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Spontaneous imaginary companion (SIC) creation in childhood is a typical imaginative play behaviour associated with advanced sociocognitive skills; however, the direction of causality has not been established. To investigate this experimentally, researchers must determine whether children can create, on request, qualitatively equivalent imaginary companions (ICs) to those created spontaneously. We examined whether children could create ICs, and how these compared to SICs. Nine elementary school children were encouraged to create ICs in a 3-month intervention. Accounts of elicited ICs were compared with an age-matched sample of interviewees with SICs. Seven children maintained ICs for 6 months post intervention. Template analysis of IC interviews found four themes: Realistic Play, Multifaceted IC Mind, Utility of the IC, and Elicited IC Across Time. Analysis suggests elicited and SICs were similar in nature and utility, although intervention ICs tended to have animal rather than human appearances. Findings support the argument that children can be encouraged to create ICs similar to SICs.

BackgroundDental fear and anxiety (DFA) refers to the fear of and anxiety towards going to the dentist. It exists in a considerable proportion of children and adolescents and is a major dilemma in pediatric dental practice. As an Internet social medium with increasing popularity, the video-sharing website YouTube offers a useful data source for understanding health behaviors and perceptions of the public. ObjectiveUsing YouTube as a platform, this qualitative study aimed to examine the manifestations, impacts, and origins of DFA in children and adolescents from the public’s perspective. MethodsTo retrieve relevant information, we searched YouTube using the keywords “dental fear”, “dental anxiety”, and “dental phobia”. Videos in English expressing a layperson’s views or experience on children’s or adolescent’s DFA were selected for this study. A video was excluded if it had poor audiovisual quality, was irrelevant, was pure advertisement or entertainment, or contained only the views of professionals. After the screen, we transcribed 27 videos involving 32 children and adolescents, which were reviewed by a panel of 3 investigators, including a layperson with no formal dental training. Inductive thematic analysis was applied for coding and interpreting the data. ResultsThe videos revealed multiple manifestations and impacts of DFA, including immediate physical reactions (eg, crying, screaming, and shivering), psychological responses (eg, worry, upset, panic, helplessness, insecurity, resentment, and hatred), and uncooperativeness in dental treatment. Testimonials from children, adolescents, and their parents suggested diverse origins of DFA, namely personal experience (eg, irregular dental visits and influence of parents or peers), dentists and dental auxiliaries (eg, bad manner, lack of clinical skills, and improper work ethic), dental settings (eg, dental chair and sounds), and dental procedures (eg, injections, pain, discomfort, and aesthetic concerns). ConclusionsThis qualitative study suggests that DFA in children and adolescents has multifaceted manifestations, impacts, and origins, some of which only became apparent when using Internet social media. Our findings support the value of infodemiological studies using Internet social media to gain a better understanding of health issues.

This article examines how client expectations about psychological therapy compare with subjective experiences of undertaking therapy. We interviewed 10 clients who had recently completed therapy about their expectations and experiences, and thematically analysed data in the template style. Three themes are presented ([1]"I didn't know what I was capable of"; [2] "It's 50% me, 50% her"; [3] "You take your stabilisers off and off you go") which describe the experience of psychological therapy from the client perspective, and highlight how expectations compared to experiences of therapy, and changed over time. Findings could inform the development of materials to ensure those referred to therapy are well informed and prepared for therapy, potentially promoting improved client experiences and therapy engagement.

This study explored how people thought and talked about death/dying during the first wave of the COVID-19 pandemic. The findings presented here are based on data collected for a larger study exploring the processes undertaken that allow individuals to actively think and openly talk about death and dying. Ten of the eleven interviews conducted during the pandemic mentioned COVID-19. These were subjected to thematic analysis, which identified two main themes: 'Becoming more thoughtful and open about death' and 'Anxieties around death and COVID-19'. The findings suggest that COVID-19 has prompted some people to think about and become more open to talk about death and dying. [ABSTRACT FROM AUTHOR]

This study compared oral health behaviours and barriers to dental care among preschool children with and without ASD, and evaluated dental knowledge and attitudes of their parents. 257 preschoolers with ASD and an age- and gender-matched control sample were recruited. Children with ASD had less frequently performed tooth-brushing and used toothpaste, but more often required parental assistance in tooth-brushing (p < 0.05). Barriers to dental care were more frequently reported among children with ASD (p < 0.001). Parents of children with ASD had higher scores in dental knowledge and attitudes than those without ASD. Differences in oral health behaviours and barriers to dental care existed between preschool children with and without ASD. Parents of children with ASD had better dental knowledge and attitudes.

Background: Tele‐consultations are increasingly used for screening and diagnosis. Only a few studies have assessed dental students' visual attention to clinical images. Aim: To (i) determine dental students' gaze behavior, visual fixations, and diagnostic competence while viewing clinical images, and (ii) explore potential opportunities to strengthen the teaching–learning approaches. Design: Tobii Pro Nano‐device captured the eye‐tracking data for 65 dental undergraduate students in this cross‐sectional study. The predetermined areas of interest (AOI) for all five clinical photographs were uploaded onto Tobii software. All participants used a think‐aloud protocol with no restrictions to view time. Results: A total of 325 clinical pictures were analyzed, and the average view time was 189.25 ± 76.90 s. Most participants started at the center of the image (three frontal photos), spent a significant share of their view time on prominent findings, did not follow a systematic pattern, and exhibited diagnostic incompetence. Also, most participants followed a "Z" viewing pattern (oscillating movement from left to right) for the remaining two pictures. Conclusions: Subjects frequently fixated on the prominent AOI, however, failed to make the correct diagnosis. Their view patterns revealed no sequential viewing. Therefore, emphasizing knowledge about common dental abnormalities and focusing on full coverage of clinical pictures can improve dental students' diagnostic competence and view patterns. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n = 716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students' confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force.

