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It has been reported that asymptomatic people can transmit the new coronavirus disease 2019 (COVID-19) and become important sources of COVID-19. To reduce the role of asymptomatic or poorly symptomatic people in COVID-19, universal use of face masks in addition to hand hygiene and safety distance seems extremely useful. Consequently, preparing the healthy child to use face masks is strongly needed. To obtain maximal compliance, reasons for mask wearing without attempts of removing must be clearly explained. Moreover, child's will must not be forced.Conclusion: On the basis of clinical findings, we think that the universal use of facial masks seems necessary when people have to go out in their everyday lives. In addition to the availability of masks of different sizes capable of adapting perfectly to the face, it is necessary that the use of masks in children is preceded by a strong parental work and school lessons on this issue and other hygiene topics with the main aim to obtain child cooperation. What is Known: • Asymptomatic people can transmit and become important sources of COVID-19. • Asymptomatic cases are common also in pediatrics. What is New: • Universal use of face masks for success against COVID-19 seems necessary also in pediatric age when people have to go out in their everyday lives. • In addition to the availability of masks of different sizes capable of adapting perfectly to the face, it is necessary that the use of masks in children is preceded by a strong parental work and school lessons with the main aim to obtain child cooperation.

Millions of children could be adversely affected by the COVID‐19 pandemic and we anticipate that the greatest impact could be on those in poor socioeconomic groups, who are already vulnerable and disadvantaged. However, some positive changes could also come out of this global crisis. This paper discusses what we see as the possible effects of this pandemic.

Children are seeing rapid changes to their routines and facing an unpredictable future. Palliative care teams may consider expanding their communication training and skill sets to help families consider caring ways to communicate with their children and grandchildren about the coronavirus. Palliative care teams are wise to encourage families to ground their communication with children on key values: honesty and trust, self-compassion, safety, sensitivity, connection, preparedness, community building, recognition of death as a part of the life cycle, and legacy.

Orientador: Kelly Cristina Brandão da Silva Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas Resumo: No contexto atual do campo da Saúde Mental, usualmente, estão presentes orientações de cuidado centralizadas no diagnóstico. Assumimos que essas perspectivas possibilitam um cenário patologizante, embasado em discursos biomédicos, que desconsideram particularidades e idiossincrasias do sujeito. Afim de discutir a problemática "O que pode o psicólogo quando ele se propõe a pensar/atuar para além dessa perspectiva patologizante?" Esse trabalho se organiza a partir de algumas referências, entre elas destacamos: os conceitos de práticas de saber e de poder de Michel Foucault; elaborações da Associação Americana de Psiquiatria (como o Manual Diagnóstico e Estatístico de Transtornos Mentais); cartilhas elaboradas pelo Ministério da Saúde; e proposições elaboradas por alguns grupos de profissionais a favor da despatologização. Nesse cenário, esse trabalho objetiva discutir o processo terapêutico psicológico de crianças com diagnóstico de Transtorno do Espectro Autista (T.E.A.). Com esse intuito, desenvolvemos uma pesquisa qualitativa, de intervenção, longitudinal por um período de 17 meses, a coleta do material foi realizada a partir de atendimentos individuais. Os participantes foram duas crianças (2 e 3 anos) com diagnóstico de T.E.A.. Os atendimentos foram realizados em um ambulatório infantil do Centro de Estudos e Pesquisas em Reabilitação da UNICAMP. A análise do material baseou-se no paradigma indiciário de Carlos Ginzburg. Essa pesquisa nos permitiu valorizar a perspectiva despatologizante, pois essa possibilita o encontro entre o profissional, a família e a criança, para além das características descritas generalizadamente nos diagnósticos de psicopatologia. Nesse sentido, esse trabalho valida-se pela importância de pensar a naturalização das práticas e discursos patologizantes no campo da Saúde Mental e apresentar uma possibilidade, ou ainda, uma proposta de atendimento para esse público. Entre os resultados dessa pesquisa, destacamos a aproximação dos pais com a criança, narrativas paternas, antes embasadas em sintomas do quadro, passaram a considerar contextos e aspectos particulares das crianças e da família. A partir de ressignificações nas percepções dos pais, as crianças deixaram de ocupar um lugar deficitário e patologizado de uma "criança autista". Notamos que as crianças começaram a apresentar outras formas e maneiras de interagir com as brincadeiras, com os espaços físicos e com a terapeuta, apontando mudanças também em características dos diagnósticos de autismo. A presente pesquisa problematizou os processos de normatização e de patologização incidentes nos pais e nos próprios profissionais. A análise sobre os gestos, corpos e detalhes presentes nas ações e nos atendimentos das crianças constatou uma perspectiva distinta ao olhar patologizante e normativo, a compreensão de um outro corpo, outras relações de tempo-espaço, outras interações por parte das crianças. Nessa linha, as crianças ocupam um lugar distinto ao lugar deficitário, tão presente na Saúde Mental. Concluímos com esse estudo que podemos traçar algumas linhas acerca das possibilidades terapêuticas para além dos processos de patologização, uma proposta de resistência aos jogos e discursos normativos de poder. Salientamos ainda que a linha de possibilidade terapêutica aqui apresentada não objetiva criar formas de intervenções específicas com crianças com diagnóstico de T.E.A., mas para toda e qualquer criança em sofrimento, no campo da Saúde Mental Abstract: In the current context of Mental Health, usually, there are care guidelines centralized on diagnosis. We assume that these perspectives provide a pathologizing scenario, based on biomedical discourses, which do not considerate particularities and idiosyncrasies of the subject. In order to discuss the problematic "what can the psychologist do when one sets out to think/act beyond the pathologizing perspective?" This work is organized out of a few references, which among these are: the knowledge practices and power concepts, from Michel Foucault; elaborations from the American Psychiatric Association (such as the Diagnostic and Statistical Manual of Mental Disorders); primers elaborated by Ministério da Saúde; and propositions elaborated by a few groups of professionals in favour of depathologization. In this scenario, this work aims to discuss the psychological therapeutic process of children diagnosed with Autism Spectrum Disorder (A.S.D.). For this purpose, we developed a qualitative research, interventional, longitudinal for a 17 months period, the material collection was performed in individual appointment. The participants were two children (2 and 3 years old) diagnosed with A.S.D. The appointments were performed in a children’s outpatient of the Centro de Estudos e Pesquisas em Reabilitação of UNICAMP. The analysis of the material was based on Carlos Ginzburg’s indiciary paradigm. This research allowed us to value the depathologizing perspective, because it enables the encounter between the professional, the family and the child, beyond the characteristics generally described in psychopathology diagnostics. In this direction, this work is validated by the importance of thinking the naturalization of the pathologizing practices and discourses in the field of Mental Health, and show a possibility, or even a proposal of care for the patients. Among the results of the research, we highlight the approach of the parents to the child, paternal narratives, previously grounded on the condition symptoms, started to considerate contexts and particular aspects of the children and the family. As from resignifications in the perceptions of the parents, the children leave a deficit and pathologized place of an "autistic child". We notice that the children begin to present other ways of interacting with the games, with the physical space and with the therapist, pointing changes also in characteristics of the autism diagnosis. This research problematized the processes of normalization and pathologization appurtenant to the parents and the professionals. The analysis on the gestures, the bodies and the details present in the actions and in the appointments of the children found a distinct perspective to the normative and pathologizing look, the comprehension of another body, other spatiotemporal relations, other interactions by the children. In this way, the children occupy a distinct place in comparison to the deficit place, still very present in Mental Health. By means of this study, we conclude that we may trace a few lines around the therapeutic possibilities to beyond the processes of pathologization, a proposal of resistance to the normative games and discourses of power. We highlight that the line of therapeutic possibility here presented does not aim to create ways of specific interventions for children diagnosed with A.S.D., but for any and all child in suffering, in the field of Mental Health Mestrado Interdisciplinaridade e Reabilitação Mestra em Saúde, Interdisciplinaridade e Reabilitação Funcamp 2196/18

