Introduction Intergenerational trauma research has often treated transmission as unidirectional and static, overlooking dyadic and reciprocal processes. This study applied a three-wave longitudinal Actor–Partner Interdependence Model (APIM) to examine bidirectional associations between parental trauma-related symptoms and adolescent emotion regulation (ER) difficulties. Methods A total of 247 parent–adolescent dyads from Syrian refugee and Jordanian host-community families in Jordan completed three waves over six months. Parents reported lifetime trauma at T1; both parents and adolescents reported ER difficulties at T1, T2, and T3. Distinguishable-dyad APIMs estimated autoregressive, actor, and partner effects with FIML and covariates. Results Parental trauma at T1 significantly predicted offspring ER difficulties at T2 (β = 0.23), mediated longitudinally by parent ER at T2. Offspring ER at T1 also predicted parent ER at T2 (β = 0.12), but this child-driven effect did not persist to T3. Refugee status did not moderate the transmission paths. Discussion Intergenerational trauma appears to operate as a dynamically co-constructed dyadic process. Findings support process-focused, dyadic interventions rather than treating adolescents in isolation.
Objective To identify factors associated with early non-response to first-line treatment in children with primary immune thrombocytopenia (ITP), and to develop and externally validate a prediction model. Methods This multicenter retrospective cohort study included 335 children with newly diagnosed primary ITP as the derivation cohort, including 255 responders and 80 non-responders. Clinical data obtained after admission were collected. Candidate variables were screened using correlation analysis and least absolute shrinkage and selection operator (LASSO) regression, followed by multivariable logistic regression to identify factors associated with early treatment non-response. Model discrimination was evaluated using the area under the receiver operating characteristic curve (AUC). An independent external validation cohort of 78 children was additionally included to assess model discrimination. Results Among the 335 children, 255 (76.1%) achieved a treatment response within 14 days after first-line therapy, whereas 80 (23.9%) did not. Multivariable analysis showed that older age (OR = 1.769, 95% CI: 1.629–1.920, P < 0.001), higher platelet-to-lymphocyte ratio (PLR) (OR = 1.622, 95% CI: 1.112–2.367, P = 0.012), and antinuclear antibody (ANA) positivity (OR = 3.142, 95% CI: 1.626–6.071, P < 0.001) were independently associated with early treatment non-response. The combined model incorporating age, PLR, and ANA achieved an AUC of 0.831 (95% CI: 0.778–0.885) in the derivation cohort and 0.718 (95% CI: 0.591–0.845) in the independent external validation cohort. Calibration was acceptable in both cohorts, with Hosmer–Lemeshow P values of 0.609 and 0.220 and Brier scores of 0.129 and 0.137, respectively. Conclusion Older age, higher PLR, and ANA positivity were independently associated with early non-response to first-line treatment within 14 days in children with newly diagnosed primary ITP. These findings may help identify children at high risk of treatment non-response and support individualized monitoring and treatment strategies.
This study aims to analyze the dynamics of parenting styles and disciplinary behavior among children aged 5–6 years at TK Cinta Ibu, Purwakarta, focusing on how parenting styles are applied, the forms of disciplinary behavior that emerge, and the supporting and inhibiting factors involved. A qualitative case study approach was employed, involving 10 children aged 5–6 years and their parents as research subjects. Data were collected through questionnaires distributed to parents, observations of children's behavior at school, and documentation of activities. The data were then analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by source triangulation. The findings indicate that most parents adopt a democratic parenting style, as reflected in the practice of explaining the reasons behind rules, maintaining open communication, providing supervision, and consistently implementing rules. Nevertheless, parents' positive perceptions do not fully correspond to the conditions observed at school, as children still frequently require guidance and repeated reminders during activities, such as putting away toys and waiting their turn in line. Variations in discipline levels among children were also identified, which cannot be entirely explained by parenting styles in general. Overall, democratic parenting serves as an important foundation for developing early childhood discipline; however, its implementation still requires consistent habituation both at home and at school, along with close collaboration between parents and teachers to align children's disciplinary habits across both environments.
