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
Abstract Populism has emerged as a defining challenge for contemporary democracies, yet empirical research has largely overlooked younger populations during their critical phase of political development. This study examines populist attitudes among adolescents and young adults, addressing how this multidimensional construct manifests in youth and its implications for future research on youth populism. Drawing on a German sample of 523 participants aged 14 to 21, we adapted a validated adult measurement tool to assess three dimensions of populism: people-centrism, anti-elitism, and Manichean outlook. We tested scalar measurement invariance across age groups and employed bifactor modeling to distinguish general and specific components of populism. Validity was examined through associations with conspiracy mentality, authoritarianism, political trust, satisfaction with democracy, and voting intentions for populist parties. Confirmatory factor analysis supported the three-dimensional structure with satisfactory psychometric properties and full scalar invariance. Bifactor modeling revealed that anti-elitism serves as the core binding element of the three populism facets. The general populism factor showed substantial associations with conspiracy mentality, moderate associations with authoritarianism, and strong negative associations with political trust and satisfaction with democracy. Logistic regression analyses demonstrated that each unit increase in general populist attitude doubled the odds of supporting populist parties (AfD, BSW), with additional significant effects of gender and school track. The results support both the applicability and validity of the adapted instrument among youth and demonstrate that bifactor modeling offers a valuable approach for capturing populism's complexity as a multidimensional attitude comprising general and specific components.
Elise Grunwald, Katharina Eckstein, Astrid Körner et al.
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.
Across educational contexts worldwide, there is a growing shift from purely academic outcomes toward whole-child education that integrates cognitive, social-emotional, physical, and moral development. This paradigm recognizes that learners thrive when schools work in close partnership with families and community stakeholders. Anchored in this perspective, the present study explored how parents and stakeholders contribute to fostering holistic development among elementary learners in South Cotabato, particularly in Norala District. The study aimed to document and analyzed positive, high-leverage practices of parents and stakeholders using an appreciative inquiry approach. This qualitative design focused on identifying strengths, successful experiences, and enabling conditions that support learners’ holistic growth. Data were gathered through interviews and focus group discussions and were analyzed using thematic analysis to surface recurring patterns, shared meanings, and core insights related to home–school–community collaboration. Findings revealed that parents and stakeholders possess a multidimensional understanding of holistic development, encompassing academic achievement, social-emotional competence, physical and emotional well-being, values formation, and community engagement. Participants emphasized that consistent parental involvement, emotional guidance, and strong partnerships between schools and communities create supportive and motivating learning environments. Effective communication, shared responsibility, and continuity of programs were identified as critical enablers of learner success. Moreover, sustained academic support, health and nutrition initiatives, and co-curricular activities such as sports and values-oriented programs were viewed as essential in nurturing well-rounded learners. The study concluded that holistic child development is a shared responsibility that extends beyond the classroom. When parents and stakeholders are recognized as active partners rather than peripheral supporters, schools become inclusive and nurturing spaces that promote balanced growth. Strengthening parental capacities, fostering open communication, and sustaining collaborative practices are vital to ensuring learners’ academic success and overall well-being. These findings underscore the importance of relationship-centered and strengths-based approaches in advancing holistic education.
Justification: Character strength-based interventions represent a potential strategy for promoting well-being during adolescence and strengthening psychological resources applicable in educational and preventive contexts. Objective: To synthesize the evidence published between 2020 and 2026 on the effects of these interventions on well-being and associated psychosocial outcomes in adolescents aged 10 to 19 years. Methodology: A systematic review guided by PRISMA 2020 was conducted, with searches in Scopus, PubMed, Taylor & Francis Online, and Dialnet. Of the 1,425 records identified, 12 articles corresponding to 11 independent studies or projects were included. Methodological quality was assessed using the MMAT 2018, and the findings were synthesized through a narrative review. Results: The interventions showed favorable outcomes in happiness, life satisfaction, positive affect, resilience, self-efficacy, and socioemotional functioning. Some studies also reported reductions in anxiety, depression, and hopelessness, although the effects were not uniform and did not always persist during follow-up. Methodological heterogeneity prevented the conduct of a meta-analysis. Conclusion: Character strengths are trainable resources with potential utility for promoting adolescent well-being, especially when their practice is guided, sustained, and culturally relevant.
Ángel Patricio Herrera-Carrión, Ana Cecilia Chimbo-Pérez, Darwin Sebastián Ruiz-Mena et al.
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.
Introduction Screen time may influence language development during early childhood, although its effects may vary depending on contextual factors. While screen use can support development when guided by adults, excessive exposure has been associated with less favorable language outcomes. Methods Data from 16,914 children (51% girls, 78% White; M = 3.03 years, SD = 1.37) were obtained from the 2023 National Survey of Children’s Health. Networks of red-flag language milestones were estimated separately for children aged 1-2 and 3-5 years. Participants were classified according to World Health Organization (WHO) screen-time recommendations (<1 h/day vs. ≥1 h/day). Results Partially regularized network models revealed denser connectivity among language-development indicators in children with higher levels of screen exposure. This pattern was reflected in a greater number of network edges and fully connected subclusters and was particularly pronounced among children aged 3-5 years. Discussion The findings suggest that higher screen-time exposure is associated with more interconnected patterns of language-development difficulties during early childhood. These results contribute to a deeper understanding of language development in the context of children’s screen use and may provide useful insights for families, educational professionals, and policymakers interested in promoting healthy developmental environments and informed decisions regarding screen exposure.
Ana María Ruiz‐Ruano García, Trine Flensborg‐Madsen, Jorge López Puga
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.