Trata-se de um artigo de relato de experiência que teve como o objetivo descrever a atuação do psicólogo em um Centro de Atenção Psicossocial para criança e adolescente no município de Florianópolis (SC). A experiência adveio de uma vivência por estudantes em uma atividade teórico-prática de uma disciplina do Curso de Graduação em Psicologia da Universidade do Sul de Santa Catarina no segundo semestre do ano de 2019. Foi realizado um projeto para conhecer o serviço e a atuação do psicólogo. O resultado refletiu a formação profissional e a ética do desejo para fortalecer a clínica e a política no cotidiano do trabalho. Conclui-se que a atuação do psicólogo neste serviço atravessa as competências específicas preconizadas pela legislação do exercício profissional, as diretrizes da Rede de Atenção Psicossocial, código de ética a partir do momento que a cada demanda e contexto se exige uma reinvenção da atuação do psicólogo.

Junior physicians describe mentoring relationships as integral to their career development and success. Current evidence suggests that mentoring is under-utilized despite interest from trainees. The purpose of this study is to describe the mentoring practices in developmental-behavioral pediatric (DBP) fellowship programs and identify mentoring needs of DBP fellows and recent graduates.DBP fellows and recent graduates less than 5 years out of training from US-based DBP fellowship programs were contacted to complete a survey on their mentoring experiences in fellowship and early career.A total of 90 respondents completed the entire survey including 47 current DBP fellows and 43 recent graduates. Only 52% of respondents reported having a formal faculty mentor during their fellowship. Only 45% of recent graduates reported that they currently have a mentor, of those without a current mentor 83% said they would like to have a mentor. Adequate mentoring during fellowship was lowest for career development and research (34% and 27%). Satisfaction with mentoring was associated with having a formal mentor (p.001) and receiving mentoring in multiple areas (p.001). Qualitative responses suggested that effective mentoring addresses the mentee's career goals, provides insight into being a developmental-behavioral pediatrician, assists in navigating academics, and involves a personal relationship.Results suggest opportunities for improved mentoring in DBP fellowship programs, particularly in the areas of career development and research and that there is a significant need for mentorship among recent graduates. Findings from this study can inform program improvement in mentoring for DBP fellows and recent graduates.