Luthfiyyah Dwi Julianti, Asep Kurnia Jayadinata, Gia Nikawanti
The research aims to analyze the procedural learning design of JAWARA values integrated into qualitative research methods courses. The research subjects were 64 students. Descriptive qualitative research method. Data collection techniques use questionnaires, observation, and interviews. The data analysis technique uses Miles and Huberman's interactive data analysis. The findings from research on procedural learning design developing JAWARA values include the values of honesty in using the Turnitin application; there are 25 students, or 39% excellent, and the fair values in using the Mendeley application. There were 32 students, or 50% excellent, the values of authority, namely lecture attendance. There were 54 students, or 50% perfect, trust values, namely collecting assignments. There were 61 students, or 96% excellent, religious values, namely praying before and after lectures. There were 49 students, or 78% perfect, grades -accountable value, namely the use of the Sipebi application, was 19 students, or 19% perfect; integration of qualitative research courses includes preparing qualitative research proposals, there were 34 students, or 56% outstanding, preparing research proposals there were 34 students or 56% excellent. Using the Sipebi application for spelling in Indonesian writing, there were 29 students, or 45% excellent. The learning design for the procedures for developing JAWARA values was excellent, and qualitative research courses were integrated well. The conclusion was that procedural learning design could be used to develop the integration of JAWARA values in qualitative research methods courses. Abstrak Penelitian bertujuan menganalisis desain pembelajaran procedural nilai-nilai JAWARA terintegrasi mata kuliah metode penelitian kualitatif. Subjek penelitian 64 mahasiswa. Metode penelitian kualitatif deskriptif. Teknik pengumpulan data menggunakan kuesioner, observasi, wawancara. Teknik analisis data menggunakan analisis data interaktif Miles dan Huberman. Temuan-temuan hasil penelitian desain pembelajaran prosedural pengembangan nilai-nilai JAWARA meliputi nilai-nilai kejujuran penggunaan aplikasi turnitin ada 25 mahasiswa atau 39% sangat baik, nilai-nilai adil penggunaan aplikasi mendeley ada 32 mahasiswa atau 50% sangat baik, nilai-nilai wibawa yaitu kehadiran perkuliahan ada 54 mahasiswa atau 50% sangat baik, nilai-nilai amanah yaitu pengumpulan tugas-tugas ada 61 mahasiswa atau 96% sangat baik, nilai-nilai religius yaitu berdoa sebelum dan sesudah perkuliahan ada 49 mahasiswa atau 78% sangat baik, nilai-nilai akuntabel yaitu penggunaan aplikasi sipebi ada 19 mahasiswa atau 19% sangat baik; integrasi mata kuliah penelitian kualitatif meliputi menyiapkan proposal penelitian kualitatif ada 34 mahasiswa atau 56% sangat baik, menyusun proposal penelitian ada 34 mahasiswa atau 56% sangat baik, dan penggunaan aplikasi sipebi untuk ejaan penulisan Bahasa Indonesia ada 29 mahasiswa atau 45% sangat baik. Desain pembelajaran prosedur pengembangan nilai-nilai JAWARA sangat baik dan integrasi mata kuliah penelitian kualitatif baik. Kesimpulan desain pembelajaran prosedural dapat digunakan untuk pengembangan integrasi nilai-nilai JAWARA pada mata kuliah metode penelitian kualitatif.
During the 2000s, Bangladesh observed rapid growth in female labor force participation (LFP), potentially reflecting increased employability of females as female education attainment catches up with their male counterparts. However, only a small share of the labor force comprises of skilled female workers; the reality is that most women are still unable to complete the level of secondary and post-secondary education necessary to obtain decent work and actualize improved livelihood outcomes. As a result, even though Bangladesh has observed gender parity in enrolment in early grades, the lack of improvements in secondary school completion continues to inhibit opportunities for improved labor market outcomes for the majority of the country's female population. This report aims to take stock of the education outcomes realized by Bangladeshi children and youth, particularly females, and analyze the extent to which public investments in female education have succeeded in actualizing the desired medium-to-long term outcomes and results of said investments. The remainder of the report is organized as follows: Chapter 2 describes current policies and identifies gaps in policy formulation in the view of ever changing environment; Chapter 3 analyzes the current state of education, focusing on gender-centric accomplishments and existing drawbacks to universal enrolment and grade completion; Chapter 4 explores the various roles that economic, social and institutional factors play in explaining current gender-centric trends in education uptake and actualizing the benefit of gender parity; and Chapter 5 concludes this report and highlights the key findings and related policy recommendations. (Bangladesh)
The Ministry of Education, Youth and Sport (MoEYS) and the Ministry of Economy and Finance (MEF), together with key Development Partners, conducted a Public Expenditure Tracking Survey (PETS) and Quality of Service Delivery Survey (QSDS) for the education sector in Cambodia. PETS identify resource use and leakages by examining flows of funds and materials from the central government to local service providers via regional and local governments. QSDS are multi-purpose surveys that examine the efficiency of frontline service delivery and the dissipation of resources by collecting information on service providers and various agents in the system. Several PETS were conducted in Cambodia in the 2005-2013 period. They generally found leakage to be low but the timeliness and consistency of funds delivery to service providers to be poor. This PETS-QSDS will assist the Royal Government of Cambodia in its aim to improve the efficiency and effectiveness of public service delivery through several key reforms. The educational structure of schooling in Cambodia is six years of primary, followed by three years of lower secondary then three years of upper secondary. Prior to primary, there is at least one year for pre-school education. Cambodia also has technical and vocational education, which commences after completion of grade 9. Higher education commences after grade 12. (Cambodia)
