The effect of social skills-based blended education on social adjustment, self-esteem and social skills among new nursing students: An experimental study.

INTRODUCTION: Social adjustment, self-esteem and social skills may influence students' professionalization and academic success. The aim of this study was to determine the effect of a social skills-based blended education on the social adjustment, self-esteem and social skills of new nursing students. METHODS: First-year undergraduate nursing students in Tehran, Iran, participated in this experimental study in 2023. Participants were selected from two classrooms, one as a control group (26 people) and the other as an intervention group (26 people). The study instruments included the California Personality Test, the Coopersmith Self-Esteem Inventory and the Teenage Inventory of Social Skills. The social skills-based blended education was delivered in 10 sessions of blended education (traditional and virtual education). Data were collected at three stages including baseline, immediately and one month after the intervention. A significance level of 0.05 was used. RESULTS: According to the results, the average score of social adjustment and social skills of the students in the intervention group increased significantly from baseline to one month after the intervention (P < 0.001). In the control group, this variable did not increase significantly. The results of the two-way repeated measures ANOVA (comparing the effect of time and group) showed that social skills-based blended education can improve the overall average score of students' social adjustment and social skills (P < 0.001 and P = 0.01 respectively), but it had no significant effect on their self-esteem. CONCLUSION: The findings can be used by managers and educational planners to design and implement social skills-based blended education in order to improve the social adjustment and social skills of new nursing students.

Associations between driving status, frequency of transport use after driving cessation, and social frailty among middle-aged and older people aged 60 years and older.

Background: The use of transport other than cars is a modifiable factor in the association between driving cessation and social frailty. Clarifying this relationship may serve as a new preventive measure against social frailty among current non-drivers. This study examined the potential association of driving status and transport use with social frailty, as well as between the frequency of transport use and social frailty, among current non-drivers. Methods: This study included 977 middle-aged and older adults (average age 65.3 ± 4.8 years). The participants were classified as transport users (more than a few times a week) and transport non-users (less than a few times a month). Based on driving status and transport use, the groups were further classified into current driver, current non-driver/transport user, and current non-driver/transport non-user groups. We performed statistical analyses to examine the relationships between driving status, transport use, and social frailty. Results: The current non-driver/transport non-user group showed a significant association with a higher social frailty. The current non-driver/transport user group showed no association with social frailty compared with the current driver group. The current non-driver/transport non-user group showed a significant association with a higher social frailty rate (OR 2.14, 95%CI 1.25-3.73). Conclusions: Participants who did not drive or take transport showed significant associations with increased social frailty. Compared with current driver/transport use, current non-driver/transport non-use was associated with social frailty.

The impact of lockdown on child adjustment: a propensity score matched analysis.

The COVID-19 pandemic has had an inestimable impact worldwide, challenging the daily lives and interactions of children and their families. In 2022, Shanghai implemented a three-month lockdown in response to an acceleration of positive cases during the pandemic period. This restrictive policy provided insight into the impact of the lockdown on children's social adjustment and the role of parent-child conflict during this process. Mothers of preschool-aged children participated in this study and completed the Chinese version of Child-Parent Relationship Scale (CPRS) and the Strengths and Difficulties Questionnaire (SDQ). Using Propensity Score Matching (PSM) method, two matched groups were formed: pre-lockdown group and post-lockdown group, with a total of 574 preschoolers (N = 297 in each group; Mage = 4.36, SD = 0.86) were recruited. The results showed that the lockdown directly impacted children's emotional symptoms. Additionally, the parent-child conflict mediated relationship between the lockdown and children's adjustment. Specifically, parent-child conflict deteriorated children's emotional symptoms, hyperactivity-attention problems, and prosocial behaviors. These findings highlight the significant impact of the severe lockdown on children's social adjustment and the role of parent-child interactions during this period.

Differences in social adjustment during adulthood between adoptees with high and low risk for schizophrenia spectrum disorders - the Finnish adoptive family study of schizophrenia.

