Abstract

     Becoming a parent is a challenging transition, and stress factors may arise. This scoping review aims to map, from the literature, the structure, potential barriers, and facilitators to be considered when conducting a parenting programme for parents of children up to 3 years old. It followed the JBI methodology and included studies with parents of children up to 3 years old (Participants), studies about parenting programme structure, its potential barriers, and facilitators (Concept) in the healthcare or community setting (Context). Qualitative and/or quantitative study designs and grey literature publications between 2016 and 2021 were eligible. The search was performed in three stages in CINAHL Plus with Full Text, MEDLINE with Full Text, and PubMed databases. It was also conducted in OpenGrey, ProQuest, Portuguese Open Access Scientific Repository, and Google Scholar. Fourteen articles were selected. The following aspects were identified regarding parenting programmes: benefits; structuring elements to be considered; facilitating factors and possible barriers to its development, and measurement instruments to assess the programme. Parenting programmes are important ways to contribute to a healthy, sustainable, and resilient society. It should be adapted to individuals, groups, and communities. They add value to parents, children, and society and should be carefully adapted to the group’s needs.

Introduction

     Healthy development during childhood promotes vigorous adulthood, contributing to a productive and sustainable society. A family household is where children establish first relationships, attachment, and continuous interaction, learn to trust and become acquainted with basic social rules [1]. However, it is also where most child abuse occurs, often caused by a parent [2–6]. This toxic stress impact on the early years triggers adverse adulthood outcomes and shortens life expectancy [7–10].

     Different kinds of stress can be induced: positive, tolerable, and toxic. The first is a normal part of healthy functioning; the second is more intense and long-lasting but can be buffered by supportive relations allowing the nervous system to get back on track; toxic stress arises from prolonged adverse childhood experiences (ACEs) such as reiterated abuse, chronic neglect, exposure to violence, or accumulated economic hardship in the family [8].

     Parents and family are those closest to the child and are expected to be the best caregivers [11]. However, cumulative toxic stress can occur without appropriate parental support, which may cause development disruption [12] and promote morbidity before adulthood and early death [8,12].

Conclusions

     This study provides an overview of parenting programmes, and the results guide several recommendations for the future. The results of this article may help public health professionals to plan evidencebased parenting programmes with better outcomes for families, children, and society. These results will guide professionals in constructing more sustainable and effective parental programmes.

      Considering the various benefits, such as increased parent competence, self-efficacy, lower parental stress, lower depression symptoms, and child behaviour problems, implementing parental programmes is an added value for parents, children, and society. However, professionals should be aware of the barriers identified in this study (related to distance strategies and individual needs) and carefully adapt any programme to individual, group or community needs.

     Parenting programmes are important ways to contribute to a healthy, sustainable, and resilient society. They benefit parents by reducing signs of stress and depression and increasing their self-efficacy and social behaviour, which leads to positive changes in childcare. In addition, they bring benefits to the parent–child relationship by relieving social pressure from parents, allowing a focus on the relationship with the child as an individual. Finally, parenting programmes also positively affect society through knowledge sharing, networking, and support so that children can grow up in healthy environments and maximise their full potential.

Abstract

Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.

Introduction

Adolescents are growing up in a rapidly changing world characterized by uncertainty, information overload, and competition. This increasing complexity and challenges may lead to anxiety disorders, mental health conditions, depressive symptoms, and a range of psychological and emotional disturbances (Green et al., 2012). Therefore, student well-being (StudWB) has advanced to the scientific and political agenda and is considered as an important skill that is crucial in facing the mentioned 21st century economical, ecological, and social challenges (OECD, 2018). Although recognizing the need to not only focus on students’ academic outcomes but also taking their well-being into account, research on StudWB is still diversified and a wide variety of definitions are applied in academic and policy circles (Diener et al., 2009; Dolan et al., 2008; Land et al., 2007; OECD, 2017; Seligman, 2011; UNESCO, 2016). To comprehensively address StudWB a multidimensional approach is needed considering both student’s subjective positive and negative experiences in school environment, including emotional, cognitive, and physical elements (Hascher, 2007).

Building and maintaining positive relationships fulfills a basic human need (Baumeister & Leary, 1995; Ryan & Deci, 2000) and contributes to psychological growth and well-being (Gunnell et al., 2013). Considering the substantial amount of adolescents’ time spent at school, it becomes apparent that teachers and peers assume a pivotal function in the attainment of social relatedness. Therefore, in the recent two decades increasing emphasis has been placed on teacher–student relationships (TSR) and student–student relationships (SSR) in understanding the complexity of interpersonal processes in the classroom and their multiple outcomes (Endedijk et al., 2021). In line with attachment theory, teachers are important attachment figures for young people (Beam et al., 2002), especially in adolescence when critical attitudes toward school and teaching increase (De Fraine et al., 2005; Eccles et al., 1991). By establishing close and low conflictual relationships with their students, teachers provide an environment for successful learning and StudWB (Hall-Lande et al., 2007; Hascher, 2003; Koomen & Jellesma, 2015; Roffey, 2015). Moreover, teachers can be referred to as the invisible hand (Farmer et al., 2011) determining the quality of SSR. The intricate dynamics of peer relationships within classroom environments are shaped not only by the interpersonal behaviors exhibited by students themselves but also by contextual factors set by the teachers and by the nuanced interactions with a specific student. Close peer relationships in a secure and fair school environment are consistently associated with StudWB (Hall-Lande et al., 2007; Hascher, 2003; Roffey, 2015). Despite the ongoing research on TSR and SSR, studies mainly disregard the simultaneous coexistence of both types of relationships within the classroom as well as individual student factors, such as gender, migration background, and socio-economic status (SES).

