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Shared picture-book reading is well-recognized as beneficial for children’s early language development, especially where ‘dialogic book-sharing’ techniques are used. Possible benefits of dialogic book-sharing to other aspects of child development have been little investigated, and it has not been widely studied in European populations. We conducted a randomized trial of dialogic book-sharing in Children’s Centers in the UK, with parents of 2-4-year-old children, hypothesizing that it would benefit parenting and a range of child developmental outcomes.\ud Intervention group parents (n = 110) received seven, weekly, group training sessions and control parents (n = 108) the usual center input. Parenting and a range of child outcomes (language, attention, executive function, social development and emotional-behavior difficulties) were assessed on three occasions: before, after, and 4-6 month following intervention. For all study outcomes we compared controls with each of the Intention-to-Treat population and the perprotocol population (participants attending the requisite number of sessions); and, for primary child outcomes only, the population of parents who engaged well with the intervention. There were substantial benefits of dialogic book-sharing training to parental behavior during booksharing, especially for sensitivity and cognitive scaffolding. For all three sets of comparisons there were small-medium effects of on child expressive language, and, for the per protocol and engaged populations, similar sized effects on child receptive language and attention. There was no evidence of benefit of dialogic book-sharing for the other areas of child development; we suggest that specific intervention components need to be added to standard dialogic book-sharing to effect change in these areas.

Background: Wellbeing is a key aspect of children’s education, yet measurement issues have limited studies in early primary school. Aims: The current 12-month longitudinal study assesses the temporal stability of child- and parent-reported school wellbeing and examines developmental links with academic self-concept and parent-rated prosocial behaviour. Sample(s): We tracked a sample of 206 children across the transition from the first (T1) to second (T2) year of primary school (T1 child Mage = 5.3, SD = .46, 54.3% girls), and gathered ratings of wellbeing, prosocial behaviour and academic self-concept at both timepoints. Methods: We used cross-lagged analyses to investigate developmental links between these three constructs. Results: Parent and child reports of children’s wellbeing showed similar temporal stability and converged over time, such that informants’ reports showed a modest but significant correlation at T2. Girls reported greater wellbeing than boys at both timepoints and received higher parental ratings of wellbeing than boys at T2. For both girls and boys, associations between the constructs were asymmetric: early wellbeing predicted later self-concept and prosocial behaviour, but the reciprocal associations were not significant. Conclusions: These findings support the validity of young children’s self-reported wellbeing, highlight the early onset of gender differences in school wellbeing, and demonstrate that early wellbeing heralds later prosocial behaviour and positive academic self-concepts.

Transition to school research has largely overlooked parents’ experiences, particularly fathers. We gathered speech samples from UK parents (93 mothers, Mage= 37.1 years; SD = 4.6 years; and 68 fathers, Mage= 38.0 years; SD = 3.59 years) that captured their experiences of the school transition. This study (a) compared mothers’ and fathers’ experiences; and (b) examined experiences alongside parental self-reported psychological distress and household disorder. Parents’ experiences differed in valence: Emotional Reaction (mixed), Experiences with the School (positive), Support and Relationships (mixed), and Routines and Responsibilities (negative). Relationships and Support elicited heightened emotions from mothers than fathers. Only maternal experiences were associated with psychological distress and household disorder. Within couples (n = 64), only negative talk about Routines and Responsibilities was shared; all other experiences were individual. Our speech sample coding shows the significant, mixed and independent impact of the transition on parents and highlights the importance of coparenting effects.

