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.
Abstract Genomic medicine has profoundly transformed Nephrology—a specialty uniquely positioned to take advantage of the mechanistic insights provided by genomics that can guide precision care. Genetic kidney diseases account for a substantial proportion of chronic kidney disease in both children and adults, and the integration of genomic testing has redefined diagnosis, management, and even the conceptual architecture of kidney disorders. Contemporary Nephrology is increasingly guided by genomic understandings that clarify pathogenesis, refine clinical classification, and enable precision interventions. As genomic sequencing becomes embedded in clinical workflows, the focus is shifting from single-timepoint analysis to iterative genomic reanalysis. The reinterpretation of genomic data in light of new knowledge, improved annotation, and evolving classification criteria substantially increases diagnostic yield and optimises patient care. Reanalysis represents not only a technical evolution but also a philosophical shift- viewing genomic data as a living, longitudinal resource that requires continual stewardship. This review explores the foundational role of genomics and genetic kidney disease in Nephrology, the state of genomic integration in clinical practice, and the transformative potential of genomic reanalysis. It also considers imminent frontiers, including multi-omics, artificial intelligence, and the foundational importance of equity in genomic care. Together, these advances signal a reimagining of Nephrology—from a phenotype-based discipline to one rooted in molecular precision and iterative discovery.
Jacqueline Soraru, Erik Biroš, Aron Chakera et al.
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
This study examines how frequently and within what context United Nations member states address children in forced migration in their submissions to the 2022 International Migration Review Forum (IMRF), with a focus on young children and early childhood education and care programs. Despite the Global Compact on Safe, Orderly, and Regular Migration (GCM) of 2018 emphasizing child-sensitive approaches, comprehensive national documentation is sparse. Using qualitative content analysis, this study examines 42 IMRF reports submitted prior to the 2022 forum. The study reveals how member states address children in migration within the reports, with common GCM themes frequently mentioned including: data and information collection, legal and identity considerations, service and program availability, and governance and cooperation efforts. However, a key finding highlights the near-complete absence of direct reference to Early Childhood Education and Care (ECEC), with only two countries (Morocco and Turkmenistan) explicitly mentioning early childhood programs. Furthermore, considering the lack of evidence pertaining specifically to young children, recommendations include integrated ECEC services with efforts toward maintaining psychological support within migration policies impacting young children, and enhanced assessment methodologies, consistent reporting, and services prioritizing children's voices in decision-making, rights, and well-being. This study contributes to the discourse on young children in forced migration and ECEC to offer a foundation for future international collaboration and policy development efforts.
Michelle A. Bell, Adrijana Višnjić Jevtić, Alexandra Tsalikis et al.
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.