Conclusion

In the recent years, there has been a growing interest on researching StudWB driven by the recognition of its significance as a vital skill in addressing the 21the century challenges. Thus, investigating the interplay of StudWB and predictors such TSR, SSR and individual student factors holds importance in understanding StudWB and classroom processes. To our knowledge this is the first study that has examined the association among the three constructs by using a multidimensional approach on StudWB as well as considering TSR, SSR and StudWB in one mediation regression model. In conclusion, findings illustrate the importance of social relationships in the classroom for multiple dimensions of StudWB. Specifically, the current study contributes to the field by highlighting, that relations between StudWB, TSR, and SSR differ regarding different dimensions. Associations also vary regarding students’ gender, migration background and SES. Therefore, our study provides useful information for teachers and researchers to develop strategies and intervention to foster relationships in the classroom and enhancing student well-being.

Abstract

To solve the problem of distance education and cope with emergencies, online education has become one of the common educational methods in recent years.

Objects
This study aimed to explore the relationship between the teacher-student relationship (TSR) and mental disorders of university students in online education.

Measures
2032 full-time undergraduate and graduate students from a comprehensive university in China participated in the online survey. The Chinese version of the Depression, Anxiety, Stress Scale-21 Items, the Chinese version of the Mobile Phone Addiction Index (MPAI), and the 7-item Teacher-Student Relationship Perception Questionnaire were administered to the students.

Results
We found that higher quality of perceived TSR and a lower level of mobile phone addiction were associated with better mental health among undergraduate and graduate students during online education. Mobile phone addiction mediated the relationship between TSR and mental disorders, and hometown setting moderated the relationship between TSR and mobile phone addiction. Specifically, a higher quality of perceived TSR was associated with a lower level of mobile phone addiction. In addition, for students with low-quality perceived TSR, those who came from rural areas had a higher level of mobile phone addiction than those who came from urban areas. In contrast, when students had high-quality perceived TSR, the differences between students from urban and rural areas in mobile phone addiction were insignificant.

Conclusion
The results of this study are of great significance in improving the mental health and mobile phone addiction of undergraduate and graduate students during online education and reveal the urban-rural differences in the impact of TSRs during online education.

Introduction

Teacher-student relationship (TSR) refers to the connection between teachers and students in the process of educational communication (Xiang et al., 2022). A positive TSR is defined as students’ perception that they partake in positive interactions with their teachers and that their teachers express a supportive attitude toward their educational requirements (Collie et al., 2016). A close and effective TSR can stimulate learning behavior, support young students in addressing their needs, and make them feel safe and secure in the school environment (Khalilzadeh & Khodi, 2021). On the contrary, unhealthy TSRs can lead to a lack of security among students and are considered to hinder and interfere with students’ attempts to meet their needs in school (Hamre & Pianta, 2001).

In recent years, many schools have changed their teaching mode from traditional classroom education to online education. This shift, marked by changes in communication tools, decreased interaction frequencies, and altered classroom environments, holds profound implications for students’ well-being (Hebebci et al., 2020). Online education has brought convenience to students and faculty and reduced campus conflicts (Vagos & Carvalhais, 2022). However, the advantages of traditional classroom settings, which include enhanced teacher-student interactions, a conducive environment for understanding and focus, and a pace of learning that fosters interactivity and less dependency on technology, still exist (Saurabh et al., 2021). In addition, the findings of a longitudinal study by Hewson (2018) shed light on the significance of the living environment under online education, which might lead to more inequality. Since mobile phone dependency and low academic engagement are already prevalent social and psychological issues in rural areas of China (Zhen et al., 2020), this change in the learning environment may widen the educational inequality between students from urban and rural areas. For these students from rural areas, the transition to university life, often coupled with the challenges of adapting to an urban or online educational setting, underscores the need for strong, supportive TSRs (Chen, 2022; Srinivasan et al., 2021).

Results

3.1. Scores of participants in teacher-student relationships, mobile phone addiction, anxiety, and depression
Descriptive data for participants’ scores in perceived TSR, mobile phone addiction, anxiety, depression, and hometown setting are presented in Table 1. Among them, 1439 were female (71.63 %), while 570 were male (28.37). The findings indicated that the mean score for perceived TSR was 3.52 ± 8.82, the mean score for mobile phone addiction was 37.96 ± 13.06, the mean score for anxiety was 10.61 ± 9.58, and the mean score for depression was 11.84 ± 9.77. More participants came from urban areas (67.94%) and were undergraduate students (75.26%).

3.2. The distribution of scores of participants in the teacher-student relationship, mobile phone addiction, anxiety, and depression
Fig. 2 shows the distribution of the DASS-21-anxiety score. 44.35 % of the participants had minimal anxiety, 4.93 % had mild anxiety, 19.16 % had moderate anxiety, 10.05 % had severe anxiety, and 21.05% had extremely severe anxiety. Regarding the DASS-21 depression score, this distribution was 42.71%, 10.25%, 27.82%, 12.24%, and 6.97%. Undergraduate students had the lowest prevalence of minimal anxiety (36.18%) and depression (36.51%) and the highest percentage of extremely severe anxiety (26.92%) and depression (7.87%). Moreover, the lowest average scores for TSR and the highest average scores for MPAI were also among undergraduate students. In addition, no matter their educational level, students from rural areas had lower average scores in perceived TSR (overall difference was −0.08) and higher average scores in anxiety (overall difference was 1.26) than students from urban areas. However, these differences were not statistically significant (P > 0.05).

Abstract

Aims
We investigated teacher emotions and individual students’ engagement in real-time classrooms and considered the role of teachers’ involvement level.

Methods
The sample included 20 teachers in Taiwanese public primary schools and four target students for each teacher (80 target students in all). Teachers reported their own emotions and each student’s engagement at the end of each lesson for a calendar week (nti = 249).