Resume Objectifs Adaptation et validation en population generale et clinique chez l’enfant d’une echelle de signes neurologiques mineurs (SNM) : l’echelle de Krebs et al. (2000). Methodes Apres une etude preliminaire qui a examine 42 enfants, des modifications ont ete apportees pour permettre une adaptation a l’enfant et faciliter sa pratique en particulier chez les enfants atteints de troubles du spectre autistique (TSA). Une etude de validation a ete menee en examinant les proprietes psychometriques de l’echelle chez 86 enfants âges de 6 a 12 ans dont 26 enfants atteints de TSA et 60 enfants au developpement normal. Resultats L’adaptation de l’echelle a consiste en une modification de l’ordre des items, en une utilisation de supports concrets pour l’evaluation de la lateralite, et en l’elimination de l’item praxie constructive. La coherence interne etait bonne avec un alpha de Cronbach de 0,87. La fiabilite interjuge donnait un coefficient de correlation intraclasse de 0,91. L’analyse en composantes principales rapportait cinq facteurs representant 62,96 % de la variance totale. L’evaluation des SNM a montre des differences significatives entre patients et temoins pour le score total de SNM ( p = 0,000) et dans differents sous-scores. Conclusion La validite de l’echelle est confirmee pour l’evaluation des SNM chez les enfants, en particulier pour les enfants atteints de TSA.

Resume Depuis une quinzaine d’annees, plusieurs types d’interventions psychotherapiques a destination des enfants et des adolescents presentant un trouble bipolaire ont ete developpes. Parmi celles-ci, celles centrees sur la famille (comme le programme family-focused treatment for adolescents with bipolar spectrum disorders ) ou incluant enfants et parents (comme les programmes multi- or individual-family psychoeducational psychotherapy et child- and family-focused cognitive-behavioral therapy ou encore la therapie comportementale dialectique) s’averent prometteuses. Les interventions individuelles (comme la therapie interpersonnelle avec amenagement des rythmes sociaux et la therapie cognitivo-comportementale) apparaissent a ce jour moins bien documentees. Quoi qu’il en soit, les etudes realisees comportent toutes de nombreuses limites sur le plan methodologique rendant difficiles l’interpretation et la generalisation de leurs resultats. C’est dire que des etudes complementaires s’averent necessaires pour juger de l’impact de ces interventions, notamment a long terme, sur le devenir des enfants et des adolescents bipolaires.

Value transmission from one generation to the next is a key issue in every society, but it is not clear which parents are the most successful in transmitting their values to their children. We propose parents' prosocial educational goals as key predictors of parent-child value similarity. Accordingly, we hypothesized that the more parents wanted their children to endorse values of self-transcendence (helping, supporting, and caring for others) and the less parents wanted their children to endorse the opposing values of self-enhancement (striving for power and achievement), the higher would be parent-child overall value similarity. Findings from two studies of families - Study 1: 261 Swiss families, children aged 7-9 years; Study 2: 157 German families, children aged 6-11 years - confirmed this hypothesis. The effect was even stronger after controlling for values that prevail in the Swiss and German society, respectively. We integrate evidence from this study of values in families with young children with existing findings from studies with adolescent and adult children, and we discuss potential pathways from parents' educational goals to parent-child value similarity.

The illness and death of someone close is a big challenge that affects individuals and the whole system. To understand how children, adolescents and young adults experience the death of a significant other, and more specifically a family member, it is necessary to consider aspects of developmental psychology, the life-cycle phase of the family and the systemic view on the burden and reactions from individuals and the whole system. Palliative care and in particular family-oriented counselling and therapy stabilizes the system. Support of the adult caregiver, facilitating understanding of each other even if there are divergent needs as well as the support of sincere communication are important strategies. Children and adolescents as well as their families are supported to find their coherent way to deal with the imminent death of a close one and to integrate the experience into the biography with maximum mental wellbeing.

A 1918 survey (H. E. Jones, 1956 ) indicated that only 3 psychologists in the United States expressed an interest in conducting research on child development. By the end of the 1920s there were more than 600 who expressed such an interest, and their areas of inquiry encompassed not only child development but also adolescence, the lifespan, and old age. The author explores the factors and people that contributed to this remarkable transition and highlights some of the major contributions that resulted from their work.

El trabajo indaga el uso médico de las técnicas de evaluación psicológica en dispensarios de lactantes de Buenos Aires en el marco de los estudios históricos de la psicología en la Argentina. Analiza el ámbito institucional para elucidar el entramado de discursos en el que cabe situar el interés por el control del desarrollo psicológico. Estudia las pruebas utilizadas, las características de la aplicación y los resultados más significativos. Explora las vicisitudes del campo profesional, a la luz de las cuales el recurso a la psicología habría sido útil para consolidar la legitimación del saber médico. Advierte una divergencia entre este uso médico de la psicología y la producción y circulación de conocimiento psicológico en los ámbitos académico y educativo. This article explores the medical use of techniques for psychological evaluation in the dispensarios de lactantes (infant and toddler clinics) in Buenos Aires within the framework of historical studies of psychology in Argentina. It analyzes the institutional environment in order to shed light on the framework of discourses within which the interest in controlling psychological development may be situated. It studies the tests used, the characteristics of application and the most significant results. It explores the vicissitudes of the professional field, in the light of which psychology was useful for consolidating the legitimacy of medical knowledge. It points out a divergence between this medical use of psychology and the production and circulation of psychological knowledge in academic and educational environments. Fil: Briolotti, Ana Soledad. Universidad de Buenos Aires. Facultad de Filosofía y Letras. Instituto Interdisciplinario de Estudios de Género; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

Whether to address behavioral health issues in pediatric primary care is no longer debated; instead, we are challenged to determine "how" and who can best deliver services in an effective and sustainable manner. This commentary explores how pediatric psychology can contribute to this discussion by developing and evaluating innovative clinical models (such as a hybrid Collaborative Care/Primary Care Behavioral Health model) and expanding workforce and teaching initiatives.