OBJECTIVE: To investigate differences in social adjustment during adulthood between adoptees with high genetic risk (HR) and low genetic risk (LR) for schizophrenia spectrum disorders. METHODS: This study is a subsample of the Finnish Adoptive Family Study of Schizophrenia. The study sample consisted of 120  adoptees whose biological mothers had DSM-III-R verified schizophrenia spectrum disorders, and 142 socio-demographically matched control adoptees. The social adjustment of the adoptees was assessed using the interview-based Adult Adjustment Scale (AAS). RESULTS: A lower proportion of the HR adoptees (61.7%) fell into the category of good adaptation compared to LR adoptees (74.6%) (p = 0.024). In addition, the median AAS score among HR adoptees was lower compared to LR adoptees (p = 0.023). Poorer results among HR adoptees were also found regarding some individual items and the social health -domain within the AAS. The psychiatric morbidity, excluding schizophrenia spectrum disorders, was higher among HR adoptees. Psychiatric morbidity was shown to mediate the association of genetic status to total AAS, and, also to the domain of social health. CONCLUSION: According to our results, genetic susceptibility to schizophrenia is associated with weakened social adjustment during adulthood. Although our results demonstrated that psychiatric morbidity has notable effect on the association of genetic status to adult adjustment scores, the impact of other determinants, like psychosocial factors or health-related behaviour, cannot be ruled out. The comparable rearing environment provided by the adoption design in conjunction with reliable diagnostics provide new information on the relation of genetic susceptibility and social adjustment.

The impact of modified Cognitive-Behavioral Group Therapy in social adjustment functions of children with attention deficit hyperactivity disorder and their parents' stress levels: A nonrandomized clinical trial.

This study aims to investigate the potential of a modified Cognitive-Behavioral Group Therapy (CBGT) intervention in promoting social adjustment and reducing their parental stress among children exhibiting symptoms of attention deficit hyperactivity disorder (ADHD). The research also highlights the mechanisms and advantages of employing modified CBGT to address negative symptoms associated with ADHD in children. The study was conducted at Fuzhou Children's Hospital of Fujian Province, with a total of 20 pairs of parents and children with ADHD participating. The assessment utilized measures including SNAP, Barratt Impulsivity, and Conners to evaluate changes in the children's social adjustment abilities and core/associated ADHD symptoms before and after CBGT intervention. Additionally, the Parental Stress Index was employed to gauge the level of stress experienced by the parents. Consequently, CBGT interventions have shown substantial improvements in children's social adjustment abilities and have proven to be a significant source of stress relief for parents.

Possible improvement of social adjustment after subthalamic deep brain stimulation in people with Parkinson's disease? A systematic review and meta-analysis.

Interactions with others need social adjustment (i.e., the constant accommodation to changing social situations). Mixed evidence indicates positive as well as negative changes in social adjustment after subthalamic nucleus deep brain stimulation (STN-DBS) in people with Parkinson's Disease (PwPD). To date, however, no meta-analysis of these changes exists. Thus, the study aim was to review evidence of the effects of STN-DBS on social adjustment in PwPD. For this purpose, a systematic literature search in MEDLINE was conducted. The meta-analysis was performed using a random effects model and standardized mean differences (SMDs) with 95% confidence intervals (CIs). The MINORS tool was used to assess the methodological quality of the studies. The initial literature search identified 13,124 articles, of which 1,550 full texts were assessed for eligibility. Eight studies were finally included; for seven articles sufficient data for a meta-analysis was available. Most studies found mild impairment in social adjustment impairment pre-surgery. The meta-analysis revealed no significant changes but a statistical trend towards improvement in social adjustment up to six months (SMD = 0.25; 95%CI=-0.03,0.53; P = 0.08) and over 12 months (SMD = 0.26; 95%CI=-0.03,0.55; P = 0.07) post-surgery. Methodological quality was moderate in 87.5% of the studies and good in 12.5%. While mild impairment in social adjustment pre-surgery was reported in most studies, the data indicate that STN-DBS might yield beneficial effects toward this outcome. However, not enough data yet exists to draw firm conclusions. As a crucial skill for everyday functioning, social adjustment should be more often defined as an outcome in STN-DBS trials in PwPD and should be considered in clinical routines.

Unsociability and social adjustment in Chinese preschool migrant children: the moderating role of receptive vocabulary.

