Search Results (835)

Background: The role of cognitive load theory (CLT) in understanding effective pedagogy has received increased attention in the fields of education and psychology in recent years. A considerable amount of literature has been published on the CLT construct as foundational guidance for instructional design by focusing on managing cognitive load in working memory to enhance learning outcomes. However, recent neuroscientific findings and practical critiques suggest that CLT’s emphasis on content-focused instruction and cognitive efficiency may overlook the complexity of human learning. Methods: This conceptual paper synthesises evidence from cognitive science, developmental psychology, neuroscience, health sciences and educational research to examine the scope conditions and limitations of CLT when applied as a general framework for K–12 learning. One of the major theoretical issues identified is the lack of consideration for the broad set of interpersonal and self-management skills, creating potential limitations for real-world educational contexts, where social-emotional and self-regulatory abilities are as crucial as cognitive competencies. Results: As a result of the critique, this paper introduces the Neurodevelopmental Informed Holistic Learning and Development Framework as a neuroscience-informed construct that integrates cognitive, emotional, and interpersonal dimensions essential for effective learning. Conclusions: In recognising the limitations of CLT, the paper offers practitioners contemporary, neurodevelopmentally informed insights that extend beyond cognitive efficiency alone and better reflect the multidimensional nature of real-world learning. Full article

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their inability to account for learning as a deep personal transformation. Drawing on authors such as Stern, Trevarthen, Hobson, Winnicott, and Kohut, it presents empirical evidence that the self and cognitive-affective capacities emerge within primary relational bonds. However, interpersonal relationships are not the environment where development occurs, but the end towards which it is oriented: if the relational bond is the point of departure, the interpersonal encounter is the telos shaping the whole process. The child’s engagement with inner and outer worlds is driven by the search for such encounter, irreducible to mere relational pleasantness, although this may indicate its realization. Philosophical perspectives from Polo, Levinas, Buber, Whitehead, Spaemann, and Marcel support the understanding of learning as a relational event of co-constitution. Learning implies cycles of crisis and reintegration. This approach shifts the focus from skill acquisition as an end to using it as a means for fostering meaningful interpersonal relationships, thereby reorienting education towards a dignity-centered paradigm. Full article

Adolescence is a critical period when rapid cognitive maturation coincides with heightened emotional vulnerability. This study examined the dynamic association between academic ability and mental health across early adolescence, focusing on vocabulary ability as a core indicator of academic ability. Using large-scale data from Grades 1–12 (N = 13,412), a vertically scaled vocabulary ability scale was constructed based on Item Response Theory (IRT) and the Non-Equivalent Anchor Test (NEAT) design to achieve cross-grade comparability. Fixed-parameter calibration was then applied to an independent cross-sectional sample of middle school students (Grades 7–9, N = 401) in Tianjin, combined with the DASS-21 to assess internalizing symptoms (depression, anxiety, stress). Hierarchical multiple regression analyses revealed that higher vocabulary ability was significantly associated with lower levels of depression, anxiety, and stress, with the negative association strongest in Grade 8. The present study provides new empirical evidence for understanding the interactive mechanisms between academic and psychological development during adolescence. Methodologically, the study demonstrates the value of IRT-based vertical scaling in establishing developmentally interpretable metrics for educational and psychological assessment. Full article

Rapid climate change and its anticipated impacts trigger significant worry and distress among vulnerable groups, including young adults. Little is known about how Dutch young adults experience and cope with climate change within their specific social and environmental context. This study examines Dutch young people’s emotional responses to climate change, their perceived emotional and psychological needs arising from these experiences, and the barriers they encounter in engaging in pro-environmental behaviour, with the aim of informing public health strategies to better support and empower this vulnerable group. Data were drawn from a large online survey among a representative sample of 1006 Dutch young adults (16–35 years; 51% women). The questionnaire included fixed-answer sections assessing emotional responses to climate change, as well as two open-ended questions exploring participants’ perceptions of their emotional and psychological needs related to climate change and the barriers they perceive to pro-environmental behaviour. Descriptive statistics were used for the fixed-response items, and thematic analysis was applied to the open-ended responses. Many Dutch young adults reported worry and sadness about climate change and its impacts, with approximately one third experiencing feelings of powerlessness. A large percentage of respondents attributed responsibility to large companies, and nearly half indicated that they still had hope for the future. One third (31%) felt that nothing could make them feel better about climate change, and another third (36%) reported to experience no climate-related emotions. Key emotional needs included more action at personal, community, and governmental levels, and more motivating positive news. Almost half (46%) of young adults said they already lived sustainably, while perceived barriers to pro-environmental behaviour were mainly financial (21%), knowledge-related (8%), and time-related (7%). This exploratory study highlights key practical and emotional barriers to pro-environmental behaviour reported by Dutch young adults 16–35, who expressed diverse emotional needs while coping with climate change. The findings underscore the need for a multi-level public health response to climate-related emotions, that simultaneously addresses emotional needs, structural barriers, and opportunities for meaningful engagement. Lowering barriers to pro-environmental behaviour and fostering supportive environments that enable sustainable action among young adults may enhance wellbeing and strengthen their sense of agency. Public health supports this by reducing barriers to pro-environmental behaviour in young adults, through targeted support, clear information, and enabling social and structural conditions that promote wellbeing and sustained engagement. Full article