Children (N = 98) with higher attachment security scores, and lower resistance and avoidance scores during the Strange Situation at 16 months demonstrated somewhat more adaptive observed and mother-reported emotion regulation as preschoolers independent of maternal behavior.

Purpose Continuous performance tasks (CPTs) are used to measure individual differences in sustained attention. Many different stimuli have been used as response targets without consideration of their impact on task performance. Here, we compared CPT performance in typically developing adults and children to assess the role of stimulus processing on error rates and reaction times. Method Participants completed a CPT that was based on response to infrequent targets, while monitoring and withholding responses to regular nontargets. Performance on 3 stimulus conditions was compared: visual letters (X and O), their auditory analogs, and auditory pure tones. Results Adults showed no difference in error propensity across the 3 conditions but had slower reaction times for auditory stimuli. Children had slower overall reaction times. They responded most quickly to the visual target and most slowly to the tone target. They also made more errors in the tone condition than in either the visual or the auditory spoken CPT conditions. Conclusions The results suggest error propensity and reaction time variations on CPTs cannot solely be interpreted as evidence of inattention. They also reflect stimulus-specific influences that must be considered when testing hypotheses about modality-specific deficits in sustained attention in populations with different developmental disorders.

The large impact of loss of reward on behavior has been well documented in adult populations. However, whether responsiveness to loss relative to gain is similarly elevated in child versus adult populations remains unclear. It is also unclear whether relations between incentive behaviors and self-reported reward/punishment sensitivity are similar within different developmental stages. To investigate these questions, 7–10-year-old children (N=70) and young adults (N=70) completed the Behavioral Inhibition System/Behavioral Activation System (BIS/BAS) Scale, along with two probabilistic incentive tasks assessing gain approach and loss avoidance behavior. BIS/BAS subscales were calculated per Pagliaccio, Luking et al. 2015, which established an age invariant model of the BIS/BAS. Bias towards responses more frequently followed by gain feedback and away from responses more frequently followed by loss feedback, approach and avoidance behavior respectively, were quantified via signal detection statistics. Gain approach behavior did not differ across age groups, however children exhibited significantly elevated loss avoidance relative to adults. Children also showed greater reductions in accuracy and slower reaction times specifically following loss feedback relative to adults. Interestingly, despite age group differences in loss avoidance behavior, relations between self-report measures and approach/avoidance behaviors were similar across age groups. Participants reporting elevated motivation (BAS Drive) showed both elevated gain approach and elevated loss avoidance, with both types of behavior predicting unique variance in BAS Drive. Results highlight the often-neglected developmental and motivational roles of responsiveness to loss of reward.

This research examined the effects of planning and executive functions on young children's (ages 3-to 5-years) strategies in changing scripts. Young children (N = 77) performed a script task (doll task), three executive function tasks (DCCS, red/blue task, and nine box task), a planning task, and a receptive vocabulary task. In the doll task, young children first enacted a "changing clothes" script, and then faced a situation in which some elements of the script were inappropriate. They needed to enact a script by compensating inappropriate items for the other-script items or by changing to the other script in advance. The results showed that shifting, a factor of executive function, had a positive influence on whether young children could compensate inappropriate items. In addition, planning was also an important factor that helped children to change to the other script in advance. These findings suggest that shifting and planning play different roles in using the two strategies appropriately when young children enact scripts in unexpected situations.

Adults distinguish expressions of hubris from those of positive pride. To determine whether children (N = 183; 78-198 months old) make a similar distinction, we asked them to attribute emotion labels and a variety of social characteristics to dynamic expressions intended to convey hubris and positive pride. Like adults, children attributed different emotion labels to the expressions, and this tendency increased with age. Girls were more likely to distinguish between the expressions than boys were. Children also associated more positive social characteristics with the expression of positive pride and more negative characteristics with the expression of hubris.

At its heart, the field of child psychology and psychiatry is geared towards using science to develop interventions that promote children's healthy development and treat behavioural and emotional difficulties when they arise. While there have been some successes (e.g. stimulant medication for ADHD, parent training for child conduct problems, Fonagy et al., ) serious challenges lie ahead if we are to achieve reliable and lasting improvements for a larger number of children, and for a broader spectrum of problems.

