Search Results (493)

Background: Hospitalisation for paediatric oncohaematological diseases entails significant physical and psychological stress, often compromising children’s emotional regulation and daily functioning. In this context, complementary interventions can provide additional support to the clinical work conducted with children and adolescents undergoing treatment, fostering emotional awareness and well-being. This study evaluates the feasibility and perceived benefits of an animal-assisted psychoeducational intervention to enhance emotional coping during hospitalisation. Methods: A single-centre observational study was conducted at Regina Margherita Children’s Hospital in Italy in collaboration with the ZOOM Foundation (Turin, Italy), between September 2023 and May 2025. Sixty patients aged 6–15 years participated in an intervention combining observation of an in-ward aquarium, virtual animal encounters, and completion of a psychoeducational booklet promoting emotional reflection through symbolic identification with animal behaviours. Results: The intervention showed high feasibility and acceptability: 90% of participants (54/60) reported positive emotions and enjoyment, 80% (48/60) found the booklet engaging, and all participants (100%) perceived care and attention from facilitators. The activities fostered engagement, curiosity, and well-being, though their impact on deeper emotional processing appeared limited. Conclusions: Animal-assisted psychoeducational interventions are feasible and well-received in paediatric oncohaematology, offering complementary support to clinical care by promoting emotional resilience and enriching the hospital experience. Full article

Intergenerational trauma significantly affects the health and mental health of African American families, particularly women whose lives are shaped by systemic inequities and historical oppression. This scoping review examines how trauma and resilience are transmitted across generations in African American communities, with a focus on dyads such as mother–child and mother–daughter relationships and a conceptual grandmother–mother–daughter triad. The review aims to identify mechanisms of trauma transmission and resilience and to inform culturally responsive, multigenerational interventions. Peer-reviewed studies published between 2012 and 2025 were identified that included African American caregivers and children and addressed biological, psychological, social, cultural, and resilience dimensions of intergenerational processes. Data were synthesized using a dimensional conceptual analysis approach. Findings indicate that intergenerational trauma is perpetuated through chronic stress and discrimination, maternal mental health challenges, family structure and caregiving strain, and cultural narratives about strength and self-reliance. At the same time, resilience is transmitted through sensitive caregiving, spirituality and faith, social and kin support, racial socialization, and economic survival strategies that draw on cultural and historical knowledge. These results underscore the importance of addressing intergenerational trauma holistically by integrating dyadic evidence within a broader conceptual triadic framework. Culturally responsive, multigenerational interventions that leverage family and community strengths and make space for emotional vulnerability are essential for interrupting cycles of trauma and fostering healing within African American families. Full article

Background: The interplay between neuronutrition, physical activity, and mental health for enhancing brain resilience to stress and overall human health is widely recognized. The use of brain mapping via quantitative-EEG (qEEG) comparative analysis enables researchers to identify deviations or abnormalities and track the changes in neurological patterns when a targeted drug or specific nutrition is administered over time. High-functioning mild-to-borderline intellectual disorders (MBID) and autism spectrum disorder (ASD) constitute leading global public health challenges due to their high prevalence, chronicity, and profound cognitive and functional impact. Objective: The objectives of the present study were twofold: first, to characterize an extremely vulnerable group of children with functioning autism symptoms, disclosing their overall pattern of cognitive abilities and areas of difficulty, and second, to investigate the relevance of the effects of a mushroom (Hericium erinaceus) biomass dietary supplement on improvement on neurocognitive behavior. Methods: This study used qEEG to compare raw data with a normative database to track the changes in neurological brain patterns in 147 children with high-functioning autistic attributes when mushroom H. erinaceus biomass supplement was consumed over 6 and 12 months. Conclusions: H. erinaceus biomass in children with pervasive developmental disorders significantly improved the maturation of the CNS after 6 to 12 months of oral use, decreased the dominant slow-wave activity, and converted slow-wave activity to optimal beta1 frequency. Therefore, despite the lack of randomization, blinding, and risk of bias, due to a limited number of observations, it may be concluded that the H. erinaceus biomass may generate a complex effect on the deficits of the autism spectrum when applied to high-functioning MBID children, representing a safe and effective adjunctive strategy for supporting neurodevelopment in children. Full article