Background: IDH1-mutant oligodendroglioma and astrocytoma differ not only in growth rate but also in growth pattern. Oligodendrogliomas tend to infiltrate white matter tracts, whereas astrocytomas more often displace them. Such difference could lead to different cognitive outcomes. This study examined differences in executive functioning before and up to one year after surgery between patients with IDH1-mutant astrocytoma and oligodendroglioma. Methods: Patients with WHO grade 2–3 IDH1-mutant oligodendroglioma (1p19q-codeleted) or astrocytoma were included. Cognition was assessed preoperatively, and at 3 and 12 months postoperatively using standardized computerized and paper-and-pencil tests. Groups were compared on demographics, tumor characteristics, surgical modality, extent of resection, adjuvant treatment, and baseline cognition. Longitudinal mixed models were performed to investigate differences in performances over time for the total sample and stratified by surgical approach (awake vs. asleep). Results: 162 patients (67 oligodendroglioma, 95 astrocytoma) were included. Oligodendroglioma patients were older, with more frontal and fewer temporal tumors. Oligodendroglioma patients showed a greater impairment prevalence on a measure of inhibition before surgery. In the awake surgery group, no longitudinal differences were found between diagnoses. In the asleep surgery group, astrocytoma patients remained stable while oligodendroglioma patients declined on a measure of cognitive flexibility, with performance at 3 and 12 months significantly lower than at baseline. Conclusions: Specific aspects of executive functioning in IDH1-mutant gliomas may differ by subtype. Oligodendroglioma patients showed postoperative decline in cognitive flexibility that did not recover to baseline level, particularly in case of surgery under general anesthesia. These results highlight the potential relevance of tumor subtype and surgical approach in limiting cognitive risks after glioma surgery. Full article

Background: The rising prevalence and enduring impact of mental health problems in youth have intensified the call for population-level prevention. Low positive and high negative affect in childhood are vulnerability factors for mental health problems in adolescence. Supporting youth in managing affect during early adolescence may foster mental health preventively. Self-regulation training has shown promise in this regard. Moreover, its parallels with Behavioral Activation (BA) align with the recommendation to adapt evidence-based clinical interventions into scalable, accessible formats for prevention. Methods: This study examined whether a 12-day mobile-based self-regulation training, consistent with BA principles and delivered in an innovative digital format, could increase positive and decrease negative affect in a sample of 156 youths (M_age = 10.0). Results: No significant group differences emerged in affect change over time, and neither baseline levels of self-control nor emotion regulation strategies moderated the effects. Conclusions: The findings suggest that low-intensity mobile-based interventions may be insufficient to produce meaningful affect change in youth. The potential need to shift from universal prevention strategies to more selective approaches targeting at-risk youth is discussed. Full article

The COVID-19 pandemic had widespread psychological effects, prompting research into long-term impacts on mental health and identity development. This retrospective study examined how pandemic-related stress affected obsessive–compulsive symptoms (OCS) and generalized anxiety symptoms across three timepoints, prior to the pandemic (2019–February 2020), during the height of the pandemic (March 2020–2022), and the present (within the past month), and how changes in these symptoms relates to identity. The sample consisted of undergraduate students (N = 476) who completed an anonymous online survey battery. Indices of psychological “damage” and “recovery” showed although OCS levels returned to baseline in the current period, anxiety levels remained elevated. COVID-related stress predicted higher OCS and anxiety symptoms across timepoints. Greater symptom damage was associated with more identity disturbance, while recovery from anxiety was related to reduced identity disturbance. Recovery from OCS was uniquely related to higher identity consolidation. These findings suggest the psychological toll of the pandemic extends beyond clinical symptoms, impacting foundations of identity. Although some psychological recovery has occurred, lingering anxiety symptoms may continue to affect developmental outcomes. Further research is needed to understand mechanisms that support long-term recovery and identity formation in the wake of large-scale stressors like the COVID-19 pandemic. Full article