Peer relationships play an indispensable role in the social, emotional, and cognitive development of children. However, children exhibiting social withdrawal, such as unsociability, may face challenges in social adjustment. In collectivistic cultures like China, unsociability may be perceived negatively, aligning poorly with collective norms. The objective of the present investigation was to examine the associations between unsociability, receptive vocabulary, and indicators of social adjustment in a cohort of young migrant children residing in urban regions of mainland China. The study mainly aimed to investigate the potential moderating influence of receptive language on these associations. The study involved 148 young children (82 boys, 66 girls, Mage = 62.32 months, SD = 6.76) enrolled in preschools or kindergartens in Shanghai, People's Republic of China. Multiple sources of assessment were utilized, encompassing evaluations from mothers (about child unsociability), teacher (assessing social adjustment), and standardized tests (measuring receptive vocabulary). The results indicated that the relations between unsociability and peer exclusion were more positive among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Similarly, the relations between unsociability and peer exclusion were more negative among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Thus, this study informs us about how receptive vocabulary is jointly associated with unsociable children's development. As well, the findings highlight the importance of considering the meaning and implication of unsociability in Chinese culture.

School readiness among vulnerable children: a systematic review of studies using a person-centered approach.

BACKGROUND: Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. OBJECTIVE: This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children's academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. METHODS: Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. RESULTS: All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. CONCLUSION: This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.

Private screen access in early adolescence predicts subsequent academic and social impairment at the end of high school for boys and girls. / Accès aux écrans dans les espaces privés au début de l'adolescence et difficultés scolaires et sociales à la fin des études secondaires chez les garçons et les filles.

INTRODUCTION: Youth media guidelines in Canada and the United States recommend that bedrooms should remain screen-free zones. This study aims to verify whether bedroom screens at age 12 years prospectively predict academic and social impairment by age 17 years. METHODS: Participants were from the Quebec Longitudinal Study of Child Development birth cohort (661 girls and 686 boys). Linear regression analyses estimated associations between having a bedroom screen (television or computer) at age 12 years and selfreported overall grades, dropout risk, prosocial behaviour and likelihood of having experienced a dating relationship in the past 12 months at age 17 years, while adjusting for potential individual and family confounding factors. RESULTS: For both girls and boys, bedroom screens at age 12 years predicted lower overall grades (B = -2.41, p ≤ 0.001 for boys; -1.61, p ≤ 0.05 for girls), higher dropout risk (B = 0.16, p ≤ 0.001 for boys; 0.17, p ≤ 0.001 for girls) and lower likelihood of having experienced a dating relationship (B = -0.13, p ≤ 0.001 for boys; -0.18, p ≤ 0.001 for girls) at age 17. Bedroom screens also predicted lower levels of prosocial behaviour (B = -0.52, p ≤ 0.001) at age 17 years for boys. CONCLUSION: The bedroom as an early adolescent screen-based zone does not predict long-term positive health and well-being. Pediatric recommendations to parents and youth should be more resolute about bedrooms being screen-free zones and about unlimited access in private exposures in childhood.

Guidelines for Caring for the Social Well-Being of Adolescents and Young Adults with Cancer in Australia.

More than 1000 Australian adolescents and young adults (AYAs) are diagnosed with cancer annually. Many report unmet social well-being needs, which impact their mental health. Australian AYA cancer care providers lack guidance to address these needs well. We aimed to develop guidelines for caring for the social well-being of AYAs with cancer in Australia. Following the Australian National Health and Medical Research Council guidance, we formed a multidisciplinary working group (n = 4 psychosocial researchers, n = 4 psychologists, n = 4 AYA cancer survivors, n = 2 oncologists, n = 2 nurses, and n = 2 social workers), defined the scope of the guidelines, gathered evidence via a systematic review, graded the evidence, and surveyed AYA cancer care providers about the feasibility and acceptability of the guidelines. The guidelines recommend which AYAs should have their social well-being assessed, who should lead that assessment, when assessment should occur with which tools/measures, and how clinicians can address AYAs' social well-being concerns. A key clinician, who is knowledgeable about AYAs' developmental needs, should lead the assessment of social well-being during and after cancer treatment. The AYA Psycho-Oncology Screening Tool is recommended to screen for social well-being needs. The HEADSSS Assessment (Home, Education/Employment, Eating/Exercise, Activities/Peer Relationships, Drug use, Sexuality, Suicidality/Depression, Safety/Spirituality Assessment) can be used for in-depth assessment of social well-being, while the Social Phobia Inventory can be used to assess social anxiety. AYA cancer care providers rated the guidelines as highly acceptable, but discussed many feasibility barriers. These guidelines provide an optimal care pathway for the social well-being of AYAs with cancer. Future research addressing implementation is critical to meet AYAs' social well-being needs.

