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Children
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Promoting Positive Development in Children and Adolescents: Social Emotional Skills,...
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Promoting Positive Development in Children and Adolescents: Social Emotional Skills, Internalizing Symptoms, and Externalizing Behaviors

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global Pediatric Health".

Deadline for manuscript submissions: closed (10 June 2024) | Viewed by 13230

Special Issue Editor

Prof. Dr. Mansoo Yu

E-Mail Website
Guest Editor
School of Social Work, Department of Public Health, College of Health Sciences, University of Missouri, Columbia, MO, USA
Interests: health–risk behaviors (e.g., substance use problems, physical inactivity, unhealthy diet); interconnectedness of mental health and physical health; child and adolescent health; health disparities; immigrant health; global health

Special Issue Information

Dear Colleagues,

Positive development (PD) in children and adolescents is evidenced by a growing body of research on families, schools and communities. Children and adolescents can benefit from their PD to strengthen their social and emotional competence, self-efficacy and self-regulation. For example, social–emotional skills (e.g., interacting with others, gaining confidence, making appropriate decisions, etc.) may contribute to the later success at school and in life. On the other hand, internalizing symptoms (e.g., anxiety and depression) and externalizing problems (e.g., fights with others and substance use) may be negatively associated with PD in children and adolescents.

In this Special Issue, we invite studies promoting PD in children and adolescents by examining the direct and indirect associations between social–emotional skills, internalizing symptoms, externalizing behaviors and/or other related issues in children and adolescents of diverse backgrounds.

Prof. Dr. Mansoo Yu
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • positive development
  • social and emotional skills
  • internalizing symptoms
  • externalizing behaviors
  • children and adolescents
  • diverse backgrounds

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

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17 pages, 291 KiB  
Article
A Pathway to Positive Youth Development: Unpacking the Asian American Youth Paradox and Cultural Orientations among Filipino American and Korean American Youth
by Yoonsun Choi, Michael Park and Miwa Yasui
Children 2024, 11(8), 950; https://doi.org/10.3390/children11080950 - 6 Aug 2024
Viewed by 1226
Abstract
This study used longitudinal survey data of Filipino American and Korean American youth in the Chicago Metropolitan area (N = 786, MAGE = 15.00, SD = 1.91 at Wave 1 in 2014) to examine whether and how a set of organized [...] Read more.
This study used longitudinal survey data of Filipino American and Korean American youth in the Chicago Metropolitan area (N = 786, MAGE = 15.00, SD = 1.91 at Wave 1 in 2014) to examine whether and how a set of organized predictors (i.e., universal predictors of youth outcomes and cultural orientations) independently and collectively explains internalizing and externalizing problems and academic performance. The results were that universal predictors such as youth antisocial beliefs, peer antisocial behaviors, and the quality of parent–child relations, were extensively predictive of youth outcomes in the expected directions. The magnitudes of universal predictors were largely unchanged when bilinear and multidimensional cultural orientation variables were accounted for together. The magnitudes of cultural orientation variables were slightly attenuated in full models but showed independent associations with youth outcomes. Specifically, English and heritage language proficiencies were protective of externalizing and internalizing problems. Behavioral practices in respective cultures increased youth problems. In addition, ethnic identity, although beneficial to mental health, can increase externalizing problems. The findings of this study provide insights into understanding the mixed outcomes among Asian Americans and important empirical evidence that can inform intervention programs to prevent youth problems, ultimately toward a pathway to positive youth development among Asian American youth. Full article
(This article belongs to the Special Issue Promoting Positive Development in Children and Adolescents: Social Emotional Skills, Internalizing Symptoms, and Externalizing Behaviors)
18 pages, 916 KiB  
Article
Examining the Utility of the Early Childhood Development Index (ECDI) among Children in the Nigeria Context
by Ngozi V. Enelamah, Smitha Rao, Margaret Lombe, Mansoo Yu, Chrisann Newransky, Melissa L. Villodas, Andrew Foell and Von Nebbitt
Children 2024, 11(3), 361; https://doi.org/10.3390/children11030361 - 19 Mar 2024
Cited by 2 | Viewed by 2373
Abstract
An estimated 6 million children under the age of five in Nigeria (out of nearly 31 million) risk not reaching their full developmental potential. The dearth of context-relevant measures poses a challenge to the planning and implementation of effective interventions. This study assesses [...] Read more.
An estimated 6 million children under the age of five in Nigeria (out of nearly 31 million) risk not reaching their full developmental potential. The dearth of context-relevant measures poses a challenge to the planning and implementation of effective interventions. This study assesses the utility of the Early Childhood Development Index (ECDI) in Nigeria. We used the Multiple Indicator Cluster Surveys to track progress among 3- to 4-year-old children (n = 11,073); 3-year-old, 51%; female, 49%. Using random calibration samples, the results from psychometric tests indicate that while over half of the children were on track in their development based on the ECDI, the instrument had low to average internal consistency and weak face validity, suggesting an inadequacy in capturing ECD information of value. At the outset of the launch of the new ECDI2030, the results of this study point to the need for continued discourse and advocacy for the use of culturally appropriate measures of child development, and a child-centered community engagement approach. This is essential in ensuring accountability and responsive interventions for the children served and their families. Full article
(This article belongs to the Special Issue Promoting Positive Development in Children and Adolescents: Social Emotional Skills, Internalizing Symptoms, and Externalizing Behaviors)
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20 pages, 3402 KiB  
Systematic Review
Using Virtual Reality Interventions to Promote Social and Emotional Learning for Children and Adolescents: A Systematic Review and Meta-Analysis
by Feng Zhang, Yan Zhang, Gege Li and Heng Luo
Children 2024, 11(1), 41; https://doi.org/10.3390/children11010041 - 29 Dec 2023
Cited by 7 | Viewed by 8714
Abstract
This study provides a comprehensive review of the application of virtual reality (VR) in social and emotional learning (SEL) for children and adolescents over the past decade (January 2013–May 2023), with a specific interest in the relations between their technological and instructional design [...] Read more.
This study provides a comprehensive review of the application of virtual reality (VR) in social and emotional learning (SEL) for children and adolescents over the past decade (January 2013–May 2023), with a specific interest in the relations between their technological and instructional design features. A search in Web of Science resulted in 32 relevant articles that were then manually screened. Coding analysis was conducted from four perspectives: participant characteristics, research design, technological features, and instructional design. The analysis provides insights into the VR literature regarding publication trends, target populations, technological features, instructional scenarios, and tasks. To test the effectiveness of VR interventions for promoting SEL, a meta-analysis was also conducted, which revealed an overall medium effect size and significant moderating effects of SEL disorder type and instructional task. Finally, based on the research results, the practical implications of and future research directions for applying VR in SEL were discussed. Full article
(This article belongs to the Special Issue Promoting Positive Development in Children and Adolescents: Social Emotional Skills, Internalizing Symptoms, and Externalizing Behaviors)
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