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Background: It is unclear how family factors affect health care utilization among youth with persistent or recurrent pain, despite potential relevance to interventions targeting treatment barriers. Objective: We aimed to examine health care utilization among young adolescents with persistent or recurrent pain and family factor influences toward higher health care utilization. Methods: We analyzed longitudinal data from the Adolescent Brain Cognitive Development Study and coded pain as none, infrequent (present 1-2 years), or persistent/recurrent pain (present 3-4 years). Higher health care utilization was coded as nonroutine or emergency department visit at ≥2 years. Parent-reported education, pain status, family income, and insurance status were recorded. Logistic regression examined the contributions of the child's pain and family factors toward higher health care utilization. Results: Among 5960 youth, 1908 (32%) had persistent/recurrent pain and 2199 (37%) had infrequent pain. Youth with persistent/recurrent pain were more likely to have higher health care utilization compared to those without pain (adjusted odds ratio [OR]: 2.39) or those with infrequent pain (OR: 1.79). Higher health care utilization was associated with parents' pain (adjusted OR: 1.22) and higher education (adjusted OR: 1.44), and family income below the poverty line (adjusted OR: 1.26), controlling for child characteristics and pain status. Conclusion: Findings show how youths' persistent/recurrent pain, parental, and family socioeconomic factors affect health care utilization among young adolescents, emphasizing a need for family-centered care and economic policies. [ABSTRACT FROM AUTHOR]

To identify the key facilitators and barriers to implementing gender-transformative interventions among young adolescents (ages 10–14 years) in low- and middle-income countries and provide recommendations for guiding the next generation of intervention approaches. A scoping review of the literature was first conducted to identify articles that contained the following inclusion criteria: (1) included 10- to 14-year-olds as a target population; (2) addressed gender inequality as a pathway to improved health; (3) implemented in a low- and middle-income country context; and (4) published between 2010 and 2023. Two databases, Scopus and PubMed, were searched as well as the gray literature. Additionally, to collect critical reflections on gender-transformative interventions, two expert meetings and four key informant interviews were conducted. Among the 59 articles which were retrieved and reviewed, 30 were evaluations of specific gender-transformative interventions and the remaining 29 included literature reviews or critical reflections of gender-transformative interventions. Three key themes emerged from our analysis: (1) tailoring approaches for both boys and girls; (2) incorporating multilevel approaches; and (3) engaging multiple sectors, such as health, education, and sports. In each theme, we highlight the primary challenges as well as promising practices for implementation. Efforts should continue unpacking the characteristics of intervention approaches where positive results are found among boys and girls in both implementation and impact. In terms of both multilevel and multisectoral programming, more evidence is needed to help identify which intervention activities should target which populations at what levels and how much to achieve positive impacts among young adolescents. [ABSTRACT FROM AUTHOR]

To review the published literature on what has been reported on risk and protective factors for early adolescent sexual and reproductive health (SRH) in the recent decade. A scoping review of English language, peer-reviewed literature on risk and protective factors for early adolescent (aged 10–14 years) SRH published between January 2010 and January 2023 using Medline, Web of Science, PsycInfo, CINAHL, and Google Scholar. Articles reporting only on nonmodifiable demographic factors, or on the effect of interventions, were beyond the scope of this review. Of 11,956 screened records, 118 were included of which half (49.2%) were published since 2018. Most articles (44.9%) presented research conducted in North America, followed by sub-Saharan Africa (20.3%) and East Asia and Pacific (16.1%). Five percent were based on multicountry studies or reported on pooled global data. Two-thirds (61.0%) reported on quantitative cross-sectional research designs, and 78.8% included both females and males. The most common SRH outcomes were sexual behaviors (34.7%); sexual and dating violence (28.8%); and sexual attitudes, beliefs, and intentions (19.5%). Most (83.0%) articles reported on risk/protective factors at the individual level, followed by interpersonal (family 58.5%, peers 33.0%, partners 11.9%), school (21.2%), and community (15.2%) factors. None of the included articles reported on macro/structural-level factors. While there has been growing attention to risk/protective factors for early adolescent SRH, gaps remain with regards to study contexts (mainly North America), focus (mostly individual factors), and conceptualizations (generally risk-oriented). We offer recommendations for research priorities over the coming decade. [ABSTRACT FROM AUTHOR]