Relationship between executive function and social adjustment in children with developmental dyslexia / 中国学校卫生

Objective@#To explore the characteristics of executive function of developmental dyslexic children and the relationship with social adaptability, in order to provide a scientific basis for promoting healthy development of developmental dyslexic children.@*Methods@#From June to September 2023, 85 students in the developmental dyslexia group, 85 students in the biological agematched group and 85 students in the reading levelmatched group were selected from the third to sixth grades of two elementary school in a region of Xinjiang by cluster random sampling method. Their executive function was assessed by the Stroop procedure, the 2-back procedure and the numerical conversion procedure, respectively, and their social adaptive ability was assessed by the Social Adaptation Scale for Children and Adolescents. An analysis of variance (ANOVA) was used to compare the differences in executive function and social adjustment among the three groups, and Pearsons correlation was used to analyze the relationship between executive function and social adjustment in developmental dyslexic children.@*Results@#Children in the developmental dyslexia group had lower correctness on the Stroop colorword task (0.72±0.21), the 2-back task (0.32±0.13), the digitswitching task (0.54±0.16) and the total score of social adjustment (165.39±31.36) than children in the biological agematched (0.80±0.19,0.38±0.11,0.61±0.15,181.71±31.85) and reading levelmatched group (0.79±0.17,0.35±0.07,0.58±0.15,175.71±27.48) (F=4.54,5.05,4.97,6.31,P<0.01). The inhibition (Stroop colorword task correct rate) and conversion subcomponent (digitswitching task correct rate) of the executive function of children in the developmental dyslexia group were both positively correlated with their social adaptive ability (r=0.34,0.43), and the refreshing subcomponent of the executive function (2-back task correct rate) was negatively correlated with their social adaptive ability (r=-0.27) (P<0.05).@*Conclusions@#Children with developmental dyslexia have executive function deficits and social maladjustment, and their executive function is related to social adjustment. Measures should be taken to improve the executive function of developmental dyslexic children and to improve their social adaptation.

Cognitive and social adaptation in autism spectrum disorder: A prospective cohort study

ABSTRACT BACKGROUND: During development, children face a number of demands and cognitive, behavioral, and social challenges necessary for growth. Cognitive skills make individuals competent and allow them to interact with their environment. OBJECTIVE: To identify the cognitive skills that promote better social insertion in children with autism spectrum disorder within 12 months. DESIGN AND SETTING: Prospective cohort study METHODS: In this study, 21 children aged 3-12 years were assessed, and their mothers were interviewed. Children were enrolled in regular or special autistic schools. Twelve months after the first assessment, the same children participated in the second assessment. In individual interviews, mothers provided data by answering the Vineland Adaptive Behavior Scale. Each child was assessed individually using the fourth edition of the Stanford Binet Intelligence Scale 4th Edition. RESULTS: In the first assessment, the Stanford Binet areas and total scores correlated with the communication domains, daily life abilities, socialization, and total score of the Vineland Scale. After 12 months, a correlation was observed between the Stanford Binet areas and the total and communication domains, daily life abilities, socialization, motor abilities, and total score on the Vineland Scale. CONCLUSION: Logic mathematics and memory promote better social insertion in children with autism spectrum disorder. General cognitive ability promotes communication.

School readiness among vulnerable children: a systematic review of studies using a person-centered approach

Abstract Background Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. Objective This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children's academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. Methods Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. Results All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. Conclusion This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.

