The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies.

BACKGROUND: Examining children's abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children. METHOD: The study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an "Individual Information Form" was administered to assess the socio-demographic information of the children, while the "Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the "Trait Emotional Intelligence Questionnaire-Child Form" was administered to assess the trait emotional intelligence level, and the "Cognitive Emotion Regulation Strategies for Children Scale" was administered to assess the CERS of the children. RESULT: It was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05). CONCLUSIONS: The results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

Attitudes of parents of children with ADHD towards genetic testing: Data from a Turkish sample.

This study aimed to examine the opinions of parents with children diagnosed with attention deficit/hyperactivity disorder about genetic tests. A total of 540 parents living in Turkey participated in the study face-to-face and online. A questionnaire form prepared by the researchers was used as the data collection instrument. Face-to-face data were collected in different institutions in the cities of Izmir, Bursa and Antalya, while online data were collected through Google Forms. The results revealed that parents' views on genetic testing differed according to the sex and age of the child, as well as the parents' level of education and income, and whether the parents had genetic testing during pregnancy (p < 0.05). In the analysis, it was determined that parents' knowledge and awareness levels about genetic tests were generally low, while parents who reported that they would consider having genetic tests had concerns about the storage of their DNA materials, family conflicts that could be caused by genetic tests, and the compatibility of genetic tests with their religious beliefs.

The effect of the cyberbullying awareness program on adolescents' awareness of cyberbullying and their coping skills.

Due to the prevalence of cyberbullying in adolescence and its association with a number of negative psychosocial consequences, there is a need to develop programs to prevent this phenomenon. In this study, the aim was to examine the effect of the Cyberbullying Awareness Program on adolescents' awareness of cyberbullying and their coping skills. A total of 38 adolescents were included in the study, where 17 adolescents were assigned to the intervention group and 21 to the control group. The mean age of the adolescents was 13.8 (SD = 0.44). The Cyberbullying Awareness Program was administered to the intervention group in 10 sessions. The Cyberbullying Awareness Scale for Adolescents and Coping with Cyberbullying Scale were used as data collection tools in the study. As a result of the study, it was determined that the Cyberbullying Awareness Program was effective in increasing the awareness level of the adolescents in the intervention group about cyberbullying, as well the development of their skills to cope with cyberbullying. In line with the results of the study, suggestions are presented to educators and policy makers. It is recommended that policy makers include cyberbullying prevention programs in their national curriculums in order to increase the awareness of adolescents about cyberbullying and improve their coping skills, and these programs should be implemented by educators to children and adolescents nationwide.