Results
T-tests showed that teacher-student relationships are a reflection of teachers being relatively more involved with students they had both close and conflictual relationships with. For students with whom the teacher was relatively more involved, multilevel structural equation models (MSEM) showed they were more engaged in lessons and had a stronger effect on teachers’ positive and negative emotions.

Conclusion
This study expands the understanding of teacher-student dyads in the real-time classroom by demonstrating the effect of individual students’ engagement on teachers’ positive and negative emotions by taking teachers’ involvement levels into consideration.

Introduction

Teacher and student emotions play an essential role in students’ learning and also in teachers’ teaching careers and their well-being. Investigating teachers’ emotions is important for understanding teachers’ needs and challenges of teaching (Schutz, 2014). Although research has mostly focused on the dynamics between teachers and students generally in the classroom, teachers do react differently to individual students in the classroom and this, in turn, has an impact on both teachers and students (Newberry & Davis, 2008). To understand how students and teachers can foster each other’s positive emotional experiences in the classroom in a reciprocal way, it is important to investigate teacher-student dyads and their relationships and behaviours. However, to date, little is known about teacher-student dyads regarding their behaviours, relationship qualities, and emotional experiences in the classroom.

There has been a growing interest in understanding emotional experiences in school settings with researchers increasingly investigating the importance of linking teachers’ emotions with their students’ engagement and emotions in the classroom (e.g., Frenzel et al., 2021). Drawing on Fredrickson’s broaden-and-build theory (Fredrickson, 2004), teachers’ positive emotions could enhance their own well-being and their ability to deal with the challenges of their work. Theoretical models regarding teacher emotions and well-being suggest that teacher emotions reflect their reactions towards the behaviours of particular students in the classroom (Frenzel, 2014; Spilt et al., 2011). Interestingly, negative student behaviours do not necessarily lead to teachers’ negative emotions. Thus, it is important to consider and investigate how teachers interpret the dyadic relationship with a student. However, most research has focused on finding links between students’ negative behaviour (e.g., teachers’ perceptions of student disruptive behaviour) and higher levels of teacher stress and burnout, and lower levels of well-being. We argue that it is crucial to investigate the effect of individual students’ positive behaviour (e.g., engagement) on teachers’ emotions. Since teachers might experience higher levels of conflict and closeness with students who exhibit more disruptive behaviour from the teachers’ perspective (Spilt & Koomen, 2009), the meaningful effort teachers put into specific students may contribute to teachers’ emotional reactions to students’ behaviours (Spilt et al., 2011).

Results

4.1. Descriptive analysis
Table 2 summarises descriptive results (e.g., means, standard deviations, correlations) of the variables. Means, standard deviations, and intercorrelations of variables are presented as occurring across lessons, students, and teachers (Level 1), between students (Level 2-a), and between teachers (Level 2-b). Generally, teachers reported relatively high positive emotions across lessons, students, and teachers (M = 3.62–3.64) and relatively low negative emotions (M = 1.86). Teachers’ average rating of individual students’ behavioural and emotional engagement was higher than the midpoint of the 5-point Likert Scale. Overall, the correlations revealed a positive relationship between teachers’ positive emotions and student engagement and a negative relationship between teachers’ negative emotions and student engagement.

The intraclass correlation (ICC) demonstrated that between-teacher variability of teacher emotions ranged from 0.60 to 0.61, indicating that most of the variance was from variation between teachers, although a substantial variance accounted for between-lesson variation (approximately 0.38 and 0.40 for positive and negative emotions). Note that there was no between-student variance. This is because teachers rated their own emotions once per lesson (as did each of the four students). Teachers did not report their emotions for each student separately.

Abstract

     Parental control is widely considered to have a detrimental effect on children’s psychological development. However, it is commonplace and generally accepted in China and is intended to regulate children’s behavior. It is unclear whether Chinese parental control promotes or hinders children’s inhibitory control (IC) development. This study investigated the influence of maternal control on Chinese children’s development of IC using a longitudinal design (N = 163), with attention to the influence of children’s temperamental exuberance and different parenting contexts. Children’s exuberance (at 2 years of age) was assessed via laboratory observations. Maternal control (at 3 years of age) was coded during parent–child interaction in play-based and cleanup contexts. Children’s IC (at 3 years of age) was assessed by day–night and snow–grass tasks. Results suggested that maternal control in the play-based context was negatively related to IC development. The association between maternal control in the cleanup context and IC varied in children with different levels of temperamental exuberance. Specifically, maternal control in the cleanup context impeded low-exuberant children’s IC development but promoted it for highly exuberant children. These findings support the self-determination theory and the goodness-of-fit model and have implications for educational practice in China.

Introduction

     Parental control, which refers to parents’ efforts to intrude and redirect children’s thoughts, feelings, and behaviors, has received great attention for its effect on children’s social adjustment (Grolnick & Pomerantz, 2009). Parental control has invoked a variety of conceptualizations and operationalizations such as behavioral versus psychological control (e.g., Barber, 1996, Steinberg et al., 1989) and firm versus lax control (e.g., Fauber et al., 1990, Rowe, 1981). In the context of self-determination theory, Grolnick and Pomerantz (2009) refined multiple forms of parental control approaches and identified intrusiveness, which may violate children’s autonomy, as a core characteristic of parental control. The current study followed this conceptualization that parental control is parenting characterized by pressure, intrusion, and dominance regardless of whether it is used to regulate children’s thoughts or behaviors. Parents may be well-intended, but their controlling behaviors often do not contribute to children’s ability to regulate their own behaviors they originally intended (Grolnick, 2002). This may be because of the disrupting feelings of autonomy—children who are exposed to great parental control either are used to following their parents’ instructions and thereby lose their intrinsic motivation and regulatory ability or are resistant to their parents’ instructions and become rebellious (Grolnick, 2002).