Background: The Republic of Korean humidifier disinfectant disaster, involving toxic chemical exposure, constitutes a major social disaster causing severe trauma. While physical and psychological difficulties are documented, this study investigated the relationship between posttraumatic stress disorder (PTSD) symptoms and survivors’ daily life adaptation across children, adolescents, and adults, examining PTSD’s mediating role. Methods: The sample included 834 participants (417 exposed survivors and 417 unaffected individuals), divided into three age groups. PTSD symptoms and life adaptation were measured via self-reports. Multigroup Structural Equation Modeling (SEM) was utilized to test the indirect associations among exposure, PTSD symptoms, and life adaptation, and to examine age-group comparisons. Results: Survivors in all age groups reported higher PTSD symptoms and lower adaptive functioning compared to unaffected individuals, with the largest PTSD mean difference found in children and adults. Multigroup SEM confirmed that exposure positively impacted PTSD symptoms, and PTSD symptoms negatively impacted life adaptation across all ages. PTSD symptoms significantly mediated the exposure-life adaptation link in all groups. Critically, the direct effect of exposure on life adaptation was significant only in adults, indicating a full mediation via PTSD symptoms in children and adolescents. Conclusions: Exposure to toxic humidifier disinfectants is linked to life adaptation difficulties through elevated PTSD symptoms. These findings emphasize addressing trauma-related symptoms and suggest the utility of developmentally sensitive psychological interventions. Limitations include reliance on self- and parent-reported measures rather than clinical diagnoses, and the lack of control for external contextual factors (e.g., policy changes, media exposure). Full article

Background/Objectives: Executive functions (EFs) and Theory of Mind (ToM) are often compromised in children with Specific Learning Disorders (SLD). Although evidence highlights the malleability of EF, studies have yet to investigate whether school-based interventions can enhance both cool and hot EF domains and support ToM development in this population. This study evaluated the effectiveness of a structured, classroom-based EF training program in improving cool EF, hot EF, and ToM in children with SLD. Methods: Forty students with SLD (aged 8–10 years) were allocated to an intervention group (n = 24) or a passive control group (n = 16). The program was delivered in small groups during regular school hours over 6–9 weeks (18 sessions). Pre- and post-intervention assessments measured cool EFs (working memory, planning, cognitive flexibility, inhibition), hot EFs (affective decision-making, delay of gratification), and ToM (false belief understanding, mental state/emotion recognition). Results: The intervention group showed significant within-group improvements in working memory, planning, and cognitive flexibility, whereas the control group showed no significant changes. Between-group comparisons revealed significant effects for working memory, planning, and ToM mental state/emotion recognition, with medium-to-large effect sizes. No significant group differences were found for hot EFs or ToM false belief understanding. Conclusions: These findings suggest that participation in a structured, school-based EF program is associated with selective improvements in specific cool EF components and one aspect of ToM in children with SLD, supporting the potential value of classroom-based interventions for cognitive and socio-cognitive development. Full article