Research shows that children’s block construction skills are positively associated with their concurrent and later mathematics performance (e.g., Nath & Szucs, 2014; Verdine et al., 2014). Furthermore, there is evidence that block construction training is particularly beneficial for improving early mathematics skills in children from low-Socio Economic Status (SES) groups who are known to have lower maths performance than their peers (Bower et al. 2020a; Dickerson & Popli, 2016). This study investigates the association between block construction and mathematics in children who are approaching the age of formal education in the UK (4 years). It also investigates whether the relation between block construction and mathematics differs between children from more compared to less affluent families. Participants included 116 children (M = 3 years 11 months, SD = 3 months). All participants completed numeracy, block construction, and receptive vocabulary tasks. Socio-economic status and demographic information (child age, gender, ethnicity) were also obtained from parents. Regression analysis showed block construction accuracy explained 5.3% of the variation in numeracy after controlling for covariates. When separated by SES group, for children from less affluent families, block construction explained 14.9% of the variation in numeracy after covariates. For children from more affluent families, block construction explained no additional variation in numeracy. These findings highlight one possible intervention target for promoting maths-readiness in children of this age. More specifically, interventions involving block construction skills may help to reduce attainment gaps in UK children’s mathematics achievement.

While virtual, augmented, and mixed reality technologies are being used for military medical training and beyond, these component technologies are oftentimes utilized in isolation. eXtended Reality (XR) combines these immersive form factors to support a continuum of virtual training capabilities to include full immersion, augmented overlays that provide multimodal cues to personalize instruction, and physical models to support embodiment and practice of psychomotor skills. When combined, XR technologies provide a multi-faceted training paradigm in which the whole is greater than the sum of the constituent capabilities in isolation. When XR applications are adaptive, and thus vary operational stressors, complexity, learner assistance, and fidelity as a function of trainee proficiency, substantial gains in training efficacy are expected. This paper describes a continuum of XR technologies and how they can be coupled with numerous adaptation strategies and supportive artificial intelligence (AI) techniques to realize personalized, competency-based training solutions that accelerate time to proficiency. Application of this training continuum is demonstrated through a Tactical Combat Casualty Care training use case. Such AI-enabled XR training solutions have the potential to support the military in meeting their growing training demands across military domains and applications, and to provide the right training at the right time.

BackgroundParents of individuals with intellectual disabilities (ID) are vulnerable to mental health difficulties, which vary between parents and within parents over time. The underlying cause of ID can influence parents’ mental health, via uncertain pathways and within unknown time-windows. MethodsWe analysed baseline data from the IMAGINE-ID cohort, comprising 2655 parents of children and young people with ID of known genetic origin. First, we conducted a factor analysis of the SDQ Impact scale to isolate specific pathways from genetic aetiology to parents’ mental health. Second, we tested via structural equation modelling (SEM) whether genetic diagnosis affects Impact and mental health directly, or indirectly via children’s characteristics. Third, we conducted moderation analysis to explore the influence of time elapsed since genetic diagnosis. ResultsFactor analysis suggested a two-factor structure for the SDQ Impact scale, with a “home & distress” dimension and a “participation” dimension. SEM analysis identified an indirect pathway linking genetic aetiology to parents’ mental health, serially through child characteristics (physical disabilities, emotional and behavioural difficulties) and Impact: home & distress. This serial mediation model was moderated by time since diagnosis, with strongest mediating effects among recently diagnosed cases.Conclusions There are multiple steps on the pathway from ID-associated genetic diagnoses to parents’ mental health. Pathway links are strongest within 5 years of receiving a genetic diagnosis, highlighting opportunities for better post-diagnostic support. Recognition and enhanced support for children’s physical and behavioural needs might reduce impact on family life, ameliorating parents’ vulnerabilities to mental health difficulties.

This study examined the development of caregiver mind-mindedness – defined as the propensity to see one’s child as an agent with an independent mind – across the first 1000 days of life. At four time-points (i.e., third trimester of pregnancy, 4, 14 and 24 months postpartum), 384 first-time mothers (Mage = 32.55, SD = 3.63 years) and fathers (Mage = 33.96, SD = 4.40 years) gave five-minute speech samples about their infant that were coded for mind-mindedness (Meins & Fernyhough, 2015). Reflecting the local population, the 192 heterosexual couples were highly educated (84.6% of mothers, 77.1% of fathers had a degree) and ethnically homogenous (92.7% of mothers, 94.8% of fathers identified as White British). Results showed significant variability in mind mindedness within both expectant mothers and expectant fathers, with no mean group difference. Auto-regressive models demonstrated modest positive associations between prenatal and postnatal mind-mindedness. Latent change score models showed gains in mean mind-mindedness over time that, on average, were stronger for mothers than for fathers. For fathers, gains in mind-mindedness were positively associated with having an infant daughter and infant surgency. For mothers, higher socioeconomic status and more equal childcare were associated with greater gains in mind-mindedness across toddlerhood. Within-couple associations were evident for changes in mind-mindedness, but not for initial (prenatal) scores. We apply the relational account of mind-mindedness to frame our discussion of these findings that, by highlighting both developmental stability and change in mind-mindedness, suggest fruitful avenues for future research.

