Short report: Self-compassion and satisfaction with life in Danish adolescents with Developmental Language Disorder (DLD): `We are all in the same boat´.

BACKGROUND: Adolescents with Developmental Language Disorder (DLD) are at risk of emotional health problems and low self-esteem. However, little is known about their self-compassion (SC) and satisfaction with life (SWL). The present study compared self-compassion and satisfaction with life reported by Danish adolescents with DLD compared to typically developing (TD) peers, and whether severity of language difficulty is associated with SC and SWL. METHODS: Results were obtained from 10 Danish adolescents with DLD compared with 14 age-matched TD adolescents and 132 TD peers, aged 15 years. RESULTS: For SC and SWL results showed that adolescents with DLD reported more positive feelings compared to the TD adolescents. Interestingly for SC, the negative, but not the positive, domain differentiated the two groups, as adolescents with DLD reported less symptoms on self-judgment, isolation and overidentification. SC and SWL was strongly correlated with language abilities for the DLD group, but not for the TD group. CONCLUSIONS: Results from our pilot study showed that Danish adolescents with DLD reported being less harsh on themselves. Language abilities were associated with self-compassion for the DLD, but not for the TD group. Whether these group differences are due to environmental factors such as the specific Danish school setting of the DLD group or internal factors are discussed and requires further research.

Situating Culturally Embodied Play Ecologies of Preschool Children: Lost in Transition.

This article contributes as a commentary to Min's critical evaluation of the challenges and resistances that have presented themselves during the recent process of changing the pedagogical practices ofChinese preschools to more closely resemble those seen in Scandinavian. The focus is on how decisions of how to structure the particular environment in preschool settings have direct and indirect implications for children's learning and learning possibilities, and the importance of understanding these as mediated signifiers of the particular culture values. The discussions stress the importance of weighing cross-cultural pedagogical practices in terms of the functions they each serve in themselves, and in regard to the sociocultural history from which they have emerged and serve within. This means enculturation of new didactic practices should be understood as a gradual, smooth processes that allows itself to merge useful aspects of new educational models and practices with existing practices and cultural values.