Results

     In our sample, a child’s age was significantly correlated with exuberance (r = .25, p = .001) and was marginally significantly correlated with IC (r = .16, p = .056) and maternal control in the play-based context (r =
.15, p = .083). A sex (0 = boy, 1 = girl) difference was found in exuberance that girls were less exuberant than boys, t(161) = 2.35, p = .020, Cohen’s d = 0.37). Family income (1 = less than ¥5,000 to 4 = more than ¥30,000) was correlated with IC (r = .25, p = .003). No significant effect of age, sex, and family income was found on the other variables (ps > .26). Maternal education showed no significant effect on key variables (ps > .17). To avoid interference from the child’s age, sex, and family income, we conducted further analyses controlling for these variables.

     Correlations between primary variables are reported in Table 1. Maternal control in two contexts was significantly correlated. Temperamental exuberance did not show any significant correlation with maternal control in either context or IC.

Abstract

Many multinational corporations force global customer orientation and firm innovativeness. However, little is known about how or why they benefit from perceived customer orientation and firm innovativeness in one country but not in another. The authors fill this gap by referring to information processing and institutional theories. They contribute to research by analyzing the roles of country development and dimensions of national culture in the direct and indirect effects of perceived customer orientation through firm innovativeness on consumer product purchase intention across 53 countries. The results of multilevel structural equation modeling show different explained variances of the institutions and varying moderations for the differently strong effects of perceived customer orientation and firm innovativeness. Institutional theory strongly complements behavioral theorizing. The findings have direct implications for managers interested in understanding how perceived customer orientation and firm innovativeness interact and attract consumers in different country contexts.

Introduction 

Perceived customer orientation (i.e., perception of a firm’s focus on customers and on satisfying their needs, Dean, 2007; Vaquero Martín, 2021; Walsh et al., 2009) and perceived firm innovativeness (i.e., perception of firm activities that result in novel, creative, and impactful offers for markets, Kunz et al., 2011; Kassemeier et al., 2022; Kim et al., 2015) are important sources of competitive advantage. Consumers consider both in purchase situations; both affect firm performance (Eisingerich and Rubera, 2010, Jean et al., 2017), and firm’s customer orientation is known to reinforce firm innovativeness (Jean et al., 2017, Kibbeling et al., 2013). Multinational corporations (MNCs), such as Zara, acknowledge the effects of perceived customer orientation and innovativeness by referring to consumer insights (Inditex, 2022). However, respective perceptions of an MNC may be valuable for consumer decisions in one country but not in another. Adidas examines differences in consumer perceptions in selected countries to identify consumer-driven opportunities and innovative approaches (Adidas, 2022, pp. 83, 88). However, MNCs can go further, including country differences to exhaust such insights across nations. This study analyzes whether and how national institutions impact the effects of perceived customer orientation and innovativeness on product purchase intentions across 53 countries (the likelihood that consumers will buy products of an MNC in the future, van der Lans et al., 2016). We contribute to research by examining country development and dimensions of national culture as important continuous moderators in the research field.

Conclusions 

This study finds that while country development and two dimensions of national culture strongly explain cross-national effects in perceived customer orientation, the stronger effects of perceived firm innovativeness do not depend on these contexts. We thereby offer a theoretical complement to past research, which has only assumed a role for national institutions. We look forward to further research linking institutions and consumer perceptions of customer orientation and innovativeness.

Abstract
Objectives
Postpartum depression estimated prevalence in women is between 5 and 26% and it has adverse effects both on the mother, infant and her partner. Psychological treatments have proved to be effective for women with mild-to-moderate symptoms. Whereas several systematic reviews have assessed the effects of different psychological interventions for postpartum depression, such as cognitive-behavioural therapy or interpersonal therapy, no review assessing psychodynamic therapy has been carried out. A systematic review was conducted to evaluate the efficacy of psychodynamic therapy for postpartum depression.

Methods
Studies were identified using the following databases: PsycINFO, Psycarticles and Pubmed over January 2023. The requirements for the studies were the following: they had to be quantitative, available in English, including a psychodynamic intervention targeting treatment or prevention of postpartum depression which starts during pregnancy or within the first 12 months after giving birth. Case studies, qualitative studies or studies focused on improving parent-infant relationship or infant outcome were excluded from this research.

Results
Seven trials including 521 women met the inclusion criteria. In summary, three randomized controlled trials and four longitudinal studies were found. The most frequently used assessment tool was EPDS, five were individual interventions and the other two were group interventions.

Discussion
All studies reported the efficacy of psychodynamic interventions for postpartum depression, both in home and clinical settings and both in group and individual format. The limited number of trials, small sample sizes and lack of appropriate control groups were the main limitations.

Conclusions for practice
Psychodynamic therapy is probably efficient intervention for postpartum depression. Future research with strong methodological designs is needed to confirm these findings.

Significance
What is already known on this subject? Several systematic reviews have assessed the effects of different psychological interventions for postpartum depression, but no review assessing psychodynamic therapy has been carried out. What this study adds? A systematic review was conducted to evaluate the efficacy of psychodynamic therapy for postpartumdepression. This makes the systematic review a unique contribution to the literature.

Introduction

Historically parent’s mental health during the perinatal period has been overlooked, as it was conceived as a time of joy and emotional stability. Only in 1950’s some authors started to write about maternity blues, postpartum depression, and puerperal psychosis (Besser et al., 2008). Studies have generally targeted mothers and their psychological wellbeing. On the contrary, paternal mental health remains under-investigated even though non-gestational parents may also suffer from mental disorders in the peripartum period.