Background/Objectives: Multidisciplinary care is the gold-standard approach for delivering comprehensive pediatric healthcare. For children undergoing cochlear implant (CI) evaluation, multiple appointments are required to assess candidacy, set realistic expectations, and counsel families on rehabilitation and the psychosocial impact of hearing loss. Established pediatric CI users also need coordinated follow-up to address ongoing auditory, educational, and psychosocial needs. This study evaluated the satisfaction and family perspectives of the implementation of a virtual, team-based multidisciplinary model for both CI candidates and established CI users. Methods: Thirty-nine children and their families participated in discipline-specific telehealth consultations, including audiology, listening and spoken language (LSL) therapy, psychology, and educational services, followed by a 60 min multidisciplinary team meeting. Team meetings occurred during pre-implantation and at six months post-activation for CI candidates. Team meetings for established CI users were scheduled following completion of individual consultations. Providers summarized findings from their individual visits before transitioning to a caregiver-led discussion. Post-visit surveys assessed satisfaction and perceived benefit from the multidisciplinary model. Results: Thirty-nine dyads were enrolled (11 Pre-CI; 28 Established CI). Caregivers were predominantly mothers (89.7%), most identified as Hispanic (55.3%) and White (71.1%). Over half of children identified as Hispanic (59%) and White (71.8%); most were diagnosed with hearing loss at birth (55.9%). Satisfaction with the virtual model was uniformly high: 100% of caregivers were satisfied or very satisfied, and most rated care quality as “very good” or “excellent.” LSL therapy was most frequently rated as the most beneficial visit (70% Pre-CI; 45% Established CI). Caregivers strongly preferred ongoing team-based care, with 55–80% reporting that they would like it to occur every six months and 95–100% preferring remote meetings. Conclusions: A virtual multidisciplinary model offers a high-quality, family-centered approach for both CI evaluations and ongoing management of established CI users. By integrating simultaneous team-based sessions, this model not only supports the ‘whole child’ but also strengthens the family system by improving communication, streamlining care, and reducing the burden of multiple in-person appointments. Families consistently report high levels of satisfaction with the convenience, clarity, and collaboration provided through virtual team visits. Incorporating routine check-ins with families is essential to ensure their needs are addressed, reinforce progress, and guide timely, targeted interventions that maximize each child’s developmental outcomes. Full article

Background/Objectives: Emotional and behavioral difficulties are common during adolescence and have lasting implications for well-being. Although several psychological resources—such as self-efficacy, mindfulness, and reflective functioning—have been individually linked to better adjustment, less is known about how these strengths jointly relate to perceived stress, difficulties, and health-related quality of life (HRQoL). This study aimed to develop and test an integrative structural model capturing the interplay of these factors during early and mid-adolescence. Methods: A cross-sectional online survey was conducted among 395 adolescents (222 girls, 173 boys; aged 10–16 years) who completed self-report questionnaires assessing HRQoL (KIDSCREEN-10), emotional–behavioral difficulties (SDQ), perceived stress (PSS), self-efficacy (GSE), mindfulness (CAMM), and reflective functioning (RFQY-5). After descriptive analyses and correlation testing, the structural path model using observed variables examined how these variables were interrelated. Multi-group analyses assessed whether structural pathways were invariant across gender and age groups. Results: Mindfulness, self-efficacy, and reflective functioning were each indirectly associated with better HRQoL, mainly through lower perceived stress and fewer emotional–behavioral difficulties. Perceived stress showed a strong positive association with difficulties, and both constructs uniquely predicted lower HRQoL. The overall pattern of associations was fully consistent across age and broadly comparable across gender. Conclusions: The findings highlight the interconnected role of psychological resources, stress, and emotional–behavioral difficulties in adolescents’ well-being. However, the cross-sectional design, convenience sampling, reliance on self-report measures, and single-country sample limit the generalizability and causal interpretation of the results. The robustness of these pathways across age and their broad comparability across gender underscore their developmental relevance and suggest that programs aimed at strengthening socio-emotional competences may be meaningfully applied to support adolescents’ well-being already from early adolescence. Full article

In the face of advancing globalisation processes and intensified contacts between representatives of different cultures and religions, interreligious dialogue is becoming an important component of contemporary social coexistence. This article aims to establish a relationship between interpersonal skills, moral intelligence, and readiness to engage in interreligious dialogue among adult Poles. A total of 519 people aged 18 to 75 (M = 48.44; SD = 15.55) were surveyed. This study used the Readiness to Engage in Interreligious Dialogue Scale (TGDMVE), the Interpersonal Competence Questionnaire (ICQ-R) and the Moral Intelligence Quotient (MIQ). The results of the analyses indicated that, in terms of interpersonal competence, the strongest significant predictor of all five dimensions of readiness to engage in interreligious dialogue was active concern for others. In terms of moral intelligence, it was the ability to recognise spiritual needs. The results may have significant practical implications for the areas of intercultural education, the prevention of xenophobic attitudes, and the building of social capital based on dialogue, trust, and respect. Full article