Background/Objectives: The cognitive processes underlying learning are critical for educational practices. While mindfulness-based approaches to strengthening these cognitive processes have become widespread, studies focusing on game-based development of executive functions, particularly in preschool settings, are limited. The primary objective of this study is to develop a play-based mindfulness intervention program for preschool children and to examine the effects of this program on preschool children’s resilience, emotion regulation skills, and executive functions. Methods: The study employed a pretest–post-test control-group experimental design. The study group consisted of 40 children (20 experimental and 20 control) aged 5–6 years, attending a kindergarten in Malatya province, Türkiye. The Devereux Early Childhood Assessment Scale (DECA-P2), Emotion Regulation Scale (ERS), and Childhood Executive Functions Inventory (CHEXI) were used as data collection tools. Independent-samples t-tests were used for baseline analysis, and a two-way repeated-measures ANOVA was used to evaluate the program’s effects. Results: Findings showed that there was a statistically significant difference between the pre-test and post-test mean scores of the children in the experimental group compared with those in the control group for resilience, emotion regulation, and executive function (p < 0.05). Conclusions: Strong evidence was obtained that play-based mindfulness training has positive effects on the cognitive and emotional development of preschool children. Full article

While there are many approaches in the use of narratives for children and young people as symbolic forms of real-life education, this article specifically investigates the use of narratives as a public health communication and intervention strategy for young people. This strategy foregrounds imaginative stories based on health education messaging that are told from patient perspectives. Through a thematic analysis of 57 research articles, the article explores the themes and discursive strategies of narrative-based health communication, including digital storytelling, in supporting young people to develop coping and resilience skills. The article identifies five interrelated themes, revealing that narratives are not only effective tools for conveying health information but also foster psychosocial support, patient empowerment, and social connection. Such narratives serve as tools for facilitating change and informing decision-making across various stages of health engagement, including prevention, promotion, and management of chronic conditions. These narratives are socially transformative: in assisting young people; they also educate clinical professionals and organizations and thereby inform public health practice at large. In this way the article both consolidates and clarifies the field of literature concerned with the use of story as a health communication strategy for children and young people. Full article

The integration experiences and vulnerabilities of migrants in host states are a critical area of study. This qualitative research, grounded in a human rights and social justice framework, investigates the systemic injustices and integration challenges faced by Zimbabwean migrants in Johannesburg, South Africa. Through in-depth interviews with 16 participants and six key informants, the study employs thematic analysis to uncover the socio-cultural, economic, and political barriers that impede successful integration. The findings reveal pervasive issues such as prejudice, discrimination, xenophobia, and language barriers, which exacerbate the migrants’ vulnerabilities and make it difficult to support their families. They, at times, fail to buy food and pay school fees for their children. Despite these challenges, the resilience and creativity of Zimbabwean migrants are evident. The study’s unique contribution lies in its widening of the genealogy of theories of migration by incorporating African-centred migration perspectives, which are grounded in social justice perspectives. This critiques the Global North-dominated narratives that have historically sidelined the lived experiences of migrants from the Global South. The study offers a comprehensive examination of the interplay between systemic barriers and migrant resilience, offering new insights into how migration involves and affects families. This research calls for the development and implementation of rights-based integration frameworks to address systemic issues and enhance the well-being of migrants so that they can better support their families and kinsmen. Full article