     Postpartum depression encompasses a depression disorder occurring within the 12 months following childbirth (Branquinho et al., 2021) and the disorder can be compared to a major depressive episode in any moment of a woman’s life. However, symptoms such as anxiety, anhedonia, aggressive obsessional thoughts, restlessness or concentration and decision-making difficulties are more frequent or severe in the immediate postpartum (Batt et al., 2020). Postpartum depression has adverse effects on the woman and, therefore, on the infant as the disorder is closely related to difficulty to carry out different parenting tasks, such as breastfeeding, sleeping, or responding to the infant’s needs (Branquinho et al., 2021; Nanzer et al., 2012). It is also the strongest predictor of paternal depression during the perinatal period (Kaźmierczak et al., 2020). In addition, it is one of the main causes of maternal deaths in the first year after childbirth as the mother may develop suicidal thoughts and intentions. (Al-Halabí et al., 2021). The estimated prevalence of postpartum depression in women varies across countries, assessment criteria or time frame ranging from 5 to 26% (Liu et al., 2022).

Conclusions

     Psychodynamic approach still plays a minor role in the mainstream theory, research, and treatment for postpartum depression, even though the amount of data has kept growing for the last decade. BDP is probably efficient intervention for postpartum depression. Therefore, it is suggested that research should be continued to assess the effectiveness of psychodynamic interventions in postpartum depression compared to other effective treatments.

Abstract

Background
Attention deficit hyperactivity disorder (ADHD) is one of the most common neurological and mental developmental disorders in children. Published systematic reviews (SRs) and meta-analyses (MAs) concerning the use of acupuncture for ADHD have compared the efficacy of acupuncture treatment to that of drug therapies. However, the quality of these articles has not been evaluated and the evidence varies widely.

Objective
To summarize and assess the efficacy of acupuncture for ADHD based on existing SRs and MAs.

Methods
A systematic search of the literature was conducted from inception until September 16 2021, using seven electronic databases. The AMSTAR-2 tool was used to evaluate the quality of SRs and MAs, and the GRADE system was used to assess the quality of evidence.

Results
There are a total of five SRs and MAs included in this overview. Using the AMSTAR-2, three articles were rated as having ‘Low’ quality, while two were rated as having of ‘Critically Low’ quality. The GRADE system was used to measure the quality of evidence for ten outcomes (five response rate outcomes, three Conners’ Index of Hyperactivity (CIH) score outcomes, one Conners’ rating scale score outcome, and one Chinese medicine syndrome outcome) across the five included MAs. Four of the ten outcomes demonstrated ‘moderate’ quality, four demonstrated ‘low’ quality, and two demonstrated ‘very low’ quality. The risk of bias and inconsistency accounted for most downgrading factors in the included reviews.

Conclusion
It is still debatable whether acupuncture is efficacious in improving the CIH score and the Response rate. Considering the heterogeneity of clinical trials and the fact that this study did not search and evaluate the relevant data of each randomized controlled trial, large-sample and high-quality randomized controlled trials are still needed to draw reliable conclusions regarding acupuncture’s role in treating ADHD. Due to the poor quality of existing available evidence, little inference can be drawn from the included studies.

Introduction

Attention deficit hyperactivity disorder (ADHD), characterized by abnormal inattention, hyperactive behavior, and impulsivity is one of the most common neurological and mental developmental disorders observed in children.1 According to recent studies,2., 3. the prevalence of ADHD in China is roughly 5.6 % and the estimated global prevalence in children is between 8 % and 12 %. The prevalence of ADHD is increasing alongside the development of society, and the disorder is potentially burdensome for the individuals suffering from it, as well as their families and communities.4 Strategies for treating ADHD should be individualized, integrated, and multimodal, incorporating both non-pharmacological therapies (e.g., cognitive training and evidence-based behavioral therapies) and pharmacological therapies (e.g., psychostimulants).5 In China, Chinese medicine (CM) offers complementary and alternative therapies for ADHD in addition to pharmaceutical therapies.6 Although stimulants are the most effective therapeutic medications for treating the symptoms of ADHD, non-stimulants are also useful management tools.5 Notably, drug treatments may entail adverse side effects such as insomnia, abdominal pain, headache, dry mouth, nausea, and others.7

Traditional therapies based on the theory of Chinese Medicine (CM) have been practiced and developed for centuries. Acupuncture is a wonderful mode of CM. Based on the theory of the differentiation of CM syndromes, acupuncture plays an important role in the correction of Qi (i.e., vital energy), blood imbalances, Yin-Yang imbalances, and so on.8 Acupuncture therapy includes manual acupuncture, electroacupuncture, auricular acupuncture, scalp acupuncture, etc. From the perspective of CM, ADHD is a disease related to pathological congenital insufficiency and a lack of postnatal nourishment.6 The CM theory of meridians and collaterals has guided the clinical practice of Chinese medicine for thousands of years and provides the theoretical basis for acupuncture. Acupuncture induces a unique feeling known as ‘needle sensation,’ which is a manifestation of its therapeutic effect. The stimulation of specific acupoints regulates the function of Qi, blood, and immunological function.6

Conclusion

According to the evidence of the five SRs/MAs involved in this overview, acupuncture as an alternative therapy for ADHD may be therapeutically effective and improve ADHD scale scores. However, because of methodological flaws in the included studies, conclusive evidence is still lacking. Large-sample and high-quality randomized controlled trials are still needed to draw reliable conclusions about the value of acupuncture in the treatment of ADHD.

Abstract
Objectives
This study aims to determine the rates of clinically-significant anxiety and depressive symptoms during the immediate postpartum in a sample of women referred to a university maternity department, as well as the associated risk factors and the relations with the level of maternal bonding.

Patients and methods
During the third national lockdown for the COVID-19 pandemic (February-April 2021), on days 2–3 after delivery 127 mothers were administrated the Edinburgh postnatal depression scale (EPDS), the state-trait anxiety inventory (STAI-YA), the mother-to-infant bonding scale (MIBS) and questions issued from the coronavirus health impact survey questionnaire (CRISIS).