Presents an obituary of Dorothy G. Singer (1927-2016) who passed away on November 19, 2016, at Yale New Haven Hospital, at the age of 89. Singer was a professor, research scientist, consultant, child therapist, and author. As the author or coauthor of more than 25 books and 200 scientific and popular articles, Singer brought new insights to child development, particularly in the areas of imaginative play and the effects of TV on children. She was a tireless advocate for the power of play in children's lives. (PsycINFO Database Record

The present study examined mnemonic discrimination in 5- and 6-yr-old children, 8- and 9-yr-old children, 11- and 12-yr-old children, and young adults. Participants incidentally encoded pictorial stimuli and subsequently judged whether targets (i.e., repeated stimuli), lures (i.e., mnemonically related stimuli), and foils (i.e., novel stimuli) were old, similar, or new. Compared to older age groups, younger children were more likely to (1) incorrectly identify lures as “old” (rather than “similar”) and (2) fail to recognize lures altogether, especially when lures were more mnemonically distinct from targets. These results suggest age-related improvements in pattern separation and pattern completion during childhood.

We present a review of the Junior MARSIPAN (Management of Really Sick Patients with Anorexia Nervosa) guideline, which provides paediatricians with a framework for managing Anorexia Nervosa in the inpatient setting.

Despite the widespread use of ground rules in forensic interview guidelines, it is unknown whether children retain and apply these rules throughout narrative interviews. We evaluated the capacity of 260 five- to nine-year-olds to utilize three ground rules. At the beginning of the interview all children heard the rules; half also practiced them. Children then responded to open-ended prompts about a repeated laboratory event and were assessed for their application of the rules. Logistic regressions revealed that practice only benefitted the use of the "don't know" rule. Although the children accurately answered "don't understand" and "correct me" practice questions, practice appeared to give no greater benefit than just hearing the rules. Results suggest that the current format of ground rule practice in interview guidelines is appropriate for the "don't know" rule, but the other rules may require more extensive practice with this age group.

Perceptual narrowing has been observed in human infants for monkey faces: 6-month-olds can discriminate between them, whereas older infants from 9 months of age display difficulty discriminating between them. The difficulty infants from 9 months have processing monkey faces has not been clearly identified. It could be due to the structural characteristics of monkey faces, particularly the key facial features that differ from human faces. The current study aimed to investigate whether the information conveyed by the eyes is of importance. We examined whether the presence of Caucasian human eyes in monkey faces allows recognition to be maintained in 6-month-olds and facilitates recognition in 9- and 12-month-olds. Our results revealed that the presence of human eyes in monkey faces maintains recognition for those faces at 6 months of age and partially facilitates recognition of those faces at 9 months of age, but not at 12 months of age. The findings are interpreted in the context of perceptual narrowing and suggest that the attenuation of processing of other-species faces is not reversed by the presence of human eyes.

Antecedentes. La función simbólica es una formación psicológica que se complejiza en la edad preescolar por medio del juego temático de roles sociales. El método de juego de roles es una propuesta innovadora que ha sido trabajada y desarrollada dentro del enfoque de la pedagogía histórico-cultural en educación y psicología en esta edad del desarrollo. Se ha observado en varios estudios que, a partir de este tipo de juegos, diversas habilidades psíquicas logran afianzarse, por lo cual resulta relevante abordar las particularidades de dichas actividades y el impacto que generan en los niños.Objetivo. Explicar de qué manera es posible formar la función simbólica a través del juego temático de roles sociales en un grupo de 20 niños preescolares de la ciudad de Bogotá, D.C.Materiales y métodos. Desde el enfoque histórico-cultural, la formación de la función simbólica se estudia durante su transcurso en el juego temático de roles sociales por medio del método experimental formativo propuesto por Vigotsky.Resultados. Los niños logran generalizar las acciones simbólicas durante la representación de los roles al considerar la información que encuentran en la orientación que proporciona el adulto, lo que les da la posibilidad de producción de diversos actos creativos en la interacción con los otros roles.Conclusión. Las formas complejas de juego temático de roles sociales permiten el desarrollo complejo de la función simbólica. Background. The symbolic function is a psychological formation that becomes more complex during preschool age through thematic social role-play . The role-play method is an innovative proposal that has been worked and developed within the historical-cultural pedagogy approach in education and psychology in this development age. It has been observed in several studies that, through this type of games, different psychic abilities are strengthened. Thus, it is relevant to address the particularities of such activities and their impact on children.Objective. To explain how it is possible to form the symbolic function through thematic social role-play in a group of 20 preschoolers in the city of Bogotá.Materials and methods. From the cultural-historical approach, the formation of the symbolic function is studied during its development in thematic social role-play using the formative experimental method proposed by Vigotsky.Results. Children manage to generalize symbolic actions during the role representation by understanding adult verbal guidance and, subsequently, performing creative acts in the interaction with other roles.Conclusion. The advanced forms of thematic social role-play allow the development of more complex forms of symbolic functioning.

The present study focused on relationships between temperament and behavior in early regulation development. Unlike most studies on the topic, we observed infant behavior in a naturalistic playful situation rather than in experimental stressful procedure, and employed temperament measures uniquely reflecting regulatory dispositions rather than a global measure of reactivity. The infant's self-regulatory behaviors were observed at 4 and 6 months during face-to-face interactions and regulatory dimensions were assessed at 4 months. We found that low intensity pleasure and soothability dimensions, related to the infant physical and social experience, respectively, significantly affected regulatory behavior and their influence showed to depend on the infant's age, with the former dimension being influential at the earlier age and the latter being influential when the behavior was observed at the later age. Results are interpreted on the light of a dynamic view of regulation development.