(1) Background: The present study aimed to develop and validate the Scale for the Identification of Emotional Resilience in Children (SIER-C), a psychometric instrument designed to assess key dimensions of emotional intelligence and resilience among children aged 6 to 12 years. (2) Methods: The sample comprised 367 participants (52.3% male, 47.7% female) drawn from both urban and rural educational settings across Romania, selected through stratified random sampling to ensure demographic representativeness. The SIER-C consists of 30 items distributed across six subscales: Recognition and Understanding of Emotions (RUE), Emotion Regulation (ER), Empathy (E), Attitude Toward Failure (ATF), Coping Strategies (CS), and Perseverance and Self-Motivation (PSM), with items rated on a 5-point Likert scale. An Exploratory Factor Analysis (EFA) was initially conducted to examine the underlying factor structure, followed by Confirmatory Factor Analysis (CFA) to validate the model. (3) Results: The EFA suggested a six-factor structure consistent with the intended subscales, which was subsequently confirmed by CFA, demonstrating satisfactory model fit indices and confirming the scale’s construct validity. Internal consistency indices and composite reliability coefficients further indicated robust psychometric properties across subscales. (4) Conclusions: The findings underscore the relevance of SIER-C as a reliable and valid tool for identifying nuanced profiles of emotional intelligence and resilience in children. These profiles provide valuable insights for early detection of emotional and adaptive vulnerabilities and for the design of targeted interventions within educational and clinical frameworks. Future research should explore the longitudinal stability of these constructs and examine the integration of SIER-C within social–emotional learning programs to support the development of emotional competencies from a preventive and developmental perspective. Full article

Background/Objectives: This study examines factors associated with child overweight/obesity (OW/OB), pre-COVID-19 and during the COVID-19 pandemic, among all U.S. children aged 10–17 years, with or without developmental disabilities (DD) and, separately, among the subgroup of children diagnosed with a DD. Methods: Using data from the National Survey of Children’s Health (NSCH, 2018–2021), we applied descriptive statistics and multivariate logistic regression analyses to estimate the odds ratios of associations between family resilience, screen time, and childhood overweight/obesity. Family resilience measures families’ communication and problem-solving behaviors. Screentime is time spent on TV, computer, cellphone or electronic devices. Results: In descriptive analyses, during COVID-19, 35.8% of all children were identified as OW/OB compared to 32.8% pre-COVID-19—a weighted increase of 3.0%. Among children with developmental disabilities, OW/OB increased from 37.4% to 39.3%. Children reporting ≥4 h of screentime use increased from pre-COVID-19 to during COVID-19 in both groups (All Children: pre-COVID: 33.5%, during COVID: 41.6%; Developmental Disabilities: pre-COVID: 39.9%, during COVID: 49.4%). Among all children, there was a positive and strong association between screentime use and OW/OB at both pre- and during COVID-19 years. Children belonging to households with low family resiliency had 1.31 times the odds of being overweight/obese (95% CI, 1.06–1.63, p < 0.05) before the pandemic. However, these results were not significant after the pandemic. Conclusions: Prevalence of overweight/obesity in all children and children with DD during the COVID-19 pandemic continued to rise. Screentime was found to be a key determinant in increased weight status. Contrary to our hypothesis, family resilience failed to emerge as a significant protective factor for OW/OB; additional research is needed to explore the protective role of family resiliency on childhood obesity. Study findings may provide insights into developing best practices and tailored interventions with early OW/OB screening and programs tailored towards the youngest group of children aged 10–12 years or below. Full article

Early Childhood Mental Health Consultation (ECMHC) promotes children’s social–emotional development and reduces challenging behaviors in early care and education (ECE) centers, yet implementation barriers increase teacher stress and reduce confidence. Scalable, efficient, and accessible approaches are needed to meet ECE center demands. This quasi-experimental match-controlled study evaluated two ECMHC programs in promoting children’s social–emotional development and improving teachers’ skills/attitudes compared to an attention control condition in 22 ECE centers in lower-resourced areas of BLINDED. We compared Jump Start (JS; traditional human consultation model), Jump Start Go (JS Go; AI-enhanced consultation model), and Healthy Caregivers–Healthy Children (HC2; obesity-prevention consultation model). Child social–emotional development, teacher workplace stress/confidence, and classroom practices were assessed at pre-and post-intervention. Children in JS and JS Go interventions demonstrated significant social–emotional gains (F = 13.55, p < 0.001), with the largest reductions in internalizing problems observed in children who received JS Go (−2.91 points; F = 9.65, p < 0.001). JS Go classrooms also showed greater improvements in prosocial behavior (F = 5.05, p = 0.012) and resiliency (F = 8.95, p < 0.001) than HC2 classrooms. Findings suggest that both traditional and AI-enhanced ECMHC approaches can promote teachers’ capacity to support children’s social–emotional development. Full article