Spending time in nature has benefits for wellbeing in children, but relatively little is known about how autistic children experience nature. Framed by self-determination theory, this case study addresses this gap by exploring the experiences of 25 autistic children participating in a Forest School at their specialist school in the East of England. We used deductive reflexive thematic analysis to analyse participant observation and parent and child interview data. Our results indicated that Forest School benefited these autistic children through opportunities to play, exercise autonomy, and develop practical, motor, and social skills. However, challenges were also evident, including children absconding and conflict between peers. The success of sessions seemed contingent on adherence to routines and the influence of the adults present. Our findings supported the application of self-determination theory to Forest School to promote psychological wellbeing through autonomy, competence, and relatedness in autistic children. We discuss implications for training and practice.

Objectives: The Strengths and Difficulties Questionnaire (SDQ) has been shown to be invariant across informants, developmental stage and settings, but tests of cross-cultural equivalence are limited to adolescents’ self-reports. The COVID-19 pandemic makes this gap particularly pertinent, given the need to understand whether distinct government approaches (e.g., school closures) are uniquely associated with variability in children’s psychosocial outcomes and the reliance on parents’ ratings for young children. Methods: Within a Confirmatory Factor Analysis (CFA) framework, we tested the cross-cultural measurement invariance of the SDQ across six countries: Australia, China, Italy, Sweden, the UK and USA, using a sample of 1761 parents of 3- to 8-year-olds (M = 5.76, SD = 1.09). Results: A five-factors model showed good fit to the data and partial cross-cultural scalar invariance. In this sample, Swedish parents reported the fewest peer problems (Cohen’s d = .950) and the highest prosocial scores (Cohen’s d = .547), whilst British parents reported the greatest child emotional (Cohen’s d = .412) and hyperactivity problems (Cohen’s d = .535). Conclusions: The present results indicate that the parent-version of the SDQ is appropriate for use and comparison across different contexts during the pandemic.

Funder: Jacobs Foundation; doi: http://dx.doi.org/10.13039/501100003986, Funder: UBS Optimus Foundation; doi: http://dx.doi.org/10.13039/501100008391, Funder: Fondation Botnar; doi: http://dx.doi.org/10.13039/501100011318, Funder: Consuelo Zobel Alger Foundation, Funder: British Academy, Funder: Cambridge Humanities Research Grants Scheme, Funder: ESRC Impact Acceleration Account Programme, Funder: University of Edinburgh College Office for the College of Arts, Funder: Humanities and Social Sciences SFC ODA Global Challenges Internal Fund, Funder: University of Cambridge GCRF Quality Research Fund, Funder: Wolfson Professor of Criminology Discretionary Fund, Funder: British Academy Wolfson Foundation Fellowship, Maternal prenatal stress places a substantial burden on mother's mental health. Expectant mothers in low- and middle-income countries (LMICs) have thus far received less attention than mothers in high-income settings. This is particularly problematic, as a range of triggers, such as exposure to traumatic events (e.g. natural disasters, previous pregnancy losses) and adverse life circumstances (e.g. poverty, community violence), put mothers at increased risk of experiencing prenatal stress. The ten-item Perceived Stress Scale (PSS-10) is a widely recognised index of subjective experience of stress that is increasingly used in LMICs. However, evidence for its measurement equivalence across settings is lacking. This study aims to assess measurement invariance of the PSS-10 across eight LMICs and across birth parity. This research was carried out as part of the Evidence for Better Lives Study (EBLS, vrc.crim.cam.ac.uk/vrcresearch/EBLS). The PSS-10 was administered to N = 1,208 expectant mothers from Ghana, Jamaica, Pakistan, the Philippines, Romania, South Africa, Sri Lanka and Vietnam during the third trimester of pregnancy. Confirmatory factor analysis suggested a good model fit of a two-factor model across all sites, with items on experiences of stress loading onto a negative factor and items on perceived coping onto a positive factor. Configural and metric, but not full or partial scalar invariance, were established across all sites. Configural, metric and full scalar invariance could be established across birth parity. On average, first-time mothers reported less stress than mothers who already had children. Our findings indicate that the PSS-10 holds utility in assessing stress across a broad range of culturally diverse settings; however, caution should be taken when comparing mean stress levels across sites.