CUIDADO PALIATIVO CERCANO, ADAPTACIÓN DEL CUIDADO DE ENFERMERÍA BRINDADO EN TIEMPO DE PANDEMIA / CLOSE PALLIATIVE CARE, ADEQUACY OF NURSING CARE PROVIDED IN TIMES OF PANDEMIC

INTRODUCCIÓN: La pandemia a nivel mundial afectó gravemente los servicios de prevención y tratamiento de las Enfermedades No Transmisibles, viéndose las personas con cáncer afectadas por su tamizaje, tratamiento y acompañamiento a fin de vida. En este contexto, el cuidado brindado por enfermería se hizo complejo, generando impotencia y frustración frente al aislamiento y la mortalidad. OBJETIVO: Explorar la percepción de las enfermeras respecto al cuidado otorgado a personas en cuidados paliativos oncológicos en el contexto de la pandemia por COVID-19, en la Región Metropolitana de Chile. MÉTODOS: Estudio cualitativo exploratorio descriptivo en base al análisis de contenido temático de Krippendorff. Contó con una muestra intencionada de 6 enfermeras de unidades de cuidados paliativos. La recolección de datos fue con entrevistas semiestructuradas audio grabadas por video conexión, tras dar el consentimiento, entre septiembre del 2020 y abril del 2021. Las entrevistas trascritas fueron analizadas por cada uno de los investigadores por separado, para luego triangular los hallazgos y develar las categorías, logrando la saturación de datos. RESULTADOS: Las enfermeras de CP que participaron en esta investigación se vieron enfrentadas a desafíos generados por la pandemia, sin embargo, reconocen haber logrado un cuidado paliativo cercano en base a las adaptaciones en la gestión del cuidado, la cual estuvo mediada por factores facilitadores en el proceso. Esta experiencia las llevó a dar sentido al cuidado brindado, valorando las adecuaciones realizadas y el compromiso asumido en pos de mantener un cuidado humanizado a pesar de los obstáculos que se fueron presentando. CONCLUSIÓN: El afrontar la pandemia permitió a las enfermeras de cuidados paliativos adaptarse a través de una gestión del cuidado oportuna, segura, innovadora y humanizada, lo que dio sentido a dicho cuidado, relevando el desarrollo de los programas de cuidados paliativos en personas con limitación de la vida.

INTRODUCTION: The worldwide pandemic severely affected services related to the prevention and treatment of Non-Communicable Diseases, especially in people with cancer who require screening, treatment, and accompaniment at the end of life. In this context, the care provided by nurses became complex, creating feelings of impotence and frustration in the face of isolation and mortality. OBJECTIVE: To explore nurses' perceptions of the oncologic palliative care provided during the COVID-19 pandemic in the Metropolitan Region of Chile. METHODS: Descriptive exploratory qualitative study based on Krippendorff thematic content analysis. The study had an intentional sample of 6 nurses from palliative care units. Data was collected between September 2020 and April 2021, using semi-structured video interviews which were audio-recorded after obtaining consent. The transcribed interviews were analyzed by each of the researchers separately to triangulate the findings and reveal the categories that characterized the nurses' perceptions. RESULTS: While the PC nurses who participated in this research were faced with challenges generated by the pandemic, they were able to provide close palliative care based on adaptations in care management, adaptations facilitated by factors in the process. This experience enabled them to give meaning to the care provided, value the adjustments and the commitment made to maintain humanized care despite the obstacles. CONCLUSION: Facing the pandemic prompted palliative care nurses to adapt through timely, safe, innovative, and humanized care management, giving meaning to such care and highlighting the importance of palliative care programs in people with life limitations.

Trajectories of defending behaviors: Longitudinal association with normative and social adjustment and self-perceived popularity.