Introduction: This study aimed (1) to describe services involved in healthcare provision for children with special healthcare needs (CSHCN) and explore changes in the frequency of service provision reported by parents during the first wave of the COVID-19 pandemic; (2) to analyze associations between healthcare service provision and disease complexity; (3) to explore potential associations of changes in frequency of service provision with disease complexity, socioeconomic status (SES), and psychosocial factors; and (4) to generate actionable insights for building crisis-resilient care systems. Methods: A sequential series of cross-sectional online surveys at three points in time was conducted among caregivers of children with and without special healthcare needs in Germany. We analyzed data from the first survey (08/2020–10/2020). Results: Among CSHCN, reductions in treatment reached up to 88.4%. Positive associations between the reduction in treatment during the pandemic and disease complexity could be shown. There was no evidence for associations between reductions in healthcare provision, SES, and/or mental health. Structural vulnerabilities within existing care pathways for children with and without special healthcare needs could be identified. Conclusions: The findings highlight major gaps in healthcare continuity and underscore the urgent need for crisis-resilient care structures. CSHCN with more complex needs require prioritized, consistent, and structurally protected access to multidisciplinary services. The study calls for long-term investment in integrated, cross-sectoral, and family-centered healthcare frameworks to safeguard CSHCN in future public health emergencies. Full article

According to the Australasian Society for Developmental Paediatrics, experiential learning and outdoor play contain elements of risk, bravery, uncertainty, exploration, personal challenge, and adventure. These attributes are fundamental to a child’s growth, development, and wellbeing, and yet, in contemporary society, outdoor experiences have significantly declined. This scoping review explores the benefits and affordances of nature-based risky play and adventure education across early childhood and adolescence, asking what developmental opportunities emerge when children and adolescents engage in meaningful outdoor challenges. Adopting a benefit–risk approach where safety is “as safe as necessary” rather than “as safe as possible,” the review identifies common elements across developmental stages. A scoping review following PRISMA-ScR guidelines synthesised empirical studies (2015–2025). Our review included 40 empirical studies from a total of 5218 references, using diverse methodologies conducted predominantly in Western nations. All 40 studies reported positive associations across multiple developmental domains. Eight key themes developed: resilience and confidence, wellbeing, physical skills, autonomy and agency, nature connectedness, quality play provision, and educator influence. Authentic child agency and autonomy functioned as critical mechanisms through which benefits are realised across early childhood and school-aged populations. Key benefits included enhanced mental health, social competence, and anxiety prevention. Implementation barriers persist, including parental anxiety, institutional liability concerns, and cultural risk aversion. Evidence overwhelmingly supports nature-based risky play and outdoor adventure education as beneficial for child and adolescent development. Translation into practice remains limited by stakeholder attitudes and systemic barriers. Future research should prioritise longitudinal studies, cross-cultural investigation, and equity-focused approaches addressing disparities in access to positive risk-taking. Full article