Does working memory (WM) constrain the amount and type of information children copy from a model? To answer this question, preschool-age children (N=165) were trained and then tested on a touch-screen task that involved touching simultaneously presented pictures. Prior to responding, children saw a model generate two target responses: Order (touching all of the pictures on the screen in a target sequence three consecutive times) and Multi-Tap (consistently touching one of the pictures two times). Children's accuracy copying Order and Multi-Tap was assessed on two types of sequences: low WM load (2 pictures) and high WM load (3 pictures). Results showed that more children copied both Order and Multi-Tap on 2-picture sequences than on 3-picture sequences. Children who copied only one of the two target responses tended to copy only Order on 2-picture sequences but only Multi-Tap on 3-picture sequences. Instructions to either copy or ignore the Multi-Tap response did not affect this overall pattern of results. In sum, results are consistent with the hypothesis that WM constrains not just the amount but also the type of information children copy from models, potentially modulating whether children imitate or emulate in a given task.

Ziel der Studie: Untersuchung zur Verbreitung des Substanzkonsums unter Auszubildenden an beruflichen Schulen in Deutschland, unter Berucksichtigung von soziodemografischen Merkmalen und Berufsfeld. Methodik: Querschnittbefragung von 5 688 Auszubildenden im ersten Lehrjahr. Befragt wurden insgesamt 5 001 Auszubildende aus 34 Schulen des Dualen Systems sowie 687 Auszubildende aus 15 beruflichen Schulen des Sozial-/Gesundheitswesens. Erfasst wurden neben soziodemografischen Merkmalen die Haufigkeit des Konsums von Tabak, Alkohol, Cannabis, anderen illegalen Drogen und Medikamenten. Zusatzlich wurden Screenings auf problematischen Alkohol- und Cannabiskonsum vorgenommen. Die Fragebogenerhebung wurde durch geschulte Datenerheber/innen von September bis Dezember 2012 in 7 Bundeslandern durchgefuhrt. Ergebnisse: Die Halfte der befragten Lehrlinge (49,9%) hatte in den vergangenen 30 Tagen Tabak konsumiert, 40,7% gaben taglichen Tabakkonsum an. Fur Alkohol lag die 30-Tages-Pravalenz bei 68,9%, problematischer Alkoholkonsum fand sich bei 45,0% der Stichprobe. Fur Cannabis und andere illegale Drogen lagen die 30-Tage-Pravalenzen bei 7,5% bzw. 2,6%, eine Einnahme von Medikamenten im letzten Monat bestatigten 20,7% der Befragten. Die bedeutsamsten Korrelate des Substanzkonsums waren das Geschlecht und der bisher erreichte Schulabschluss. Unterschiede in einzelnen Berufsclustern zeigten sich ebenfalls, mit insgesamt hoheren Konsumquoten in personenbezogenen Dienstleistungsberufen oder in gewerblich-technischen Berufen. Diese Unterschiede konnten jedoch grostenteils auf die unterschiedliche soziodemografische Zusammensetzung der einzelnen Berufscluster zuruckgefuhrt werden.

The evolution of developmental psychology has been characterized by the use of different quantitative and qualitative methods and procedures. But how does the use of methods and procedures change over time? This study explores the change and development of statistical methods used in articles published in Child Development from 1930 to 2010. The methods used in every article in the first issue of every volume were categorized into four categories. Until 1980 relatively simple statistical methods were used. During the last 30 years there has been an explosive use of more advanced statistical methods employed. The absence of statistical methods or use of simple methods had been eliminated.

A sudden influx of portrayals of ‘extraordinary children’ emerged in British science fiction after the Second World War. Such children both violated and confirmed the new set of expectations about ordinary childhood that emerged from the findings of developmental psychologists around the same time. Previous work on extraordinary children in both science fiction and horror has tended to confine the phenomenon to an ‘evil child boom’ within the American filmmaking industry in the 1970s. This article suggests that a much earlier trend is visible in British post-war science fiction texts, analysing a cluster of novels that emerged in the 1950s: Arthur C. Clarke’s Childhood’s End (1953), William Golding’s Lord of the Flies (1954) and John Wyndham’s The Midwich Cuckoos (1957). It will be argued that the groups of extraordinary children in these novels both tap into newer child-centred assertions about the threats posed by abnormal childhood, underwritten by psychology and psychoanalysis, and represent a reaction to an older progressive tradition in which children were envisaged as the single hope for a utopian future. This article will ultimately assert that the sudden appearance of extraordinary children in science fiction reflects a profound shift in assessment criteria for healthy childhood in Britain from the 1950s onwards, an issue that had become vitally important in a fledgling social democracy.

