A number of U.S. states have enacted bans on tobacco use by students, staff, and visitors anywhere on the grounds of public elementary and secondary schools statewide. These laws are intended to reduce tobacco use, reduce exposure to secondhand smoke, reinforce anti-tobacco curricula taught in schools, and prevent children from viewing their teachers and fellow students using tobacco products. We examine the impact that the laws have on the smoking behavior of students, teachers, and other school staff by using stacked difference-in-differences estimators that exploit the time variation in adoption of the laws across states. The results presented in this paper suggest that statewide school smoking bans have little impact on smoking behavior.
Objective: The main objective of this investigation was to study temperament among children of employed and unemployed mothers. Sample: The sample consisted of 120 children of employed and 120 children of unemployed mothers of Varanasi city, in the age range of 9 to 16 years. Tools: (1) the Multidimensional Personality Inventory for preadolescents (aged 9 to 12 years) and (2) the Multidimensional Personality Inventory for late adolescents (aged 13 to 16 years), developed by the researcher and by Manju Agrawal, were used to collect data. Statistical analysis: The data obtained were analysed using the t-test. Result: The results revealed a significant difference in temperament between children of employed and unemployed mothers.
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.
Motherhood is inherently demanding, and some of these demands may be amplified for women with borderline personality disorder (BPD). The exacerbation of BPD symptoms from parenting-related stressors can have adverse impacts on mother-infant relationships and infant development. This qualitative study explores Australian mothers' views of the impacts of mother-infant dialectical therapy plus (MI-DBT+). MI-DBT+ is an innovative therapeutic intervention which integrates mother-infant dialectical behavior Therapy (MI-DBT), a known effective intervention for the mental health of mothers with BPD, with attachment and biobehavioral catch-up (ABC) therapy. Specifically, eight mothers completed semi-structured interviews about their experiences of intervention following completion of the MI-DBT+ program. A thematic analysis of this interview data found that mothers appreciated learning more skills to enhance their understanding of their infants' needs, behaviors and emotions. Mothers also reported improved reflective functioning and better control of their emotional responses. These skills assisted in managing emotional distress at both the individual and dyadic level. The study was limited due to available demographic data, with only maternal and child age available. Discussion also focuses on the fit between DBT and ABC, longer term developmental concerns and sustainability.
Jade Pryor, Alyssa C. P. Sawyer, Clemence Due et al.
This study aims to explore the narrative tension between authenticity and fictionality in The God of Small Things and The Ministry of Utmost Happiness by examining Roy’s formative experiences and writing process as described in Mother Mary Comes to Me. The theoretical framework employs Maurice Merleau-Ponty’s phenomenology of perception, supplemented by postmodern developments derived from phenomenological theory, to analyze the sensory experiences of key characters across childhood, youth, and adulthood. By focusing on core plot lines and pivotal events, the study investigates how Roy bridges sensory writing to transition from superficial personal memoir to collective allegory.
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.
Purpose: Each year, over one million children in the United States experience homelessness. Homelessness can occur at any stage in life in the absence of adequate prevention or intervention measures. The Nurturing Care Framework (NCF) offers an evidence-based model to help understand the significant threats to childhood development. Our objective was to determine whether the five NCF components predict ever experiencing homelessness in one’s lifetime. Methods: We conducted a secondary data analysis of the National Longitudinal Study of Adolescent to Adult Health in-home interviews with adolescents at Waves I and III (N = 15,197). Hierarchical logistic regression analysis was conducted to test associations between self-reported experiences of homelessness and the NCF components, adjusting for sociodemographic characteristics. Results: Being thrown out by a caregiver had the strongest association, with over six times the odds of experiencing homelessness (p≤ .001). Experiencing child neglect nearly doubled the odds (p≤ .001), and those left home alone by 6th grade had 42% higher odds (p< .05). Failing to follow instructions or finish tasks early in childhood increased homelessness odds by 77% (p≤ .001). Receiving food stamps more than doubled the odds (p≤ .01). Needing but not getting medical care had 52% higher odds, while having insurance lowered odds by 33% (p≤ .01). Discussion: Findings demonstrate that all NCF components are associated with experiencing homelessness, and adversities can increase the odds of homelessness during the life course. This study highlights that these components are key targets for prevention efforts.
Diana Margot Rosenthal, Sarah de Godoy, Kate Guastaferro
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.
Early childhood education plays an important role in shaping children's social behavior during their golden developmental period. This study aimed to improve the social behavior of children in Group B at TK Kasih Ibu Uelene, Pamona Selatan District, Poso Regency. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were eight children in Group B of TK Kasih Ibu Uelene, with social behavior indicators including cooperation, sharing, and politeness. Data were collected through material expert validation sheets, media expert validation sheets, social behavior observation sheets, and teacher response questionnaires. The data were analyzed descriptively to determine the validity, practicality, and effectiveness of the developed product. The results showed that the picture storybook obtained validation scores of 91.67% from media experts and 89.58% from material experts, both categorized as highly feasible. The teacher response score reached 95.80%, which was also categorized as highly feasible. The student trial results indicated an improvement in children's social behavior, as reflected in the increase in the average pre-test score from 56.94% to 81.94% on the post-test, which was classified as highly feasible. Therefore, the picture storybook proved effective as a learning medium for improving the social behavior of early childhood children.
Jesica Tiara Menesi, Andi Agusniatih, Armina M Armina M et al.
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity, which can significantly impair the academic and social functioning of children and adolescents. Although psychosocial interventions are widely used, existing evidence has primarily focused on single-setting approaches, with limited synthesis of interventions implemented across multiple settings. To systematically review and synthesize empirical evidence on the effectiveness of psychosocial interventions for children and adolescents with ADHD across family, school, and clinical settings, and to evaluate the extent to which cross-context, multimodal approaches are associated with improved functional outcomes. This systematic review followed the PRISMA 2020 guidelines. Web of Science, Embase, MEDLINE, and PsycINFO were searched for studies published through December 2025 using terms related to ADHD, psychosocial interventions, and treatment settings. Eligible studies included children and adolescents with ADHD who received psychosocial interventions and reported quantitative outcomes. Forty-two studies met the eligibility criteria. Overall, multimodal psychosocial interventions were associated with improvements in core ADHD symptoms and reductions in long-term functional impairments. Although some longitudinal studies reported symptom recurrence over time, multimodal interventions generally demonstrated more favorable outcomes in behavioral regulation, academic performance, and social functioning than unimodal approaches. Psychosocial interventions integrating family, school, and clinical settings were associated with more comprehensive improvements in ADHD symptoms and functional outcomes than single-setting approaches. These findings support the continued development of coordinated, cross-context intervention models for children and adolescents with ADHD.