Results
The rate of perinatal clinically-significant symptoms were 17% for depression (EPDS cut-off ≥ 12) and 15% for anxiety (STAI-YA cut-off ≥ 40). In the multivariate analysis, being a single mother, risk of being infected by the SARS-CoV2, risk that a close relative might be infected by the SARS-CoV2 and the length of stay in maternity were associated with an increased EPDS total score, while breastfeeding was associated with a lower EPDS total score. Six variables remained positively associated with the STAI-YA total score in the multivariate model: the maternal level of academic achievement, a hospitalization during the pregnancy, peripartum medical complications, risk of being infected by the SARS-CoV2, risk of a close relative being infected by the SARS-CoV2 and physical fatigue. Low but statistically significant correlations were found between the MIBS total score and the EPDS total score (rs = 0.26) and with the STAI-YA total score (rs = 0.26).

Discussion
The observed rates of anxiety and depressive symptoms were in the same range as those reported in observational studies conducted in high-resource countries during the COVID-19 pandemic. Risk of being infected by the SARS-CoV2 was both an independent risk factor for anxiety and depressive symptoms. The relations between the measure of maternal bonding and the severity of maternal emotional symptoms call for a better consideration of the long-term consequences of the pandemic on children’s socio-emotional development.

Introduction
     Cumulative evidence supports an increased risk of maternal peripartum psychological difficulties since the beginning of the COVID-19 pandemic [1], [2], [3], [4], [5], [6]. The meta-analysis conducted by Zhang and Yu [3] found an average prevalence of 43% for anxiety and of 32% for depression among pregnant women exposed to the context of the pandemic. These figures conceal although significant disparity across countries, with in particular a more substantial increase of postpartum depressive symptoms in low-resource compared to high-resource countries [7]. The capacity of the healthcare professionals providing adapted mental health interventions and care continuity during the pandemic appears a key moderator factor of maternal psychopathology risk [8], [9]. In line with this, Chmielewska and Barratt [7] found that the estimated efficiency of the national health care system was a stronger predictor of the observed between-study heterogeneity for maternal health outcomes than factors-related to the stringency of mitigation measures for the COVID-19 epidemic (e.g. the duration of lockdown).

     Alongside, several concerns have been raised that the application of social distancing measures in maternity wards led to lower social and professional support, ultimately contributing to increase the risk of maternal psychological difficulties [9], [10], [11]. The application of social distancing measures in maternity led to a strict restriction of partner and family visits while pregnant women faced additional sources of stress related to COVID-19 pandemic [11]. It has also been raised that a reduction of the length of stay in maternity and a constriction of paramedical team linked to the reorganization of workforce during the pandemic complicate the recognition of psychological needs of women during the perinatal period. An underestimation of maternal psychological difficulties could also be reinforced by a lower access to face-to-face supportive care (including social worker, psychologist and psychiatrist) and subsequently decreased opportunity to receive professional help [12].

Conclusion
     The rates of clinically-significant depressive and anxiety symptoms in the immediate postpartum among women referred to a university hospital center was roughly comparable to the range observed in previous observational studies prior the context of the COVID-19 pandemic. This report stresses the possible contribution of maternal worries about SARS-CoV2 infection in maternal anxiety and depressive symptoms, as long as other well-recognized risk factors. In a modern hospital where digital technologies and telehealth interventions were available the effect of social distancing measures in the maternity care was not clear. The relationships reported between the severity of maternal emotional symptoms and maternal bonding in the days following childbirth are worth considering to discuss the possible long-term impact of the pandemic on children socioemotional development.

Abstract

Considerable work has advanced understanding of the nature, causes, management, and prevention of anxiety disorders in children and adolescents over the past 30 years. Prior to this time the primary focus was on school refusal and specific phobias. It is now recognised that children and adolescents experience the full gamut of anxiety disorders in very similar ways to adults and that anxiety disorders in the paediatric years can predict a lifelong mental-health struggle. Given the vast array of specific studies in this field, the current review summarises current knowledge about these high prevalence disorders, points to overarching limitations, and suggests potentially important future directions. Following a brief historical overview, the review summarises knowledge about demographic and epidemiological characteristics, distal and proximal risk factors, current treatment directions, and prevention. There is still a great deal to learn about the causes and treatments of child and adolescent anxiety disorders. By amalgamating our current knowledge, this review provides a window to the research directions that are likely to lead to future advances.

Introduction and historical overview

Like much research in applied psychology, the history of treating anxiety in young people1 can be traced back over a century. For the most part, the history of evaluating treatment for anxiety disorders in young people can be described as rigorous, highly informative, and an exemplar of incremental science. In short, much has been learned (Higa-McMillan et al, 2015; Southam-Gerow & Prinstein, 2014) and reasonable confidence can be ascribed to the findings, given the overall methodological quality of the work.

The Diagnostic and Statistical Manual of Mental Disorders (DSM) exemplifies such progress, and across the several editions and even within versions of the DSM, the labels for the anxiety disorders in young people have evolved. For example, overanxious disorder was described in the third edition of the DSM reflecting excessive worry, concerns about personal competence, need for reassurance, and self-consciousness. This specific disorder was later eliminated partly due to its overlap with social phobia. Thus, most young people who would have met criteria for this diagnosis would now be diagnosed with the more clearly delineated generalised anxiety disorder, reflecting persistent and excessive worry, with excessive concern about routine matters and difficulty managing worry. Social phobia has been renamed social anxiety disorder, the persistent fear of social/performance situations involving potential scrutiny by others. In contrast, the label separation anxiety disorder, referring to young people who have an unusual-for-their-level-of-development severity of intense anxiety tied to separating from a caregiver, has remained over time. The more recent iterations of DSM, to its credit, provide detailed diagnostic criteria that are useful, though not without limitations, for making differential diagnoses. For example, selective mutism has appropriately now been moved into the anxiety disorders (American Psychiatric Association, 2013) from its previous placement among a broad range of disorders first evident in childhood. However, strong overlap with social anxiety disorder (Milic, Carl, & Rapee, 2020), raises serious questions about whether these disorders really require separate diagnostic labels. On the other hand, obsessive compulsive disorder has been moved out of the group of anxiety disorders with the publication of the DSM-5. However, the marked overlap between obsessive compulsive disorder and anxiety disorders (Stein et al., 2010), its similar response to treatment (Hudson, Rapee, et al., 2015), and its historical conceptualisation as an anxiety disorder, raise questions about this decision. Similar concerns exist for post-traumatic stress disorder, which was also moved outside of the anxiety disorder category in DSM-5.