Defending the victim in bullying situations is a moral behavior that has received increasing attention in the literature. However, important questions about the development and maintenance of defending behaviors remain unanswered. The present study adopted a longitudinal design with two main goals: (a) identifying trajectories of change in individuals' defending behavior over time and (b) describing and comparing the initial levels and dynamics of change in normative and social adjustment and self-perceived popularity between the different defending trajectories. A total of 3303 students (49.8% girls; Wave 1 Mage = 12.61 years; SD = 1.47) participated in the study. Data were collected in four waves with self-report questionnaires. Using growth mixture modeling, we found four defending trajectories (84% stable-high, 5% decrease, 4% increase, and 7% stable-low). Growth mixture model multigroup and comparative analyses found that adolescents in the stable-high defending group exhibited the highest initial levels of normative adjustment (Mintercept = 5.47), social adjustment (Mintercept = 5.48), and self-perceived popularity (Mintercept = 5). Adolescents in the decrease defending group tended to reduce their normative adjustment over time (Mslope = -0.09), whereas the increase defending group increased their social adjustment (Mslope = 0.18) and self-perceived popularity (Mslope = -0.04). The stable-low defending group showed low and stable levels of normative adjustment (Mintercept = 5.01), social adjustment (Mintercept = 5.03), and self-perceived popularity (Mintercept = 4.4). These results indicate a strong association between normative and social adjustment and self-perceived popularity and involvement in defending behaviors. Bullying prevention programs could improve by adding a stronger focus on the development of classroom dynamics that promote adjusted behaviors and class-group cohesion.

Developmental Trajectory of Depressive Symptoms from Early Childhood through High School in Children and Adolescents with a High Intellectual Potential.

We aimed to explore the developmental trajectory of depressive symptoms in a national sample of French children with a high intellectual potential (HIP) seeking help from gifted organizations. Participants were drawn from a national retrospective survey sent to 1200 families with HIP children (IQ ≥ 130) from primary to high school and they answered a self-report questionnaire of a depression scale (MDI-C). The children's parents completed a self-report questionnaire collected on different stages of the child's school level, perinatality, psychomotor development, health, family's history, behavior, interpersonal relationships and daily activities, school performance, presence of learning disorders and remediation. Four hundred and twenty HIP children were eligible with an IQ ≥ 130 aged from 8 to 17 years-old, 49% with depressive symptoms and 51% with no depressive symptoms. Analysis of 136 variables from anamnestic fields based on the use of Spearman's ρ test (ρ) with a non-parametric correlations showed that "learning disabilities" are significantly related to depressive symptoms in different groups (primary p = 0.001, middle p = 0.02, high school p = 0.001) as well as "difficulties in psychomotor skills" during primary (p = 0.003) and middle school (p = 0.02). Good relationships with family as well as with peers are significantly negatively correlated with depressive symptoms from childhood to primary (p = 0.003) and high school (p = 0.02). Certain details of correlations between the MDI-C scale's subfactors and anamnestic variables were analyzed. The ANOVA test about the MDI-C scale showed provocation as a significant marker at middle school (F (1, 418) = 3.487, p = 0.03) and low self-esteem at high school (F (1, 418) = 3.337, p = 0.03). A holistic developmental approach allowed us to highlight the risk factors of depression with a developmental trajectory origin linked to disorders of social adjustment and psychomotor skills and to the importance of misdiagnosed learning disabilities because of giftedness. Our findings support the interest in an early identification of and intervention in depression risk to improve clinical decision making on the effect of giftedness on mental health outcomes.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying / [La conducta agresiva y de defensa, y el ajuste normativo y social en las complejas dinámicas de acoso escolar]

Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.(AU)

El acoso escolar es un fenómeno grupal en el que los escolares asumen roles diferentes. Aunque determinadas características contextuales juegan un papel fundamental en su evolución, aún son escasos los estudios longitudinales que exploran cómo interactúan dichos factores. El presente estudio tiene como objetivos explorar los diferentes tipos de agrupamientos de clases según las normas de acoso escolar y examinar el efecto del tipo de norma, el ajuste social y normativo y la prosocialidad, así como la interacción de las normas del grupo con la implicación en la agresión y defensa de la víctima en situaciones de acoso. Un total de 3,358 escolares de secundaria (50.71 % chicas, Medad = 13 años, DT = 1.34) participaron en el estudio. Se identificaron cuatro grupos de normas hacia el acoso: antibullying, en contra del acoso, en contra pero sin defender activamente, neutral y a favor del acoso. Los modelos de regresión lineal univariados mostraron que el ajuste normativo y el tipo de normas tenían un efecto directo inverso en ambas conductas, mientras que la prosocialidad solo tuvo un efecto inverso sobre la conducta de defensa. En los grupos con normas antiacoso se observó un mayor efecto del ajuste normativo en la implicación en la defensa y agresión y que las habilidades prosociales se asociaban con la agresión. Los resultados sugieren que es necesario trabajar los aspectos morales, sociales y emocionales para mejorar el clima escolar.(AU)

[A Structural Equation Model on Social Re-Adjustment of Stroke Patients: Based on Roy's Adaptation Model].

