: Parental divorce is a multifaceted family change that may affect children’s emotional security, behavior, educational functioning, social relationships, and long-term psychological well-being. However, contemporary scientific evidence does not support the deterministic view that divorce in itself inevitably leads to impaired psychological adjustment in the child. Rather, a child’s condition is shaped by the interaction of the family climate before the divorce, interparental conflict, the quality of parenting, economic resources, living conditions, the child’s developmental stage, and the quality of relationships after the divorce.
Abstract This study aimed to ascertain whether paternal involvement in childrearing at 18 months was associated with developmental and caregiving outcomes at the age of 3 years. We used the health examination records of 52,921 children born in Kitakyushu City, Japan, between 2013 and 2019, whose caregivers were designated to answer a question about paternal involvement at the 18‐month examination. Valid responses were given by 33,619 caregivers, of whom 21,956 (65.3%) reported consistent involvement. To adjust for confounding by child and family characteristics, 1:1 propensity score matching was applied, yielding 11,175 matched pairs of children with consistent versus inconsistent involvement. The primary outcome, physician‐flagged developmental issues, was slightly less prevalent among children with consistent paternal involvement (11.1% vs. 12.3%; relative risk .91, 95% CI .83–.99). Fewer children in this group were unable to say their own name (11.8% vs. 13.4%) or had difficulty dressing (5.5% vs. 7.0%). A lower proportion of caregivers reported concerns about childcare (19.6% vs. 23.5%) and frustration with childcare (16.3% vs. 20.3%). These findings suggest that consistent paternal engagement during toddlerhood is associated with slightly better child development and caregiver well‐being, highlighting its potential relevance to early childhood health promotion strategies.
The present study aims to critically review Soutter’s Student Well-Being model (SWBM) and its different domains in light of the empirical studies on student well-being. Soutter et al.'s (2013) SWBM is based on multiple studies of well-being conducted with high-school-aged youth across various disciplines. Seven common themes were found in the literature search. These seven themes formed the domains of the SWBM: “having”, “being”, “relating”, “feeling”, “thinking”, “functioning”, and “striving”. The review's findings suggested that the domains from the existing literature fit well within the overarching domains of SWBM. Aligning various empirical domains with the seven domains of the SWBM further enhances the SWBM's comprehensiveness across different research contexts. Future research can explore the potential of SWBM to develop a culturally appropriate measurement scale for assessing students’ well-being cross-culturally. Teacher’s World: Journal of Education and Research, 50(2), 93-108
Childhood obesity results from a spectrum of genetic contributors, ranging from monogenic leptin-melanocortin pathway defects and syndromic causes to polygenic predisposition. Early recognition of red flags—severe onset before the age of 5 years, extreme hyperphagia, consanguinity, or dysmorphic features—should prompt biochemical and genetic evaluation, since a growing number of these conditions now have targeted pharmacotherapy. This chapter outlines a practical approach to clinical screening, biochemical work-up, and tiered genetic testing for suspected monogenic or syndromic obesity, along with an overview of precision and broader pharmacologic options, and offers guidance on when affected children should be referred to a pediatric endocrinologist.
Abhishek J. Kulkarni, Amulya Andalat Dileepkumar, Joewin Monteiro
Contemporary criminal justice systems predominantly assess child criminal responsibility through fixed age thresholds and formal legal capacity while often disregarding neuroscientific evidence concerning brain development, impulse regulation, and limited decision making capacity. This article proposes neuro protective criminal justice that integrates neuroscience, neurolaw, and child centered human rights into criminal law policy. The study aims to examine the conceptual foundation of neuro protective criminal justice, analyze child criminal liability under Indonesian law, and develop a model of neurological protection within the child criminal justice system. This research employs a normative juridical method using statutory, conceptual, and comparative approach. The analysis demonstrates that age based responsibility doesn’t adequately reflect children’s vulnerability to social and structural influences. It argues for a framework that prioritizes rehabilitation, prevention of neurological and psychological harm, and long term developmental well being through restorative justice, therapeutic interventions, and diversion. This study positions neuro protection as a foundational principle of child criminal justice while providing normative guidance for legal reform consistent with neuroscientific knowledge and international child protection standards. The study concludes that Indonesia should introduce regulations requiring neurological development analysis throughout juvenile criminal proceedings and reform legal practices across all components of its legal system.
Vience Ratna Multiwijaya, Setiyono Setiyono, Rini Purwaningsih et al.