Previous scholarship on the life of psychologist Milicent Shinn (E. Scarborough & L. Furumoto, 1987 ) emphasized Shinn's failure to pursue an academic career in psychology following her PhD in 1898. Scarborough and Furumoto used Shinn as an example of "the family claim"-the career limitations women faced in terms of their family obligations. This narrative, however, obscured Shinn's continued engagement with child study before and after her years in graduate school, as a recent article documenting Shinn's leadership of network of home-based observers of infant development makes clear (C. von Oertzen, 2013 ). This article challenges the traditional retelling of Shinn's story still further, by exploring how Shinn used her professional contacts from her previous role as editor of the Overland Monthly to promote a wide range of causes related to child study and education. Following G. Lerner ( 1979 ), the author attends to Shinn's own values, such as her love of California, education, and her family. These values suggest a much more positive evaluation of Shinn's life work and the domestic environment in which she conducted her research and advocacy work.

Growing up, I always wanted to be a doctor; I just did not expect to be the kind of doctor I am today. As the sister of a long-term survivor of pediatric osteosarcoma, I learned what it was like for a family to cope with a life-threatening childhood illness. Although still fascinated by medicine, my experiences led me in a new direction. I wanted to understand people’s experiences as they were treated for, and moved forward from, a serious medical condition. What makes some kids and families cope better than others? And how can we help kids and families thrive despite medical challenges?

The ability to interpret and predict the actions of others is crucial to social interaction and to social, cognitive, and linguistic development. The current study provided a strong test of this predictive ability by assessing (1) whether infants are capable of prospectively processing actions that fail to achieve their intended outcome, and (2) how infants respond to events in which their initial predictions are not confirmed. Using eye tracking, 8-month-olds, 10-month-olds, and adults watched an actor repeatedly reach over a barrier to either successfully or unsuccessfully retrieve a ball. Ten-month-olds and adults produced anticipatory looks to the ball, even when the action was unsuccessful and the actor never achieved his goal. Moreover, they revised their initial predictions in response to accumulating evidence of the actor’s failure. Eight-month-olds showed anticipatory looking only after seeing the actor successfully grasp and retrieve the ball. Results support a flexible, prospective social information processing ability that emerges during the first year of life.

An ecological analysis of the supervisory activity of 31 New Zealand school psychologists examined simultaneously the theories of school psychology, supervision practices, and the contextual qualities that mediated participants' supervisory actions. The findings indicated that the school psychologists worked to achieve the supervision goals of support, knowledge, and accountability through reciprocal interaction in multiple relationships within and outside of their professional community. With the notion of supervision broadened to include all activity undertaken to meet the supervisory goals, greater levels of participation and satisfaction with supervisory provision were shown than in many previous studies. The school psychologists utilized various opportunities for supervision support in their day-to-day practice rather than relying solely on traditional dyadic or fixed-group forms. Supervision practices of the school psychologists were situated within the activity of a networked community of supervision practice. Implications for conceptualizing supervision as a broad, situated activity are discussed.

The purpose of this study was to investigate the factors underlying the ability to plan object-oriented grasping movements in the first two years of life. In particular, we were interested in evaluating the relationship between manual motor planning, object use and infant-parent interaction. In order to achieve this aim, grasping behaviors of nineteen healthy infants, aged nine to 25 months, were examined during naturalistic play sessions with a standard set of toys. Our main finding was that, regardless of age, infants perform a better manual planning when they use an object in a functional rather than non-functional way, suggesting that the planning of an action also depends on knowing the functional properties of an object. In addition, we found that the ability to use objects in a functional way was strongly affected by infant-parent interaction. Thus, level of object use and environmental role must be taken into account in order to understand the development of manual motor planning.

This investigation examined how children and adults negotiate a challenging perceptual-motor problem with significant real-world implications-bicycling across two lanes of opposing traffic. Twelve- and 14-year-olds and adults rode a bicycling simulator through an immersive virtual environment. Participants crossed intersections with continuous cross traffic coming from opposing directions. Opportunities for crossing were divided into aligned (far gap opens with or before near gap) and rolling (far gap opens after near gap) gap pairs. Children and adults preferred rolling to aligned gap pairs, though this preference was stronger for adults than for children. Crossing aligned versus rolling gap pairs produced substantial differences in direction of travel, speed of crossing, and timing of entry into the near and far lanes. For both aligned and rolling gap pairs, children demonstrated less skill than adults in coordinating self and object movement. These findings have implications for understanding perception-action-cognition links and for understanding risk factors underlying car-bicycle collisions. (PsycINFO Database Record (c) 2012 APA, all rights reserved). Language: en

Despite advances in Evidence-Based Treatments (EBTs), research suggests these interventions are not utilized in practice settings. This study examined implementation of Multi-Family Psychoeducational Psychotherapy (MF-PEP), an EBT for childhood mood disorders, in two outpatient community clinics. Fifteen community therapists facilitated MF-PEP. Twenty community clinicians referred forty children ages 8 to 12 with mood disorders and their parents who participated in MF-PEP. Preliminary descriptive findings based on observations and self-report questionnaires demonstrated implementation outcomes of acceptability, adoption, appropriateness, feasibility, implementation cost, penetration, and sustainability of MF-PEP at these clinics. Parents also demonstrated significant improvement in knowledge of mood disorders post-treatment. Preliminary results support implementation of MF-PEP in practice settings and suggest community-based MF-PEP may be associated with improvement in clinical outcomes.