Conclusion

Scientific research into paediatric anxiety disorders has increased dramatically over the past 30 years. As a result, we now have far greater knowledge about key characteristics, risk and maintaining factors, treatments, and prevention of these highly prevalent disorders. Nonetheless, the field has a long way to go. As an example, although we now have very well-established programs for the treatment of anxiety disorders in young people, less than half are free of all anxiety disorders immediately following treatment (James et al., 2020). This proportion typically increases over the following months (Hudson et al., 2009; Rapee, Abbott, Baillie, & Gaston, 2007), but the fact remains that a significant proportion of young people with anxiety disorders continue to meet criteria for their disorder even following our current best efforts at treatment. This, combined with the very low proportion of anxious young people in the community who receives empirically-validated treatment (Gandhi et al., 2022; Reardon et al., 2020) makes paediatric anxiety disorders a serious risk for long-term disability (King et al., 2020; Swan et al., 2018). By summarising the current state of the literature into paediatric anxiety disorders, we have highlighted key gaps in our knowledge and potentially important directions for future research. Among the many remaining important issues, a few in particular, stand out.

Abstract

     Despite widespread acceptance that prenatal symptoms of depression in mothers are detrimental to infants’ long-term emotional and cognitive development, little is known about the mechanisms that may integrate outcomes across these domains. Rooted in the integrative perspective that emotional development is grounded in developing cognitive processes, we hypothesized that prenatal symptoms of depression in mothers would be associated with delays in neural maturation that support sociocognitive function in infants, leading to more problematic behaviors. We used a prospective longitudinal study of mothers (N = 92) and their infants to test whether self-reported symptoms of depression in mothers during the second and third trimesters were associated with neural development and infant outcomes at 4 months of age. While controlling for postpartum symptoms of depression, more prenatal symptoms of depression in mothers predicted less neural maturation in the parietal region of 4-month-old infants. Less neural maturation, in turn, was associated with greater infant negativity, suggesting neural maturation as a putative mechanism linking maternal symptoms of depression with infant outcomes. Differences in neural regions and developmental timing are also discussed.

1- Introduction

     Early environmental characteristics play a significant role in infant cognition-emotion interactions, ultimately leading to both short- and long-term infant outcomes. The prenatal environment is particularly salient, as prenatal stress in the form of maternal depressive symptoms positively predicts negative emotional reactivity (Davis et al., 2007, Diego et al., 2005) and negatively predicts cognitive function in infants (Barker et al., 2013), effects which can persist well into adolescence (de Bruijn et al., 2009, Luoma et al., 2001, Luoma et al., 2004). Research aimed at understanding the effects of maternal depression on infant outcomes have traditionally tested emotion and cognition as separate effects in streams of development. Yet, contemporary theory and mounting empirical work underscore both the overlap and the interplay between putatively cognitive and emotional trajectories of development, particularly early infancy (Bell and Wolfe, 2004, Calkins and Bell, 2010). Nonetheless, the mechanisms for such overlap remain largely unknown. During infancy, the maturation of neural architecture that supports cognitive and emotional processing may provide insight into their integration during a sensitive period of development (Deave et al., 2008, Luoma et al., 2001). Thus, the current study was designed to test an integrative pathway, infant neural maturation, by which maternal symptoms of prenatal depression may impact infant development.

3- Results

3-1 Preliminary analyses

     Descriptive statistics and correlations among study variables are reported in Table 1. Symptoms of maternal depression showed moderate stability over time, with the greatest stability observed across the two prenatal assessments. At the bivariate level, greater numbers of maternal depressive symptoms in the second trimester of pregnancy were associated with smaller frontal alpha-delta ratio scores at age 4 months but were unrelated to parietal alpha-delta ratio scores. Maternal depressive symptoms in the third trimester did not show bivariate associations with infant alpha-delta ratios at frontal or parietal sites. Greater negative affect in infants at 4 months of age was associated with greater numbers of maternal depressive symptoms in the second trimester and at the postpartum assessment. Maternal symptoms of depression were not associated with mother-reported infant behaviors or observed positivity in infants at the bivariate level.

Definition

     This entry delves into the parenting literature and reveals the complexities, perspectives, and multiple expressions of parenting challenging childhood behavior that distress or negatively impact the parent-child relationship so that we can better understand how to support families who are struggling to cope. The entry specifically focuses on the period of transition to school for children aged five to eight years. This transition can illuminate vulnerabilities previously hidden as children attempt to navigate the demands of their unfamiliar environment, meaning that parents can experience distress and emotional challenges. The entry explores the various expressions of relationally challenging behavior and comments on the intersectionality and reciprocity of explicit and implicit expressions of affect such as frustration and anxiety. To gain context, the entry examines common antecedents associated with relationally challenging behavior, such as academic comparison, forming friendships, hidden neurodiverse development, neglect, attachment dysfunction, and family conflict. Qualitative literature enriches understanding and identifies problems such as parental distress related to social stigma and minority stress and reveals specific struggles, including stress, related to homeschooling children with special educational needs, homeschooling during the recent pandemic, single parenting, grandparenting, parenting neurodiverse children, and the triangulated tensions that exist between the parent, the child, and the school. Holding in mind these diverse and context-orientated perspectives, this entry examines research that evaluates helpfulness and illuminates deficiencies of popular structured parent programs. Lastly, the entry identifies and illuminates the need to know more about the ways in which parent programs work, and it is anticipated that this new knowledge will help practitioners to better respond to the complexities of need and expectations of families who struggle to cope with relationally challenging behavior.