Background Timely access to structured psycho-educational intervention is crucial for cognitive-motivational recovery in adolescents with depression, a population in a critical developmental stage of consolidating core belief systems. Drawing upon the theory of educational timing, the initiation of these interventions may represent a critical window for reshaping worldview, life perspective, and values. Therefore, this study aimed to examine the association between intervention timing and the reconstruction of these existential constructs, thereby providing an empirical basis for optimizing psycho-educational strategies in adolescent depression care. Methods This retrospective cohort study included 244 adolescents with depressive disorder treated between January 2022 and December 2024. To operationalize the concept of “optimal educational timing,” the cohort was stratified based on intervention initiation: early intervention, defined as initiation of structured psycho-educational intervention within 14 days of the index clinical encounter, and delayed intervention, defined as initiation after 14 days. Outcomes were assessed using the Worldview, Life Perspective, and Values Reconstruction Questionnaire (WLVQ-22). Linear and logistic regression models were used to evaluate changes in WLVQ-22 scores and responder outcomes. Results The cohort included 126 adolescents in the early-intervention group and 118 in the delayed-intervention group. Baseline WLVQ-22 scores were comparable between groups. After adjustment, early intervention initiation was associated with greater changes in worldview (β = 4.43, 95% confidence interval [CI]: 2.89 to 5.98; p < 0.001), life perspective (β = 3.93, 95% CI: 2.45 to 5.41; p < 0.001), and values total score (β = 2.07, 95% CI: 1.27 to 2.87; p < 0.001). Early intervention was also associated with higher odds of response for worldview (odds ratio [OR] = 2.96, 95% CI: 1.71 to 5.11), life perspective (OR = 2.51, 95% CI: 1.46 to 4.33), and values reconstruction (OR = 2.90, 95% CI: 1.37 to 6.13). Conclusions Earlier initiation of structured psychological intervention was associated with more favorable short-term WLVQ-22-assessed reconstruction indicators in adolescents with depression. These findings highlight the need for prospective studies to further evaluate the role of intervention timing in adolescent depression care.
BACKGROUND: Due to the popularity and convenience of the internet, cyber-pornography use among youth has attracted the widespread attention of scholars. Cyber-pornography use among Chinese university students remains rarely investigated, especially based on ecological systems theory using machine learning and network analysis approaches. Therefore, the present study examined cyber-pornography use through machine learning and network analysis based on ecological systems theory among a sample of Chinese university students. METHODS: A sample of 1322 university students in different provinces of China were surveyed in a cross-sectional study. The survey included cyber-pornography use variables, demographic information, psychological variables, family variables, and school factors. RESULTS: Of 1332 participants, 25 students were classed as high-risk cyber-pornography users (1.9%). The XGBoost model of machine learning identified 15 important features of cyber-pornography use including social ostracism, moral disengagement, gender, teacher fairness, year of study, age, autonomy, self-control, depression, father and mother's parenting style, relatedness, experience of being left behind, loneliness, and family closeness. In the network analysis, social ostracism was the strongest node in the total sample and among males, whereas depression was the strongest node in females. CONCLUSIONS: Psychological, family, school, and demographic factors (e.g. gender) may directly or indirectly be associated with cyber-pornography use among Chinese university students. The results suggest that ecological systems theory, including the microsystem, mesosystem, macrosystem, and chronosystem, may be considered as one of the core theories in understanding cyber-pornography use. In addition, the interaction of related factors also needs to be examined deeply to aid prevention and intervention of cyber-pornography use in the future.
Objective To evaluate long-term anthropometric, metabolic, reproductive, and bone mineral density (BMD) outcomes in girls with central precocious puberty (CPP) treated with Gonadotropin-Releasing Hormone analogues (GnRHa). Methods In this retrospective cohort with cross-sectional follow-up assessment, 82 of 265 eligible females (30.9%) with central precocious puberty or central hypothalamic-pituitary-gonadal axis activation who had received GnRHa participated in long-term evaluation. Anthropometric outcomes, insulin sensitivity indices (HOMA-IR and QUICKI), hormonal profile, BMD, and reproductive outcomes including polycystic ovary syndrome (PCOS) were assessed. Analyses used available cases for each outcome; missing values were not imputed. Results The mean age at final evaluation was 17.61 ± 4.3 years, and mean GnRHa treatment duration was 3.14 ± 1.9 years. Mean height at final follow-up was 159.85 ± 6.5 cm; the mean difference from baseline predicted adult height was 1.98 cm (95% CI, -0.37 to 4.34; P = 0.097). The distribution of BMI categories did not change significantly from baseline to final follow-up. Mean HOMA-IR and QUICKI were 3.76 ± 1.82 and 0.319 ± 0.025, respectively; among adults, 14/28 (50.0%) met each prespecified adult-derived threshold for reduced insulin sensitivity. PCOS was identified in 15/67 participants (22.4%). Mean lumbar and femoral BMD Z-scores were -0.25 ± 1.23 and -0.55 ± 1.03, respectively. Conclusions Among participants who completed long-term follow-up, attained height was comparable at the group level with predicted adult and mid-parental height, and mean BMD Z-scores were within age- and sex-referenced ranges. PCOS and PCOS-related features were observed, while insulin sensitivity indices were associated with adiposity. Because only 30.9% of eligible patients participated and there was no untreated comparison group, these findings describe the evaluated cohort and should not be interpreted as causal effects of GnRHa treatment.
Nahla M. Khawaja, Khālid Karakī, Mohammad K. Ruba’I et al.
