who were selected based on simple random sampling according to the study variables. The results of the study showed that the reality of practicing primary…

The rapid growth of digital devices in recent years has caused significant effects on children's screen time. Advancements in technology usage have a particularly strong impact on children in an era dominated by digital advancements, influencing their education, entertainment, communication, and socialisation, raising concerns about the…

Using a longitudinal mixed-methods research design, the present study examined the development of multicultural competence and skills among 14 doctoral-level clinical trainees across three cohort groups, through providing counseling and therapy to refugees within a multicultural psychotherapy practicum. The results show that trainees reported…

The facilitation of children's emotional intelligence (EI) through social and emotional learning (SEL) and wider pastoral support schemes is common practice in schools. Although the benefits of enhanced EI have been widely reported, little is known about its 'dark side': emotional manipulation, or how this may manifest in school settings. Focus…

Parental incarceration (PI) is negatively associated with emotional, educational, and psychological child outcomes. However, few studies explore potential mechanisms through which these outcomes are transmitted or the means by which prosocial outcomes might develop. This study used data from two waves of a population cohort study of children aged…

Aims: This systematic analysis aims to address the research question -- do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in…

This study examined the effect of a social-emotional intervention implemented in one St. Petersburg (Russian Federation) institution (called a Baby Home, BH) on the general behavioral development of preterm children (gestational ages of 30-36 weeks) during their first 2 years of life. The intervention consisted of training caregivers and…

The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. This nested qualitative study follows a previous controlled trial that reported positive outcomes for students participating in the Living Well life skills intervention. The current…

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been…

The purpose of the present study was to conduct an initial validation of the Positive Family Support--Strengths and Needs Assessment (PFS-SaNA) for elementary school children. The PFS-SaNA is designed as a universal screener wherein parents report on common areas their children may need additional support. Parents of children attending one…

This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments,…

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…