Childhood fantasy play and creation of imaginary companions are thought to confer socio‐emotional benefits in children, but little is known about how they relate to socio‐emotional competence in adulthood. A total of 341 adults (81 males) aged 18 and above (M = 31.47, SD = 12.62) completed an online survey examining their fantasy play as a child, their childhood imaginary companion status, and their adult socio‐emotional competence. Adults who reported higher levels of childhood fantasy play were found to be significantly more prosocial, empathetic, and emotionally intelligent than their counterparts after controlling for demographic factors. Recall of a childhood imaginary companion, however, was significantly related only to higher scores for perspective‐taking and did not explain unique variance in any adult competence measure. Findings suggest that engagement in fantasy play during childhood may be a precursor to later socio‐emotional competence, while benefits previously associated with imaginary companions specifically may not extend into adulthood. [ABSTRACT FROM AUTHOR]

Aim: To assess and compare the oral health status of preschool children with and without autism spectrum disorders. Methods: A random sample of 347 preschool children with autism spectrum disorder was recruited from 19 Special Child Care Centres in Hong Kong. An age- and gender-matched sample was recruited from mainstream preschools as the control group. Dental caries status, gingival health status, tooth wear, malocclusion, dental trauma and oral mucosal health were assessed and compared between the two groups. Results: It was feasible to conduct a comprehensive oral health screening among 74.1% (257) of the children with autism spectrum disorder. The mean age was 59 ± 10 months (range from 32 to 77 months), of whom 84.4% were males. Children with autism spectrum disorder had better gingival health than children without autism spectrum disorder (mean plaque score and gingival score p < 0.001). Children with autism spectrum disorder had less caries experiences than children without autism spectrum disorder (mean decayed, missing and filled surfaces and decayed surfaces, p < 0.05). Children with and without autism spectrum disorder had similar prevalence of tooth wear, malocclusion, dental trauma experience and oral mucosal lesions (p > 0.05). Conclusion: Differences in oral health status exist among preschool children with and without autism spectrum disorder. Preschool children with autism spectrum disorder exhibited lower caries experiences and better gingival health than children without autism spectrum disorder.

Spontaneous imaginary companion (SIC) creation in childhood is a typical imaginative play behaviour associated with advanced sociocognitive skills; however, the direction of causality has not been established. To investigate this experimentally, researchers must determine whether children can create, on request, qualitatively equivalent imaginary companions (ICs) to those created spontaneously. We examined whether children could create ICs, and how these compared to SICs. Nine elementary school children were encouraged to create ICs in a 3‐month intervention. Accounts of elicited ICs were compared with an age‐matched sample of interviewees with SICs. Seven children maintained ICs for 6 months post intervention. Template analysis of IC interviews found four themes: Realistic Play, Multifaceted IC Mind, Utility of the IC, and Elicited IC Across Time. Analysis suggests elicited and SICs were similar in nature and utility, although intervention ICs tended to have animal rather than human appearances. Findings support the argument that children can be encouraged to create ICs similar to SICs. [ABSTRACT FROM AUTHOR]

Guided by a social constructivist perspective, this article analyzes sociological and psychological research and theoretical materials to explore the sexual implications of the corporal punishment of children. The article highlights inadequacy of current arguments against corporal punishment and shows the potential sexualization of the practice, arguing that corporal punishment should be banned because of its potential sexual implications. (Author/KB)

Background/Aim: Traumatic dental injuries (TDIs) in the primary dentition may result in tooth discolouration and fractures. The aim of this child‐centred study was to explore the differences between preschool children's eye movement patterns and visual attention to typical outcomes following TDIs to primary teeth. Materials and Methods: An eye‐tracker recorded 155 healthy preschool children's eye movements when they viewed clinical images of healthy teeth, tooth fractures and discolourations. The visual search pattern was analysed using the eye movement analysis with the Hidden Markov Models (EMHMM) approach and preference for the various regions of interest (ROIs). Results: Two different eye movement patterns (distributed and selective) were identified (p <.05). Children with the distributed pattern shifted their fixations between the presented images, while those with the selective pattern remained focused on the same image they first saw. Conclusions: Preschool children noticed teeth. However, most of them did not have an attentional bias, implying that they did not interpret these TDI outcomes negatively. Only a few children avoided looking at images with TDIs indicating a potential negative impact. The EMHMM approach is appropriate for assessing inter‐individual differences in children's visual attention to TDI outcomes. [ABSTRACT FROM AUTHOR]

In response to Jones's (2022) article, we argue that if we understand personal construct psychology as being less rationalistic and more holistic than is often assumed, important synergies between it and Jungian analytical psychology can be observed. We argue that the two theories can be considered to align with each other on a number of points. These include taking a similar epistemological position, a recognition of psychological processes operating outside of immediate awareness, and the implications that these can have for personal change. We argue for a more "social" understanding of personal construct psychology than Jones allows for, and further suggest that possibilities for its alignment with social constructionism should not be understated. We conclude that both theories deserve greater visibility in the world of academic psychology, and argue for greater consideration of their potential use in research. [ABSTRACT FROM AUTHOR]