In an increasingly secular and pluralistic age marked by declining religious affiliation and rising individualized spiritual pursuits, accompanied by soaring mental health issues, the need for psychologically grounded perspectives on spiritual health is urgent. Drawing on developmental psychology, positive psychology, and psychology of religion and spirituality, this article introduces the Thrive Spiritual Health Framework. Spiritual health involves experiencing and responding to a loving source of transcendence in cognitive, affective, behavioral, and relational ways, and integrating those responses into narrative identities that inform who we are and who we belong to, shape our ethical ideals, inform virtues, and orient purpose—allowing us to sustain lives of love. The framework synthesizes six interrelated facets—transcendence, habits and rhythms, relationships and community, identity and narrative, vocation and purpose, and ethics and virtues (THRIVE)—through which spirituality nurtures thriving. Each facet is contextualizable across cultural and secular settings, highlighting both opportunities and vulnerabilities of contemporary spirituality. While individualized spiritual pathways may empower autonomy and innovation, they also risk fragmentation without relational and communal support. The framework provides an empirically grounded resource for research and practice, clarifying when spirituality promotes thriving and offering guidance for spiritual innovation in pluralistic contexts. Full article

Background/Objectives: Introducing a demanding home-based program (HBP) of Vojta therapy (VT) into their daily activities is a life-altering event for parents of children with global developmental delay (GDD). This study aims to document the experiences of parents of children with GDD administering a HBP of VT. Methods: A multicentre study with a qualitative case design based on an interpretative approach is presented. Interviews were conducted with 10 parents using photo-elicitation (PE). Inductive and thematic analyses were used. Results: Four common experiential themes were identified. Firstly, crying was identified as the most significant barrier to administering therapy (despite parents accepting that crying was not pain-related). Secondly, parents described the intense and variable emotional impact of being responsible for the therapy and its effects on their child. Thirdly, parents unanimously felt that their involvement was worthwhile, with the developmental results they perceived outweighing the emotional, physical and time demands of administering the VT. Finally, parents developed a narrative of hope stemming from the therapy and its observed effects. Conclusions: The physical, emotional and time demands on parents when administering a HBP of VT are very significant. The main barriers to adherence to the program are identified as the child’s crying during therapy and time management. Intense emotional experiences, both positive and negative, arise while administering a HBP of VT. Parents are not only able to overcome all emotional and logistical challenges when they recognize improvements in their child, but they also begin to hope for further improvement. Implications for the professional design of HBPs of VT include the following: advanced warning that crying is normal, part of the therapy and not pain-related; training and ongoing support from a qualified therapist; training in recognising developmental improvement; and psychological support to deal with the emotional journey. Full article

Background: Clinical practice suggests that objective assessment tools are needed to assess adults with inattention or hyperactivity, informed by the underlying pathophysiology of attention-deficit and hyperactivity disorder (ADHD). This systematic review comprehensively evaluates the current objective assessment methods as an adjunct diagnostic tool for these adults. Methods: We conducted a systematic review of studies investigating various objective diagnostic methods to assess adults with ADHD and healthy controls. The database search occurred from its inception to 23 December 2024. Results: Our search yielded 46 studies that reported on various objective methods to assess adults with ADHD. The MOXO-distracted Continuous Performance Test (MOXO-d-CPT), eye-tracker with MOXO-d CPT, Conners’ Continuous Performance Test—3rd edition (CCPT-3), and oculomotricity can differentiate between true and feigned ADHD or other diagnostic possibilities. The Quantified Behavior Test (Qb Test+) can detect hyperactivity and differentiate it from other psychiatric disorders. Mono-d, CCPT-3, Qb Test+, Test of Variables and Attention (TOVA), Integrated Visual and Auditory Continuous Performance Test (IVA-CPT), and oculomotricity can monitor pharmacotherapy response. Functional near-infrared spectroscopy (fNIRS) offers more promise than structural imaging and demonstrates a moderate level of sensitivity and specificity to differentiate adults with and without ADHD by performing the verbal fluency test. Notwithstanding, electroencephalography (EEG)/event-related potential (ERP) shows potential in diagnosis and treatment monitoring (e.g., neurofeedback training). In addition, transcriptome-based biomarkers have also been explored as diagnostic tools. Conclusion: The diagnosis and monitoring of ADHD in adults come with a unique set of challenges due to psychiatric comorbidity, including depression and anxiety; fluctuation of symptoms over time; and lack of consensus among clinicians and professional organizations to adopt objective tests in the diagnostic process. Our findings support the notion that a combination of clinical assessment and objective biomarkers targeting distinct pathophysiological aspects may enhance the accuracy of ADHD diagnosis. Full article