The Covid-19 pandemic and associated lockdowns provided opportunities to engage and reconnect with nature, with many people noting associated benefits to well-being. Research from the pandemic period has largely focused on the way neurotypical or general populations experienced nature; less is known about how autistic people used nature to support well-being during this time. In this qualitative survey study of 127 autistic adults in the United Kingdom, we used reflexive thematic analysis of text box responses to develop two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, enabling them to use nature to experience relief from stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings have implications for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic. Lay abstract The Covid-19 pandemic and associated lockdowns provided opportunities to spend time in nature, with many people reporting that this benefitted their well-being. However, existing research from the pandemic period has focused on the way general populations experienced nature; less is known about how autistic people used nature to support their well-being during the pandemic. We created a survey that invited autistic adults living in the United Kingdom to reply to text box questions. A total of 127 people responded to our survey; we analysed their responses using a method called reflexive thematic analysis and developed themes based on patterns among all the responses. We developed two themes: respite in nature and connecting amid widespread disconnection. For some autistic adults during the pandemic, nature provided physical distance from others or from crowded homes, which helped them reduce their stress. In addition, some participants felt more psychologically connected to nature itself during the pandemic, while for others, nature served as a way of connecting with others during a potentially isolating time. These findings are important for autistic people and their families and carers who may want to seek out nature-based activities to support well-being in the wake of the pandemic.

Introduction Mutations in MC2R causing familial glucocorticoid deficiency (FGD), a rare form of primary, isolated adrenal insufficiency, were first published in 1993, discovered by candidate gene sequencing (CGS). Through advances in genetic techniques from homozygosity mapping to whole exome sequencing (WES) we have linked a further five genes to adrenal insufficiency and, in conjunction with other groups, this has expanded the number of monogenic causes for isolated or syndromic adrenal insufficiency to >25. Patients and Methods Over the last 30 years over 400 individuals with suspected FGD, from 31 different countries, have been referred to our centre for genetic testing, ranging in age from neonates to individuals in their eighties. All cases had low or undetectable serum cortisol usually paired with an elevated plasma ACTH level. Our strategy for sequencing has evolved over time and we now routinely sequence the small, frequently mutated, candidate genes by Sanger sequencing (MC2R, MRAP, STAR and CYP11A1) before proceeding to WES as the most cost-effective route to a genetic diagnosis. In total, 369of the 400 individuals have been fully characterised either by CGS or WES. For CGS, sequences were analysed by alignment to reference sequences using BioEdit software and for WES variant call files were initially analysed using Ingenuity Variant Analysis package and/or examination of BAM files, using the Integrative Genomics Viewer, to detect exonic deletions. Rare, synonymous or predicted benign variants were further tested by an in vitro splicing assay using the pET01 vector (MoBiTec) Results In 308/ 369 individuals we found a definitive diagnosis in a gene known to be causal for adrenal insufficiency, giving a success rate of >81%, and identified 15 novel mutations. The aetiologies of diagnosed cases were as follows; MC2R (22%), MRAP (17%), NNT (15%), STAR (9%), CYP11A1 (7%), with the remaining 30% due to a further 13 genes. Founder effects were clear for variants in some genes/populations, whereas in others hotspot mutations were present in multiple ethnicities. Examples include the previously described S74I in MC2R and rs6161 in CYP11A1 in the UK population, P24Rfs*4 in MCM4 in Ireland, R188C in STAR in Canada, and newly discovered associations with T731= in NNT in Sudan and R222Q in SGPL1 in Saudi Arabia. Whereas MRAP splice mutations commonly seen at the exon 3/intron 3 junction were present in individuals from many countries. The work has also highlighted a number of causal synonymous and predicted benign variants that result in splicing defects. Conclusion The use of CGS/WES now permits a rapid genetic diagnosis for >83% individuals with PAI improving tailored patient management. For the remaining patients it is unclear whether they have unconventional mutations in known genes or if there are further gene defects to be discovered. Presentation: Saturday, June 11, 2022 1:00 p.m. - 3:00 p.m., Monday, June 13, 2022 1:24 p.m. - 1:29 p.m.