General Introduction

     This entry first offers a brief overview of the central theories that support parenting programs, parenting, and the ways that parenting and children’s development and adjustment relate.

     Parental socialization recognizes parents as an all-important force in the socialization process, shaping and molding the values and behaviors of the child [1], and the centrality of the parent as mediator, interpreter, reflector, and moderator of the child’s internal cognitive and emotional state of mind cannot be underestimated [2]. Parents are seen as influencers, guides, teachers, and indirect socializers in their capacity as role models, supported by social learning theory [3], and as social managers, taking charge of the child’s social experiences. Parental socialization informs and educates infants and young children in societal norms, expectations, rules, and values that influence behavior. Children learn how to socialize within this early familiar framework, which helps them adjust to societal norms and expectations. Furthermore, parents are seen as moderators to the risk effects that deprived neighborhoods, poverty, and adverse life events have on children’s emotional and behavioral development [4]. This process is guided using a combination of parental styles and practices, such as authoritative parenting, which is associated with a securely attached relationship with the main caregiver [5,6].

Conclusions

     This entry highlights the breadth and diversity of the parent caregiver population that parenting programs endeavor to help. Structured parenting programs tend to offer a generalist approach that integrate strategies from social learning, behaviorism, and attachment that endeavor to assist parents in managing and coping with a wide range of relational childhood challenging behaviors. Whilst evidence repeatedly demonstrates that parenting programs work, with positive measurable outcomes for both child behaviors and parental stress, studies have tended to rely on parent reports, whilst future research should aim to include the experiences of all involved. The reviewed literature enriches understanding and identifies problems such as parent distress related to social stigma and minority stress and reveals specific struggles, including stress relating to homeschooling children with special educational needs and during the recent pandemic, as well as single parenting, grandparenting, parenting neurodiverse children, and the triangulated tensions that exist between the parent, the child, and the school. Holding in mind these diverse and contextorientated perspectives, this entry illuminates deficiencies of popular structured parenting programs and has identified a need to know more about the ways in which parenting programs work. It is anticipated that this reviewed knowledge will help practitioners to better reflect on the complexities of needs and expectations of families who struggle to cope with relationally challenging behavior.

Abstract

     Background: The coronavirus disease 2019 (COVID-19) pandemic has continued for more than two years, and the impact of this pandemic on mental health has become one of the most important research topics in psychiatry and psychology. The aim of the present study was to assess psychological distress in adolescents across five countries (Sweden, Morocco, Serbia, Vietnam, and the United States of America) during the COVID-19 pandemic. Methods: Using nonparametric analyses we examined the impact of COVID-19 on distress, measured by the Brief Symptom Inventory, in a sample of 4670 adolescents. Results: Our results showed that the association between the COVID-19 impact and psychological distress in adolescents’ lives was positive and moderate in Morocco and Serbia, positive and weak in Vietnam and the United States of America, and negative and weak in Sweden. We also found that female adolescents reported higher distress levels than male adolescents. Conclusions: COVID-19 impacted adolescents and their psychological distress differently depending on their residence.

Introduction

     The coronavirus disease 2019 (COVID-19) pandemic has continued for more than two years, and the impact of this pandemic on mental health has become one of the most important research topics in psychiatry, psychology, and public health. Specifically, cumulative results have led most researchers to believe that the COVID-19 pandemic and its associated restrictions, such as social distancing and lockdown, have created unprecedented hazards for mental health globally [1,2,3,4,5,6]. For instance, in a systematic review of 19 studies with a total sample of 93,569 adults from eight countries, (i.e., China, Denmark, Iran, Italy, Nepal, Spain, Turkey, and the United States of America [USA]), Xiong et al. [6] reported varying rates of symptoms of anxiety (6.33% to 50.9%), depression (14.6% to 48.3%), post-traumatic stress disorder (7% to 53.8%), and stress (8.1% to 81.9%) and high rates of psychological distress (34.43% to 38%). Providing further evidence for the negative impact of COVID-19 restrictions on the general population, other researchers have found increased rates of symptoms associated with psychiatric conditions, such as depression, anxiety, panic, and many others [7,8,9,10,11,12].

     In addition to these recent studies on adult health, many researchers have investigated the effects of COVID-19 restrictions on children and adolescents, as they are more vulnerable to environmental stress and often have a more limited understanding of stressful situations and fewer strategies than adults to cope with sudden changes [13,14,15,16,17,18,19,20,21,22,23]. For instance, Meherali et al. [19] reviewed 18 studies with a total number of 20,150 children and adolescents from five countries, (i.e., Australia, Canada, China, Italy, and the USA) and concluded that COVID-19 restrictions had a great impact on the mental health of children and adolescents, causing anxiety, depression, disturbances in sleep and appetite, and impairment of social interactions. In addition, a review by Panda et al. [24] identified anxiety, depression, irritability, boredom, inattention, and fear of the COVID-19 pandemic as predominant psychological problems among children and adolescents.

Conclusions

     The present study examined the impact of COVID-19 on psychological distress among 4670 adolescents from five countries across four continents (Sweden, Morocco, Serbia, Vietnam, and the USA). We found that American and Moroccan adolescents were impacted the most by the COVID-19 pandemic and reported the highest levels of distress, whereas Vietnamese adolescents were the least affected by COVID-19 and had the lowest levels of distress. Furthermore, we also found that the COVID-19 impact correlated positively with psychological distress in all countries except Sweden. Finally, we found that female adolescents had higher COVID-19 impact scores and reported more psychological distress than male adolescents.