PURPOSE: This study aimed to develop and test a structural equation model on social re-adjustment of individuals with stroke based on a literature review and Roy's adaptation model. METHODS: This study involved 321 participants who had a stroke and visited the outpatient department after discharge. The hypothetical model was developed based on Roy's adaptation model and a comprehensive review of previous literature on the topic. The model comprised four exogenous variables (neurological damage, gender [man], age, and social support) and five endogenous variables (activities of daily living, acceptance of disability, depression, rehabilitation motivation, and social re-adjustment). The data were analyzed using SPSS Windows software version 22.0 and AMOS 23.0. RESULTS: Out of 28 research hypotheses, 18 were supported, and they indicated approximately 64% probability of social re-adjustment. Social re-adjustment is directly and significantly affected by age, social support, activities of daily living, and depression. Social re-adjustment is indirectly affected by neurological impairment, gender (men), age, social support, and rehabilitation motivation. CONCLUSION: Continuous assistance and care should be provided for individuals with disabilities caused by sudden neurological damage to facilitate gradual improvement in their social re-adjustment. To enhance social re-adjustment, especially among older adults, newly developed interventions should focus on improving their activities of daily living, preventing depression, and enhancing support from family and healthcare personnel.

Aggressive and Defensive Behaviour, Normative, and Social Adjustment in the Complex Dynamics of School Bullying.

Bullying is a group phenomenon in which schoolchildren take on different roles. Although certain contextual elements play a key role in its evolution, very few longitudinal studies have been carried out to date which investigate how these factors interact. This study aims to explore the different class groupings as regards bullying norms and to examine the effect of the type of norm, social, and normative adjustment and pro-sociality, also of the interaction of group norms with involvement in aggression and victim defence in bullying situations. A total of 3,358 secondary school students (50.71% girls, Mage = 13 years, SD = 1.34) participated in the study. Four groups of norms towards bullying were identified: anti-bullying, anti-bullying but not actively defending, indifference, and pro-bullying. Univariate linear regression models showed that normative adjustment and the type of norms had a direct inverse effect on both types of behaviour, while pro-sociality only had an effect on defence. In groups with pro-bullying norms, a greater effect of normative adjustment was observed for involvement in defence and aggression, and pro-social skills were associated with aggression. These results suggest the need to work on moral, social and emotional elements to improve school climate in schools.

El acoso escolar es un fenómeno grupal en el que los escolares asumen roles diferentes. Aunque determinadas características contextuales juegan un papel fundamental en su evolución, aún son escasos los estudios longitudinales que exploran cómo interactúan dichos factores. El presente estudio tiene como objetivos explorar los diferentes tipos de agrupamientos de clases según las normas de acoso escolar y examinar el efecto del tipo de norma, el ajuste social y normativo y la prosocialidad, así como la interacción de las normas del grupo con la implicación en la agresión y defensa de la víctima en situaciones de acoso. Un total de 3,358 escolares de secundaria (50.71 % chicas, Medad = 13 años, DT = 1.34) participaron en el estudio. Se identificaron cuatro grupos de normas hacia el acoso: antibullying, en contra del acoso, en contra pero sin defender activamente, neutral y a favor del acoso. Los modelos de regresión lineal univariados mostraron que el ajuste normativo y el tipo de normas tenían un efecto directo inverso en ambas conductas, mientras que la prosocialidad solo tuvo un efecto inverso sobre la conducta de defensa. En los grupos con normas antiacoso se observó un mayor efecto del ajuste normativo en la implicación en la defensa y agresión y que las habilidades prosociales se asociaban con la agresión. Los resultados sugieren que es necesario trabajar los aspectos morales, sociales y emocionales para mejorar el clima escolar.