Background/Objectives: Despite extensive research on the outcomes faced by parents in contexts of political violence, as well as the protective factors that enhance their well-being, the experiences of single parents by choice (SPCs) in such circumstances have largely been neglected. This study sought to address this gap by examining the experiences of SPCs during the current phase of the Israel–Hamas war that began on 7 October 2023. Method: This qualitative study used a context-informed approach. Semi-structured interviews were conducted with 11 Israeli SPCs (5 fathers and 6 mothers), including 2 displaced due to the destruction of their homes. All participants were secular Jews, predominantly middle- to upper-middle-class, aged 40–58, and had at least one child aged 15 months to 17 years. A thematic analysis method was utilized. Results: Two overarching themes emerged from the interviews, shaping participants’ wartime experiences: (1) the intensified challenges associated with parenting alone in the context of armed conflict and (2) the factors that mediated the impact of these challenges. Three key challenges identified by participants included: (1) persistent perceptions of danger and threat to life; (2) heightened financial insecurity; and (3) significant disruptions to daily routines. Three systemic-level protective factors were identified as instrumental in mitigating these challenges: (1) engagement in joint familial activities; (2) the presence of a supportive work environment; and (3) social and political engagement. These factors appeared to foster resilience and enhance participants’ psychological coping capacities amidst ongoing conflict. Conclusions: By highlighting the distinct stressors faced by SPCs in wartime and the factors mediating their impact on well-being, our findings extend the Stress Process Model to conflict settings, enhancing understanding of how single parenting is contextually shaped during major community crises. The findings may encourage clinicians and social workers to adopt a more nuanced approach when working with parents in conflict zones, enabling them to tailor interventions to the specific needs of different family structures. For SPCs, such interventions may include tele-counseling to provide psychosocial support and guidance for parents in supporting their children, without the need for childcare or travel, as well as advocacy for workplace policies that reduce financial and emotional vulnerabilities. Full article

This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed through the e-CSAMR framework, assessing levels of technology integration and collaboration, and the Mindtools framework, which considers theoretical foundations of technology use. Quantitative comparisons complemented the qualitative analysis. Findings indicate that FELS may support advanced technology use when appropriate tools and pedagogical knowledge exist, while highlighting the need for teacher training and technological adaptation responsive to learners’ needs in emergencies. Furthermore, FELS enabled collaborative teaching, supporting educators’ pedagogical and emotional needs. Teachers adopted diverse strategies—including advisory collaboration, assistance, parallel teamwork, enrichment, and simultaneous teaching—reflecting flexible cooperation. FELS also enabled peer collaboration among learners, offering emotional, social, and cognitive support essential for resilience. This study highlights the importance of analyzing collaboration across cognitive, social, and emotional dimensions and proposes a conceptual framework for defining types of teacher teamwork and understanding how adaptive pedagogy can enhance educational resilience. Full article

Background/Objectives: The COVID-19 pandemic has had widespread effects on quality of life (QoL). This umbrella review aimed to synthesise review-level evidence on the impact of the COVID-19 pandemic on QoL across the general population, including children, adolescents, adults, and older people. Methods: A systematic search of databases (MEDLINE (PubMed); EBSCOHost; Scopus; Google Scholar) and review repositories was conducted to identify systematic reviews, meta-analyses, and scoping reviews published between 2019 and 2025. Eligible reviews (2019–2025, English, peer-reviewed) included narrative, systematic and meta-analytic syntheses of quantitative, qualitative or mixed-methods evidence examining the impact of the COVID-19 pandemic on quality of life in the general population, using validated QoL measures. The review followed Joanna Briggs Institute methodology for umbrella reviews, with data synthesised narratively by QoL domain and population group. Results: Nine reviews met the inclusion criteria, encompassing 272 primary studies. Most reported declines in QoL across psychological, physical, and social domains. Children and adolescents experienced reductions in emotional and social functioning. Working-age adults reported psychological strain linked to economic and health-related stressors, while older adults were vulnerable to isolation and reduced social QoL. Environmental and structural factors also influenced QoL. Sociodemographic disparities were observed, with lower QoL reported among women, younger individuals, and those with lower socioeconomic status. Conclusions: The COVID-19 pandemic was associated with substantial declines in QoL across population groups, shaped by psychological, social, and structural factors. Findings highlight the importance of addressing social inequalities and enhancing resilience in future public health crises. Full article