This study explores the effects of residential separation among married couples on marital stability and the well-being of women and children in Ikara Local Government Area, Kaduna State. As more couples live apart due to economic pressures, job-related migration, or personal conflict, the research investigates how such arrangements influence emotional, social, and economic outcomes within the family unit. Anchored on Attachment Theory and Social Exchange Theory, the study sought theoretical explanation to the issues. The study employs a mixed-methods approach, combining quantitative data using questionnaires from surveys administered to 150 selected respondents and qualitative data sourced from 6 interviewees of in-depth interview sessions conducted. The findings indicate that living separately places a significant emotional and financial burden on women, who often face increased stress, anxiety, and a lack of support. Children in these households are also adversely affected, exhibiting signs of emotional insecurity, behavioural issues, and reduced academic performance. Marital relationships are strained by distance, leading to weakened communication, trust issues, and disruptions in parenting roles. The study recommends the provision of counseling and psychosocial support services, economic empowerment programs for women, and communitydriven initiatives that promote healthy family relationships. These measures are crucial for addressing the negative impacts of residential separation and enhancing the resilience of families in similar socio-cultural settings.
Early childhood education plays an important role in shaping children's social behavior during their golden developmental period. This study aimed to improve the social behavior of children in Group B at TK Kasih Ibu Uelene, Pamona Selatan District, Poso Regency. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were eight children in Group B of TK Kasih Ibu Uelene, with social behavior indicators including cooperation, sharing, and politeness. Data were collected through material expert validation sheets, media expert validation sheets, social behavior observation sheets, and teacher response questionnaires. The data were analyzed descriptively to determine the validity, practicality, and effectiveness of the developed product. The results showed that the picture storybook obtained validation scores of 91.67% from media experts and 89.58% from material experts, both categorized as highly feasible. The teacher response score reached 95.80%, which was also categorized as highly feasible. The student trial results indicated an improvement in children's social behavior, as reflected in the increase in the average pre-test score from 56.94% to 81.94% on the post-test, which was classified as highly feasible. Therefore, the picture storybook proved effective as a learning medium for improving the social behavior of early childhood children.
Jesica Tiara Menesi, Andi Agusniatih, Armina M Armina M et al.
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity, which can significantly impair the academic and social functioning of children and adolescents. Although psychosocial interventions are widely used, existing evidence has primarily focused on single-setting approaches, with limited synthesis of interventions implemented across multiple settings. To systematically review and synthesize empirical evidence on the effectiveness of psychosocial interventions for children and adolescents with ADHD across family, school, and clinical settings, and to evaluate the extent to which cross-context, multimodal approaches are associated with improved functional outcomes. This systematic review followed the PRISMA 2020 guidelines. Web of Science, Embase, MEDLINE, and PsycINFO were searched for studies published through December 2025 using terms related to ADHD, psychosocial interventions, and treatment settings. Eligible studies included children and adolescents with ADHD who received psychosocial interventions and reported quantitative outcomes. Forty-two studies met the eligibility criteria. Overall, multimodal psychosocial interventions were associated with improvements in core ADHD symptoms and reductions in long-term functional impairments. Although some longitudinal studies reported symptom recurrence over time, multimodal interventions generally demonstrated more favorable outcomes in behavioral regulation, academic performance, and social functioning than unimodal approaches. Psychosocial interventions integrating family, school, and clinical settings were associated with more comprehensive improvements in ADHD symptoms and functional outcomes than single-setting approaches. These findings support the continued development of coordinated, cross-context intervention models for children and adolescents with ADHD.
