Examining the Contributions of Parents' Daily Hassles and Parenting Approaches to Children's Behavior Problems during the COVID-19 Pandemic.

The present study was designed to examine the direct and indirect contributions of parenting daily hassles and approaches to children's externalizing and internalizing behavior problems during the COVID-19 pandemic. The sample for this study was 338 preschool children (53.6% girls, Mage = 56.33 months, SD = 15.14) and their parents in Turkey. Parents reported their daily hassles, parenting approaches, and children's behavior problems. Findings from the structural equation model showed that higher levels of parenting daily hassles predicted higher levels of externalizing and internalizing behavior problems. In addition, we found an indirect effect of daily hassles on children's internalizing behaviors via positive parenting. Further, there was an indirect path from parenting daily hassles to children's externalizing behaviors through the negative parenting approach. Results are discussed in the context of the COVID-19 pandemic.

Early Childhood Education During the COVID-19 Outbreak: The Perceived Changing Roles of Preschool Administrators, Teachers, and Parents.

Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed. We used Moustakas's (Phenomenological research methods, Sage, Thousand Oaks, 1994) phenomenological method to collect, analyze, and validate the data. The main themes showed that: (1) Stakeholders have experienced substantial challenges in online education; (2) The online delivery of instructional content has changed the administrators' financing and instructional leadership role; (3) Teachers have acquired new roles in some areas such as communication, content development, and technology use. In addition, the mentoring roles and social responsibilities of administrators and teachers have increased due to the COVID-19 pandemic; and (4) Supporting roles towards their children have been proliferated and diversified. Overall, findings from the present study provided insights into the stakeholders' perceived accumulated and altered roles in early childhood education because of the COVID-19 outbreak.

Central nervous system neurotoxicity associated with nelarabine in T-cell acute lymphoblastic leukemia.

INTRODUCTION: Nelarabine, a prodrug of arabinosylguanine has lineage-specific toxicity for T lymphoblasts and is used to treat refractory or relapsed T-cell acute lymphoblastic leukemia and T-cell lymphoblastic lymphoma patients. The most commonly observed adverse effects associated with nelarabine are mainly hematological, i.e. neutropenia, anemia, and thrombocytopenia. Additionally, neurological, and gastrointestinal toxicities have been reported. Central nervous system neurotoxicity associated with nelarabine is very rare. CASE DESCRIPTION: A 37-year-old man patient diagnosed with T-cell acute lymphoblastic leukemia had experienced generalized tonic-clonic seizure which lasted for a few seconds and upper extremity weakness after three weeks of the nelarabine infusion. Computed tomography and magnetic resonance imaging have shown periventricular and nucleus caudatus abnormalities. Radiological findings suggested toxic leukoencephalopathy and acute infarct of right nucleus caudatus. MANAGEMENT AND OUTCOME: After high-dose steroids, intravenous immunoglobulin, and support treatment, his neurologic symptoms disappeared except for mild peroral numbness. However, radiological sequelae persisted despite clinical improvement. CONCLUSION: Physicians involved in the care of these patients who use nelarabine should be aware of the fact that cerebral toxicity of the nelarabine may occur especially in the presence of predisposing factors. It is crucial to monitor closely those patients receiving nelarabine and also those who have additional predisposing factors for neurotoxicity.

Culture in Physical Activity: The Contribution of Basic Psychological Needs and Goal Orientation.

