Abstract In dialogue with Sigmund Freud, D. W. Winnicott, Stuart Hall and Julia Kristeva, this article examines ASMR as phenomena, representational form and modality of performance. Through a close analysis of the high-school subgenre, it is argued that affect and storytelling are interlaced, re-presenting the ASMRtist as actor and performer, and demonstrating the interdependence of semiotic and symbolic dimensions of content. Themed videos presenting the ‘toxic best friend’ and the ‘girl who is obsessed with you’ (re)inscribe sensuality on feminine bodies, producing a form of ‘killjoy’ queering irreducible to a specific sexual identity. The subgenre creates a reiterative scene in which adolescent experience is traced on the body as sensory, sensual, and intimate.
What elements in our psychological make-up direct our behaviour, and what social influences mould our reactions from day to day? In Individual Development and Social Experience (originally published in 1975, reissuing the revised 1981 edition now with a new preface by the authors), two experienced psychologists explore the diverse influences that shape human behaviour and examine the psychological and social needs of individuals from birth to death. Psychology and sociology often over-compartmentalise or rely on unnecessary jargon. By describing how children, adolescents, middle-aged people, and the elderly respond to everyday situations, the authors present a comprehensive and absorbing analysis of human behaviour and the strains and stresses of modern life. Written in a remarkably readable and lucid manner, this book will appeal to anyone interested in human experience and behaviour. It provides an excellent introduction to social and individual psychology for psychology students as well as teachers, doctors, nurses, police officers, social workers, and all those who need an understanding of psychology in their professional lives.
Transitions from primary to secondary school can heighten anxiety, unsettle relationships, and challenge pupils’ sense of belonging. Schools increasingly deploy pastoral systems and universal wellbeing programmes, yet implementation varies and practice often lacks a clearly articulated evidence base. This literature review synthesises qualitative and mixed-methods studies (2017–2025) and examines how education staff can support pupils’ emotional wellbeing during primary‑to‑secondary transitions, with a focus on strategies informed by Cognitive Behaviour Therapy (CBT). Using a PICo framework, searches of ERIC, Education Source, CINAHL, and Psychology & Behavioral Sciences were conducted, applying inclusion criteria relevant to school contexts and transition stages. Studies were appraised with CASP tools. Findings cluster around three interrelated themes: (1) the centrality of relationships (teacher empathy and consistency; peer support; family partnership); (2) school belonging and connectedness (inclusive climate, pupil voice, and relational safety); and (3) emotional skills and resilience (structured psychoeducation, low-intensity CBT techniques, and peer-led emotion work). Methodological limitations across the literature include over-reliance on self-report, limited longitudinal designs, and conceptual ambiguity between belonging, connectedness, climate, and culture. The review proposes a practical pastoral framework that integrates CBT-informed strategies within universal and targeted supports and highlights priorities for professional development, co-production, and evaluation. Implications for pastoral care emphasise relationally attuned practice, actionable classroom tools, and multi-agency collaboration to scaffold emotionally safe, equitable transitions. Implications for pastoral care include embedding CBT-informed strategies within universal and targeted supports, prioritising relational safety, and fostering inclusive school climates to ensure emotionally secure transitions.
We aimed to assess the moderating role of context processing (i.e., context-encoding and -memory) in the association between maternal posttraumatic stress symptoms (PTSS) and the changes in maternal sensitivity in reaction to a separation from their toddler. Thirty-one mothers and their toddlers participated in the study in Switzerland. Mothers reported their current PTSS and performed a context processing task where they had to recognize contexts that they had previously seen paired with emotional faces. Maternal sensitivity was assessed during free play with their child and following a 3-min separation and was coded using the CARE-Index. A ratio score was calculated to assess the change in maternal sensitivity. Although the recognition of contexts previously associated with angry faces did not significantly moderate the relationship between maternal PTSS and the changes in maternal sensitivity, the recognition of contexts previously associated with neutral faces did. More PTSS led to a greater improvement of maternal sensitivity for mothers who had a better recognition of such contexts. This may be due to the ambiguity of neutral faces, which individuals with PTSS tend to focus on more closely, potentially due to their hypervigilance. Enhancing context processing may therefore help mothers use vigilance to improve sensitive caregiving.
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.
Family mealtime is a recurring everyday context for parent-child interaction, typically involving family members sitting together with the shared purpose of eating and socializing. However, little is known about the quality of parent-child interaction in this context, as this is often assessed during play or structured tasks. The aim of this study was to examine whether family mealtime constituted a context evoking specific parent-child interaction quality. Participants were 110 families with 24–36-month-old toddlers from the Copenhagen metropolitan area. Parent–toddler interactions during free play, clean-up, and mealtime were video-recorded in the home. Interactions were coded using the Coding Interactive Behavior manual to assess parental Acknowledging, Overriding, and Dyadic Reciprocity. We assessed mean-level differences (contextual continuity) and rank-order consistency (contextual stability) across the three contexts. Means for Overriding and Dyadic Reciprocity were significantly lower during family mealtime than during both play and clean-up, suggesting contextual discontinuity; i.e., that at the group level, mealtime interactions involve less inappropriate parental disruption and redirection, but also lower mutual responsiveness within the dyad. Acknowledging, Overriding, and Dyadic Reciprocity showed no significant correlations across family mealtime and the other contexts, indicating contextual instability, i.e., that within families, interaction quality during mealtime is not necessarily associated with interaction quality in other contexts. Our results suggest that interaction quality cannot be assumed to generalize across contexts. Family mealtime appears to elicit distinct interaction patterns on more parameters and may be an important setting for observational assessment. Clarifying for whom and under what conditions mealtime fosters positive or negative interaction patterns may guide future research and intervention design.