Demand for recognition of the specialized knowledge and skills required of Infant and Early Childhood Mental Health (IECMH) practitioners, researchers, and policymakers resulted in the establishment of standardized professional credentials that document this expertise. However, to date, research on the influences and impacts of an Infant or Early Childhood Mental Health Endorsement on IECMH professionals is scarce. This descriptive, cross-sectional study aims to fill this gap by reporting quantitative findings from a voluntary online survey, the Perceptions of Endorsement Survey (PES), completed by a diverse group of 911 Endorsed professionals across the United States and Australia. The study by a U.S. research team explores how personal factors, professional supports, and perceived benefits influence the likelihood of continuing to participate in the Endorsement system and of recommending it to others (Attitudes towards Endorsement). Regression analyses revealed three factors that were significant predictors of positive Attitudes towards Endorsement: Confidence and Motivation, Endorsement-related Social Influences, and perceived Opportunities. Moreover, the combination of Endorsement-related Social Influences and Opportunities significantly and uniquely predicted positive Attitudes towards Endorsement above what these factors predicted individually. Discussion focuses on how individual-level demographic characteristics, occupational-level factors, social factors, and perceived benefits relate to Attitudes towards Endorsement.
Lorraine F. Kubicek, Cheri J. Shapiro, Tristan Collier et al.
This article examines how teenage girls in rural KwaZulu-Natal, South Africa, navigate heterosexual relationships shaped by emotional dependency, patriarchal moralities, and intersecting structural inequalities. Drawing on focus groups and interviews with 48 school-going girls, and framed through intersectional Afro-feminist perspectives, the article shows that sexual risk-taking among rural teenage girls is rooted not in ignorance but in affective economies that equate love with sacrifice, trust with compliance, and loyalty with endurance. The findings reveal how girls’ emotional labour, such as sustaining relationships, tolerating infidelity, and avoiding conflict, becomes a key mechanism through which heteropatriarchal power is reproduced in intimate life. By foregrounding emotion as a site of political regulation and negotiation, the paper advances a relational understanding of teenage sexuality and calls for interventions that centre emotional justice, feminist relational ethics, and structural transformation. The study contributes to gender studies and, in particular, African feminist scholarship by illuminating how Black rural girls’ affective worlds expose both the vulnerabilities and the subtle resistances embedded in the everyday politics of love and survival.
BACKGROUND: Parenting programs grounded in social learning (SL) and attachment theory are widely implemented, yet few trials have directly compared their effects across multiple parenting domains in community contexts. This study examined the relative effectiveness of an SL-based program (Triple P - Level 4 Group) and an attachment-based program (Circle of Security - Parenting, COS-P) against treatment-as-usual (TAU) when delivered online through community agencies. METHODS: A three-arm randomized controlled trial was conducted across four community organizations in Ontario, Canada. Caregivers of children aged 2-6 years (N = 502) were randomized (1:1:1) to Triple P, COS-P, or TAU. Primary outcomes were child behavioral difficulties (SDQ-Total) and parental overreactivity with post-intervention, 6-, and 12-month follow-up. Secondary outcomes included parental attributions, parenting stress, and caregiver mental health. Analyses followed an intention-to-treat framework using mixed-effects models (ClinicalTrials.gov #NCT04702191). RESULTS: Relative to TAU, Triple P demonstrated significant short-term reductions in emotional symptoms and conduct problems, and immediate improvements in hostile and helpless parenting and anxiety; however, most between-group effects did not persist beyond post-intervention. Effects on total child behavior problems at 12 months were no longer significant after correction for multiple testing. Improvements in parental attributions were sustained at 12 months. COS-P differed from TAU on only one outcome, at one time point. Within-group improvements in child behavior, dysfunctional parenting, and caregiver mood were observed in TAU, with COS-P and Triple P showing similar trends. Exploratory analyses suggested broader benefits for Triple P relative to COS-P. CONCLUSIONS: Triple P demonstrated selective short-term benefits relative to TAU across child behavioral and parenting outcomes, with sustained effects limited to parental attributions. COS-P showed no measurable effects relative to TAU. These findings highlight the importance of behavioral management and self-regulation components and point to the need for further research examining contextual moderators, maintenance strategies, and sustainable delivery approaches, including digital formats.
Andrea González, G. J. Meléndez‐Torres, Divya Joshi et al.