ABSTRACT Aggressive behavior among young children can place particular emotional demands on teachers because managing such behavior occurs repeatedly within everyday learning interactions. How teachers perceive such behavior is therefore important to examine, as it may be associated with the emotional conditions they experience while carrying out their teaching responsibilities. This study aimed to describe teachers’ perceptions of aggressive behavior in early childhood, assess the level of emotional exhaustion among early childhood education teachers, and analyze the association between these two variables in Mojoroto District, Kediri City. Of the 270 educators comprising the study population, 161 teachers participated as respondents through cluster sampling. Data were collected using a questionnaire and analyzed using simple linear regression. The largest proportion of respondents fell within the high category for both perceptions of aggressive behavior in young children (43%) and emotional exhaustion (40%). Regression analysis yielded a t-value of 5.552 with a significance level of 0.000 (p < 0.05), indicating a positive and significant association between teachers’ perceptions of aggressive behavior in young children and emotional exhaustion. The R² value of 0.161 indicates that teachers’ perceptions explained 16.1% of the variance in emotional exhaustion, while the remaining 83.9% fell outside the model examined. These findings indicate that teachers’ perceptions constitute one factor associated with emotional exhaustion, highlighting the need to consider other factors beyond the model when understanding this condition. ABSTRAK Perilaku agresif pada anak usia dini menghadirkan tuntutan emosional tersendiri bagi guru karena penanganannya berlangsung dalam interaksi pembelajaran yang berulang. Cara guru memaknai perilaku tersebut menjadi penting untuk dikaji karena dapat berkaitan dengan kondisi emosional yang menyertai pelaksanaan tugas mengajar. Penelitian ini bertujuan menggambarkan persepsi guru terhadap perilaku agresif anak usia dini dan tingkat kelelahan emosional guru PAUD serta menganalisis keterkaitan kedua variabel tersebut di Kecamatan Mojoroto, Kota Kediri. Dari 270 pendidik yang menjadi populasi, sebanyak 161 guru terlibat sebagai responden melalui cluster sampling. Informasi penelitian dikumpulkan menggunakan kuesioner dan diolah dengan analisis regresi linear sederhana. Proporsi responden terbesar berada pada kategori tinggi, baik untuk persepsi terhadap perilaku agresif anak usia dini (43%) maupun kelelahan emosional (40%). Pengujian regresi menghasilkan nilai t sebesar 5,552 dengan signifikansi 0,000 (p < 0,05), yang menunjukkan adanya hubungan positif dan signifikan antara persepsi guru terhadap perilaku agresif anak usia dini dan kelelahan emosional. Nilai R² sebesar 0,161 menunjukkan bahwa variabel persepsi menjelaskan 16,1% variasi kelelahan emosional, sementara 83,9% sisanya berada di luar model yang dianalisis. Temuan ini menunjukkan bahwa persepsi guru merupakan salah satu aspek yang berkaitan dengan kelelahan emosional, sehingga faktor lain di luar model juga perlu mendapat perhatian dalam memahami kondisi tersebut.
Background Dance-based physical activity is a multimodal intervention integrating motor, cognitive, emotional, and social components, and has been increasingly recognized for its potential to enhance cognitive function and mental health. However, evidence regarding its effectiveness across different age groups remains fragmented. This systematic review aimed to synthesize current evidence on the effects of dance-based interventions on cognitive and psychological health across different age groups. Methods This systematic review was conducted in accordance with PRISMA 2020 guidelines and registered in PROSPERO (CRD420261338912). Six electronic databases (PubMed, Web of Science Core Collection, Scopus, APA PsycINFO, Cochrane Central Register of Controlled Trials (CENTRAL), and SPORTDiscus) were systematically searched from database inception to 28 August 2026. Eligible studies included randomized controlled trials (RCTs) and controlled clinical trials (CCTs) that examined the effects of dance-based interventions on cognitive and/or psychological outcomes in participants of any age. Due to substantial heterogeneity in intervention types, outcome measures, and study designs, a narrative synthesis was performed. Results A total of 22 studies involving 1,645 participants aged 4 to 94 years were included. Favorable findings were reported for selected cognitive outcomes, including global cognition, memory, and attention, whereas findings for executive function were mixed. Some studies also reported favorable changes in depressive symptoms, anxiety, stress, emotional well-being, subjective well-being, and quality of life. However, these findings were not consistent across all studies or outcome measures, and differences in outcome measures and statistical reporting prevented reliable comparison of effect magnitude across studies. Several favorable findings were derived from studies judged to have a high, serious, or critical risk of bias. The evidence was predominantly derived from older adults, particularly those with cognitive impairment, whereas evidence involving children, adolescents, and younger or middle-aged adults remained limited and heterogeneous; therefore, definitive comparisons across age groups could not be made. Conclusion Current evidence suggests that dance-based physical activity may have favorable effects on selected cognitive and psychological outcomes, with the evidence most extensively derived from older adults, particularly those with cognitive impairment. However, methodological heterogeneity, small sample sizes, study-level risk of bias, and limited long-term follow-up restrict the strength of these conclusions. Evidence involving children, adolescents, and younger or middle-aged adults remains insufficient for meaningful comparisons across age groups. Further high-quality trials are needed to determine optimal intervention parameters and clarify the mechanisms underlying the potential cognitive and psychological effects of dance-based physical activity. Systematic review registration https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD420261338912 , CRD420261338912.