Autism is a neurodevelopmental disorder characterized by deficits in social-cognitive and social-communicative behaviors. Yet, little is known about the extent to which children with autism spectrum disorder (ASD) engage in prosocial action. We assessed helping and sharing behaviors in 3- to 6-year-old neurotypically (NT) developing children and children diagnosed with ASD. Children with ASD were more inclined to show spontaneous helping in the absence of the helpee than NT children. In the sharing task, NT children shared the resources equally between themselves and the recipients. In contrast, ASD children kept less for themselves and gave more resources away. In addition, the stronger the ASD symptoms were and the less cognitively weaker they were, the more children preferred to give resources to a rich than to a poor other.

SummaryBackground Very little is known about how patients perceive molar–incisor hypomineralization (MIH). Aim The aim of this study was to identify whether parents and children perceive opacities associated with MIH as an oral health problem. Design A case–control study was designed in which 131 children diagnosed with MIH were matched by age, sex, and school to 131 children without MIH. The Child and Parent Questionnaire about Tooth Appearance was used to assess reports from parents, who were interviewed by telephone, and children, who were interviewed on school premises. The Spearman correlation and Wilcoxon and Fisher's exact tests were used to assess the data. Results For the first part of the questionnaire, children avoided smiling because of the appearance of their teeth, and mothers seemed to be distressed by the appearance of their children's teeth (P < 0.05). For the second part, children showed dissatisfaction with their ‘tooth alignment’ and ‘tooth discoloration’ compared with the controls, while mothers were not satisfied with their children's tooth discoloration in comparison with controls (P < 0.05). Children and mothers were concerned about tooth discoloration (P < 0.05). Conclusion Poor agreement was found between the reports of children and their mothers, but both children and mothers in the MIH group perceived MIH opacities negatively in comparison with controls.

This article reflects on service contributions upon receiving the 2016 Society of Pediatric Psychology Wright Ross Salk Distinguished Service Award. As the title implies, worker bees make service contributions for the overall benefit of the hive and colony. So too, the scientific discipline, clinical profession, and the Society of Pediatric Psychology need the service contributions of multiple individuals to survive and thrive. Many people have made professional contributions to benefit the field and its organizational home; many more worker bees will volunteer in the future to fill important service roles and sustain the hive. The article discusses lessons learned about service.

While sex differences in play have been extensively observed in typical development, only a handful of studies have explored this phenomenon in depth with children with autism spectrum disorders. This study explored sex differences in play complexity and toy engagement within caregiver–child interaction samples for preschool-aged children (2–5 years 11 months) with an autism spectrum disorder who were matched to typically developing children on sex and non-verbal development. Overall we found that girls and boys with autism spectrum disorder were largely equivalent in their play complexity. Despite similar play, girls and boys with autism spectrum disorder differed in a number of ways in their toy engagement, replicating traditional gender differences—girls played more with dolls and domestic items (though at lower rates than typically developing girls) and boys played more with the garage and cars (though at lower rates than typically developing boys). Our findings support the importance and utility of examining sex differences in autism spectrum disorder in light of those observed within typical development.

In studies of infant categorization (especially sequential touching), replicas of real objects are often utilized on the assumption that infants treat replicas as they do reals. Do infants categorize replicas of objects in the same way as they categorize real objects? This question was addressed in a sequential touching task, where 14- and 18-month-olds were presented with four sets of objects: real telephones and hairbrushes, real lemons and pears, replica telephones and hairbrushes, and replica lemons and pears. On the whole, mean run length, number of contacts, and appropriate actions did not differ between real and replica objects. Moreover, mean run length was significantly greater than chance for telephones and hairbrushes, but not for lemons and pears; both ages categorized the former sets but not the latter. Infants of this age appear to treat replicas as equivalent to reals, and replicas are appropriate stimuli to use in the sequential touching procedure to address questions of infants' categorization.

Facial expressions frequently involve multiple individual facial actions. How do facial actions combine to create emotionally meaningful expressions? Infants produce positive and negative facial expressions at a range of intensities. It may be that a given facial action can index the intensity of both positive (smiles) and negative (cry-face) expressions. Objective, automated measurements of facial action intensity were paired with continuous ratings of emotional valence to investigate this possibility. Degree of eye constriction (the Duchenne marker) and mouth opening were each uniquely associated with smile intensity and, independently, with cry-face intensity. Additionally, degree of eye constriction and mouth opening were each unique predictors of emotion valence ratings. Eye constriction and mouth opening index the intensity of both positive and negative infant facial expressions, suggesting parsimony in the early communication of emotion.

This study explores the role of a particular social cue-the sequence of demonstrated actions and events-in preschooler's categorization. A demonstrator sorted objects that varied on both a surface feature (color) and a nonobvious property (sound made when shaken). Children saw a sequence of actions in which the nonobvious property was revealed before (shake-first) or after (shake-last) categorization. Four experiments (N = 150) showed that both 4-year-olds (M(age) = 4.5 years) and 3-year-olds (M(age) = 3.5 years) shifted toward categorizing by nonobvious property after the shake-first sequence compared with the shake-last sequence (Experiment 1 and 4); 4-year-olds also generalized their categorization strategy to new objects (Experiment 2) and objects that were both labeled and categorized (Experiment 3). Results are discussed with regard to preschooler's ability to integrate social and pedagogical cues in category learning.