This study explores the correlational associations between perceived parental differential treatment (PDT) and Internet addiction (IA) among Chinese adolescents, as well as the mediating role of self-esteem and the moderating role of fairness perception. A sample of 426 non-only children aged 9–19 years ( M = 13.30, SD = 2.00) was recruited from five schools in Hebei, Henan, Jilin, and Shandong provinces using cluster-based convenience sampling. Participants completed self-report questionnaires, including the Sibling Experience Questionnaire, Young’s Internet Addiction Diagnostic Scale, Rosenberg Self-esteem Scale, and the Fairness Perception Scale. The results indicated that: (1) PDT (perceived self-favoritism) was significantly negatively correlated with IA; (2) self-esteem served as a full mediator in the correlational pathway linking PDT and IA; (3) fairness perception significantly moderated the association between paternal PDT and IA. The negative association between paternal PDT and IA emerged only at high levels of fairness perception, though this conditional association was marginally significant. These findings highlight the potential value of positive self-esteem and perceived fairness for understanding IA among adolescents in multi-child families, providing both theoretical and practical implications for family-based interventions.
Introduction Academic achievement is of paramount importance for adolescent development. However, how family functioning affects academic achievement through psychological capital (PsyCap), and the role of teacher support in this process, remain largely unexplored. Moreover, whether PsyCap exhibits heterogeneous profiles and how different environmental factors distinguish among them warrant further investigation. Method A survey was conducted among 1,288 students from eight junior high schools in Jiangxi Province, China, using cluster and convenience sampling. Hayes’ PROCESS macro was used to test the moderated mediation model. Latent profile analysis (LPA) was conducted to explore the heterogeneous latent taxonomy of PsyCap. Results Significant positive correlations were observed among family functioning, PsyCap, teacher support, and perceived academic achievement.PsyCap fully mediated the relationship between family functioning and perceived academic achievement. Teacher support significantly moderated the effect of family functioning on PsyCap and the entire mediating pathway. LPA identified three distinct PsyCap profiles: low (15%), moderate (60%), and high (25%). These profiles showed a stepwise pattern of significant differences in perceived academic achievement. The higher the levels of family functioning and teacher support, the more likely students were to be classified into the moderate or high PsyCap profiles, and teacher support exhibited a stronger effect. Discussion By integrating variable-centered and person-centered approaches, this study reveals that family functioning indirectly promotes perceived academic achievement by cultivating PsyCap, and that teacher support strengthens this transformative process, highlighting the synergistic effects of the family and school microsystems.
Quality in Early Childhood Care and Education (ECCE) is deemed important and yet complex, as it standardizes ECCE against universal assessments and measures. There is a need to explore how contextually meaningful understanding of quality is being considered. To fill this gap, a scoping review was undertaken to map empirical studies and understand how quality is perceived from the point of view of practitioners, parents, and children in Pakistan. Adopting Arksey O’Malley framework, the review synthesized evidence from 32 studies which led to five themes: systemic challenges, structural, process, outcomes-based and orientation quality dimensions. Results show that diverse stakeholder views in conceptualizing quality and significance of ECCE are lacking. Further research using contextually relevant approaches to construct the meaning of quality is identified to shape future ECCE policies and practice for Pakistan.
For generations throughout Indonesian families, the normalization of the culture of "fat children" has been strongly linked to the idea of vitality, prosperity, and parental achievement. This qualitative study examines how these enduring cultural beliefs continue to shape contemporary obesogenic practices in households in Medan, Indonesia. Drawing from in-depth interviews with parents of school-age children, these findings reveal that parents' interpretations of health remain embedded in historical socio-cultural frameworks, where abundant feeding symbolizes the care, compassion, and moral of parental duties. Statements such as "obese children are healthier than thin children" and "children should eat according to their appetites" describe the normalization of eating autonomy, while daily practices including unlimited snacking, unsupervised school purchases, and celebratory food gifts reinforce permissive eating environments. This deep-rooted belief persists even in the face of growing biomedical awareness of childhood obesity. The study highlights the enduring tension between traditional feeding cultures and modern health risks, suggesting that childhood obesity prevention requires more than just nutrition education; This entails critical engagement with historical parental identities, the creation of cultural meanings of love and nurturing, and intergenerational expectations around "good parenting." These findings argue for culturally located digital health education tailored to parental belief systems rather than purely information-based interventions.
Wellina Sebayang, Evawany Yunita Aritonang, Zulhaida Lubis et al.