Julie Elisabeth Warberg Mohr, Ida Egmose, Anne Christine Stuart et al.
Climate change education (CCE) in early childhood and primary settings has expanded rapidly, yet remains unevenly theorised with respect to children’s participation, emotional experiences, and resilience. While existing approaches frequently emphasise knowledge acquisition, pro-environmental behaviour, or coping skills, they offer limited explanatory insight into why children’s engagement with climate issues can simultaneously create agency, anxiety, hope, or disengagement. This critical integrative review synthesises 47 empirical, conceptual, review, and policy-oriented studies to examine how participation, emotion, and resilience are conceptualised and enacted in CCE for young children. Drawing on established guidance for integrative synthesis, the review identifies three patterned tendencies across the literature: constrained forms of participation that prioritise expression over influence; heightened attention to climate emotions without corresponding structural responsiveness; and resilience framings that risk individualisation in the absence of collective and rights-based supports. To explain these patterns, the review advances the Participation–Emotion–Resilience (PER) framework, which conceptualises participation, emotion, and resilience as mutually constitutive processes rather than discrete domains. Grounded in children’s rights research and aligned with the UN Convention on the Rights of the Child, the PER framework elucidates how the quality of participatory opportunities shapes emotional experiences and conditions whether resilience emerges as collective capacity or individualised coping. The review concludes by outlining implications for theory, pedagogy, and policy, arguing for climate education approaches that attend to the ethical and affective dimensions of children’s participation in conditions of climate uncertainty.
Objectives Rates of emotional and behavioural problems (EBP) in adolescence are high and rising, increasing pressure on psychosocial care systems. Professionals working in these systems have excellent insights in the measures needed. Of these, the most urgent and implementable ones have already been elucidated. Our current aim was to identify measures and interventions to improve psychosocial care for adolescents with EBP that professionals perceived as highly urgent but not yet feasible to implement, revealing potential barriers for implementation. Methods We used Concept mapping, a participatory mixed-method approach, combining qualitative data collection with quantitative analysis. Overall, 33 professionals from 17 institutions participated. Results Participants proposed 43 measures/interventions, that could be categorized in five clusters. Of these, 13 were identified as highly urgent but not feasible. Most belonged to clusters related to school system changes, improvement of transparency and functioning of the system of care, and legislative conditions for adolescents with EBP. Conclusion Findings highlight implementation challenges related to school systems, workforce capacity, and system fragmentation. Addressing these challenges will require coordinated system-level approaches and long-term commitment to improve adolescent psychosocial care.
Kateřina Paclíková, Lucia Bosáková, Zuzana Dankulincová Veselská et al.
The growing integration of Generative Artificial Intelligence (GAI) into education has intensified the need to understand teachers’ perceptions of its implementation in the early stages of schooling. This study aimed to examine the barriers, ethical concerns, and perceived impact of GAI among Early Childhood and Primary Education teachers in Spain. An interpretive qualitative design was adopted using an open-ended questionnaire completed by 183 teachers from 15 Spanish autonomous communities. Data were analyzed through thematic content analysis in NVivo 14, resulting in a coding framework comprising three metacategories, 27 categories, and 98 subcategories. The findings indicate that insufficient training and limited digital competence constitute the main barriers to GAI integration, while ethical concerns focus primarily on the potential decline in students’ critical thinking, irresponsible use, data privacy, and the reliability of AI-generated information. Although teachers recognize the potential of GAI to support learning, they express greater concern about its possible negative effects on creativity, effort, and autonomous knowledge construction. Moreover, they consistently emphasize that its educational impact depends on teacher training, pedagogical mediation, and the context in which it is implemented. These findings highlight that the successful integration of GAI in Early Childhood and Primary Education requires strengthening teachers’ AI literacy and promoting pedagogically grounded and ethically responsible implementation strategies.
Juan Luis Cabanillas-García, Desirée Ayuso del Puerto, María Cruz Sánchez Gómez
En el Espacio Europeo de Educación Superior está muy asumido el uso de las TIC como base de las buenas prácticas en la Univers idad. Cuando volvemos la mirada para vislumbrar lo que sucede en Latinoamérica podemos observar situaciones de lo situaciones de lo másmás diversa.diversa. En concreto en la universidad ecuatoriana vemos cómo el marco mo el marco legislativolegislativo de de la educación superior, la educación superior, reformadoreformado recientemente, recientemente, asumasume e el uso de las el uso de las TIC,TIC, pero pero no como bno como buenas uenas prácticasprácticas. Este hecho que. Este hecho queda da másmás destacadodestacado cuando las cuando las buenas buenas prácticasprácticas y las Ty las TIIC como parte de ellasC como parte de ellas no no son tenidas en cuentason tenidas en cuenta en los en los planes de estudio de planes de estudio de mmaestro de infantil.aestro de infantil. En el presente trabajo se realizan unas rse realizan unas recomendaciones para ecomendaciones para afrontarafrontar esta esta desconexión entre desconexión entre los planes de estudios y los protocolos educativos de éxito.los planes de estudios y los protocolos educativos de éxito. In the European Higher Education Area, the use of ICTs as a basis for good practices in universities is widely accepted. When we look back at what is happening in Latin America, we can see the most diverse situations. Specifically, in the Ecuadorian university, we see how the recently reformed legislative framework for higher education assumes the use of ICTs, but not as good practices. This fact becomes more prominent when good practices and ICTs as part of them are not taken into account in the curricula of early childhood teachers. In this paper, some recommendations are made to address this disconnection between successful educational curricula and protocols.
Santiago Alonso-García, Juan Jesús Gutiérrez Castillo, Verónica Juárez Ramos et al.
