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 and Public Health".

Deadline for manuscript submissions: 10 June 2024 | Viewed by 2525

Special Issue Editor


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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

Published Papers (1 paper)

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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
Viewed by 1996
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
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