There are multivariate influences on the development of children’s executive function throughout the lifespan and substantial individual differences can be seen as early as when children are one and two years of age. These individual differences are moderately stable throughout early childhood, but more research is needed to better understand their origins. To some degree, individual differences in executive function are correlated between mother and child, but no research to date has examined these associations prior to when children are preschool age, nor have any studies considered the role of fathers’ and mothers’ executive function in tandem. Here, we use a sample of 484 families (Mothers 89.2% white; Fathers 92.5% white) in three countries (UK, USA, Netherlands) to investigate the role of each parents’ executive function on the development of children’s (49.7% female) executive function from 14 (M=14.42, SD=.57) to 24 (M=24.47, SD=.78) months, as well as parenting practices that underlie these associations. Results of structural equation models suggest stability in some—but not all—components of executive function and growing unity between components as children age. We replicate extant findings such that mothers’ executive function predicts children’s executive function over and above stability and extend these findings to include associations between father and child skills. We find an additive role of fathers’ EF, similar in magnitude to the role of mothers’ EF. Finally, for both mothers and fathers we find that sensitivity and autonomy supportive practices mediate the relations between parents’ and children’s executive function.

Purpose: Students are a vulnerable segment of the population in relation to mental health problems and understanding the risk factors for mental health issues in this group is important for informing prevention and intervention efforts. Most previous studies have, however, relied on non-population representative samples and analyses of risk factors in representative samples are needed to ensure accurate estimates of the predictors of student mental health outcomes. This study examines how socio-economic characteristics are linked to the variation in mental health among students to help provide information on who is most at risk in a large UK population-representative sample.Methods: A series of linear regressions adjusted for the complex sampling design were used to study predictors of students’ mental health. The 12-item General Health Questionnaire (GHQ-12) and the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) were regressed on predictors that included age, sex, employment, health, ethnicity and highest education qualification in the student sub-sample of the first wave of . the UK Longitudinal Household Survey (UKHLS) from Understanding Society.Results: Results suggested that student mental health is linked to variation in age, health, employment, minority ethnic backgrounds and sex. Female students showed lower levels of wellbeing than male students. Unemployment and poorer health were also linked to poorer student well-being. Conclusions: Variation in students' mental health is related to socio-economic characteristics. Female students, those of minority ethnic backgrounds and non-UK born appear to be most vulnerable and hence should be the highest priority in monitoring and prevention efforts.