Numerous variables affect motivation in physical activity (PA) with culture being an understudied variable. Self-determination theory's basic psychological needs (BPN) includes a combination of autonomy, competence, and relatedness in PA; however, cultural definitions pit autonomy and relatedness against each other. Thus, this study aims to investigate the moderating role of culture on relationships between BPN, goal orientations (ego, task) for PA, and PA behavior. A survey was implemented to 168 participants (109 females, 59 males; 92 Turks, 76 Americans) investigating students' self-construal type, their basic psychological needs in exercise (BPNES), PA levels (Godin Leisure-Time Exercise Questionnaire/GLTEQ), and goal orientation types (Task and Ego Orientation in Sport Questionnaire/TEOSQ). Turks (n = 92) and Americans (n = 76) demonstrated distinct cultural differences in terms of the study variables. American students were more autonomous, task-oriented, and physically active than Turkish students. Results from the multi-group path analysis showed that there was a moderating role of culture between predictors (i.e., BPN Autonomy, BPN Relatedness, BPN Competence, Ego Orientation, and Task Orientation) and Physical Activity. Such that, the paths from predictors (i.e., BPNT Autonomy, BPNT Relatedness, BPNT Competence, Ego Orientation, and Task Orientation) to PA was not significant in Turkish cultural context. Results suggest that culturally tailored approaches to PA interventions are critical in supporting motivation for physical activity and further research is needed to explore different culturally relevant motivational drivers for PA among adults.

Associations Among Adolescents' Mindfulness, Sympathy, Cognitive Empathy, and Sibling Relationships.

In the current study, we examined the direct and indirect paths from mindfulness to adolescents' sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years (M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.

The Role of Coping Strategies in Post-Traumatic Growth among Syrian Refugees: A Structural Equation Model.

The Syrian conflict has led to a mass migration of Syrians to other countries and exposed them to many possible traumatic events and stressors in their country of origin and in the resettlement process. The possibility of positive psychological effects of adverse life events is less documented among Syrian refugees. Thus, the current study aimed to develop preliminary evidence for the identifying factors: traumatic experiences, post-migration stressors and coping strategies that are associated with post-traumatic growth (PTG) of Syrian refugees residing in Turkey. Structural equation modeling (SEM) was used in the current study to assess the associations among these factors. Data were obtained from Syrian refugees residing in the governorates of Hatay and Mardin. A total of 528 Syrians, aged between 18-77 years (M = 35.60, SD = 11.65) participated in this cross-sectional study. Results from the SEM indicated that past traumatic experiences and post-migration stressors were indirectly related to PTG. The results from the current study provide support for that the association between refugees' traumatic experiences, post-migration stressors and PTG appear to be explained through the presence of coping strategies which could be addressed in the psychotherapies and psychosocial interventions for refugees to promote positive psychological change. Future studies should address the effects of post-migration stressors on PTG in detail.

Examining the Associations Between Performance Based and Ratings of Focused Attention in Toddlers: Are We Measuring the Same Constructs?

The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, observers) and performance-based measures of focused attention in toddlers aged 30- (n = 147), 36- (n =127), and 42-months (n =107). Parents and secondary caregivers rated focused attention behaviors using the Children's Behavior Questionnaire (Rothbart et al., 2001), and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale (Roid & Miller, 1997). Toddlers' behaviors on three structured tasks (Token Sort, Toy Play, Lock Box) were used to assess their performance based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings, or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.

Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey.

This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal-social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal-social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.

Examining the Association Between Executive Functions and Developmental Domains of Low-Income Children in the United States and Turkey.

This study examined the relations between executive functions and developmental domains of preschool children from low-income families through an intercultural perspective in the U.S. and Turkey. A total of 471 children and their primary caregivers participated in the Turkey part of the study, while 286 children and their parents engaged in U.S. sample. Regression analyses revealed that fine motor, problem solving, and executive functions of children between two contexts were significantly different from each other. In the U.S., executive functions predicted communication, problem solving, and fine motor development, whereas in the Turkish sample, executive functions did not predict domain scores. Child gender predicted four of five developmental outcomes in the U.S., whereas maternal education predicted two of five outcomes in Turkey. In addition, invariance testing demonstrated that predictors to outcomes were not significantly different between the two countries. Country differences from the first set of outcomes were explained in the context of the research sites, children's socialization, and cultural expectations surrounding child development. This study raises questions about relations between executive functions and developmental domains for future research.