Peer reviewed: True, Funder: fondation botnar; FundRef: https://doi.org/10.13039/501100011318, Funder: British Academy/Wolfson Foundation, OBJECTIVE: ADHD symptoms can adversely impact functioning in a range of domains relevant for maternal well-being and fetal development; however, there has been almost no research examining their impact during pregnancy. We aimed to address this gap. METHOD: We used data (n = 1,204) from a longitudinal birth cohort study spanning eight countries to address this gap. RESULTS: ADHD symptoms in the third trimester of pregnancy were associated with lower social support from family (b = -0.16, p = .031), friends (b = -0.16, p = .024), and significant others (b = -0.09, p = .001); higher stress (b = 0.34, p < .001) and depressive symptoms (b = 0.31, p < .001), and increased likelihood of an unwanted pregnancy (b = 0.30, p = .009). Significant associations with tobacco use (b = 0.36, p = .023) and premature birth (b = 0.35, p = .007) did not survive correction for multiple comparisons and there were no significant associations with alcohol use, low birth weight, or unplanned pregnancy. CONCLUSION: Results suggest that women with ADHD symptoms could benefit from earlier, more regular screening for mental health difficulties and greater mental health support during pregnancy.

The overall aim of this chapter is to provoke reflection that perhaps how we engaged our students in learning was already evolving in reaction to new generational learning needs and a positive aspect of COVID19 was that it acted to catalyse changes across higher education practices. Research will outline how the ‘new norm’ within Higher Education should focus on how to engage students and the requirement to embrace the changing dynamics of student engagement and support requirements, given the wide range of challenges students face in a complex and uncertain world. The chapter focusses on this and that to encourage high learning engagement, strong support mechanisms need to be in place. It also outlines that this interaction and support requires high emotional intelligence and inclusive pedagogies to be interwoven into the fabric of teaching. The chapter concludes that whilst COVID19 meant wide scale change for HEIs that the best practices should create the ‘new norm’ in curriculum design and is an era where HE professionals should be proud of the legacy they leave.

Objective\ud To evaluate changes in electronic screen-based media use in 3- to 7-year-old children across 6 countries as a result of the coronavirus disease 2019 (COVID-19) pandemic.\ud \ud Study design\ud Between April and July 2020, parents of 2516 children completed online survey measures reporting current (“now”) and retrospective (“before the pandemic”) screen-based media use for the purposes of entertainment, educational app use, and socializing with family and friends. Parents also reported family socioeconomic characteristics and impacts of the pandemic to their physical wellbeing (eg, whether a family member or friend had been diagnosed with COVID-19) and social disruption (eg, whether family experienced a loss of income or employment due to the pandemic).\ud \ud Results\ud On average, children engaged with screens more than 50 minutes more during the pandemic than before. This was largely driven by increases in screen use for entertainment purposes (nearly 40 minutes) and for use of educational apps (over 20 minutes). There was no overall change in screen use for socializing with family and friends. Children from lower socioeconomic status households increased screen use both for entertainment and educational app use more so than did children from higher socioeconomic status households.\ud \ud Conclusions\ud The global pandemic caused by COVID-19 has increased overall electronic screen-based media use. As lives become increasingly digital by necessity, further research is needed to better understand positive and negative consequences of electronic screen-based media use.

BACKGROUND: We systematically identified effective and resource-efficient strategies for recruiting families into health promoting intervention research. METHODS: Four databases were searched for reviews. Interventions were extracted from included reviews. Additionally, a Delphi study was conducted with 35 experts in family-based research. We assessed extracted data from our review and Delphi participants’ opinions by collating responses into overarching themes based on recruitment setting then recruitment strategies to identify effective and resource-efficient strategies for recruiting families into intervention research. RESULTS: A total of 64 articles (n= 49 studies) were included. Data regarding recruitment duration (33%), target sample size (32%), reach (18%), expressions of interest (33%), and enrolment rate (22%) were scarcely reported. Recruitment settings (84%) and strategies (73%) used were available for most studies. However, the details were vague, particularly regarding who was responsible for recruitment or how recruitment strategies were implemented. The Delphi showed recruitment settings and strategies fell under 6 themes: school-based, print/electronic media, community settings-based, primary care-based, employer-based, and referral-based strategies. CONCLUSIONS: Under-recruitment in family-based trials is a major issue. Reporting on recruitment can be improved by better adherence to existing guidelines. Our findings suggest a multifaceted recruitment approach targeting adults and children with multiple exposures to study information.