Introduction: Early diagnosis and treatment concerning bipolar disorder (BD) are related to a better functioning over the long-term period. Although pharmacotherapy is indicated for approximately all youths with BD, nearly one-third of patients do not receive adequate medications for their condition. Areas covered: The authors discuss the available scientific evidence from the current literature about the management of BD in both children and adolescents, giving particular focus to the efficacy and tolerability of the available pharmacological agents. Studies were identified searching MEDLINE and retrieved from reference listings of relevant articles and through consultation with experts in the field. Expert opinion: Many D2-blockers, approved by the Food and Drug Administration (FDA) based on their antimanic properties in youths, are related to both short- and long-term side effects. Lurasidone was found to be effective for the treatment of acute juvenile bipolar depression, while lithium for the treatment and recurrence prevention of manic/mixed episodes. The most common anticonvulsants were found to be most useful as adjunctive antimanic agents in non-responders to first-line monotherapies. No data was found to support the use of antidepressants in juvenile BD. [ABSTRACT FROM AUTHOR]

In 2016, the Middle Level Education Research Special Interest Group (MLER SIG) of the American Educational Research Association (AERA) published The MLER SIG Research Agenda, a white paper identifying critical issues and concerns facing the field of middle level education. Since its release, much has changed. This manuscript is a revised version of The MLER SIG Research Agenda. More than 40 researchers from across the globe collaborated to develop an agenda for future middle level research that illuminates strategies for moving middle level education forward in support of young adolescents within the current state of affairs. The research summarized in this manuscript represents eight focus areas: (a) middle grades curriculum; (b) middle grades pedagogies; (c) middle level certification and licensure; (d) middle level leadership; (e) middle level schools, classrooms, culture, and learning environments; (f) middle level teacher development; (g) social and emotional wellbeing; and (h) young adolescent identity and experiences. Each group summarized the current literature in their area and developed a list of questions to guide future middle level education research. This manuscript is intended to start conversations, generate ideas for research projects, and contribute new knowledge to the field of middle level education. [ABSTRACT FROM AUTHOR]

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students' learning. Based on our findings, we conclude with a series of questions for a research agenda. [ABSTRACT FROM AUTHOR]

Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (n = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed. Practitioner Points: Three latent profiles of young adolescents' bullying victimization (i.e., "stable & resilient (SR)," "mild & internal (MI)," and "severe & external (SE)") showed similar patterns but varying severity suggesting the importance of targeting bullying interventions to the specific needs of each group.Young adolescents' meaning in life plays a significant buffering role of bullying victimizations on life satisfaction, especially for those who experience the most serious and physical bullying.Practitioners' knowledge of the predictors associated with young adolescents who experience bullying victimization can help guide prevention and intervention efforts in schools. [ABSTRACT FROM AUTHOR]

In an effort to advance the middle school movement, this paper examines the research trends from three organizations that support middle grades educational innovation, assessment, and research: The Carnegie Corporation of New York, the Educational Testing Service, and the Institute of Education Sciences. Using an instrumental, multiple case study design, trends within and across these organizations regarding research on middle grades education were identified. We found trends across these organizations that reveal the following: They privilege quantitative methodologies; the research topics examined are limited in focus; and the end-result for much of their work results in exclusive products for sale. Further, each of these organizations has deep pockets that provide significant funds for their research projects and products. [ABSTRACT FROM AUTHOR]

Sexual debut among young adolescents is under-investigated. In this quantitative descriptive study, we examined the 2019 Middle School Youth Risk Behavior Survey (YRBS) data of 66,366 young adolescents aged 10–14 from 10 states to determine the prevalence of early sexual debut among young adolescents. Data analyses used state-level sampling weights as described in the CDC’s 2019 Middle School YRBS user guide. Nearly 8% of the sample reported having had sexual intercourse. Of those who reported age of first sex, 4% had their first sexual intercourse before 13 years of age. Compared to Whites, young Black/African American (13.2% vs. 5.1%, OR = 4.51, 95% CI: 2.78–7.31) and Hispanic adolescents (8.3 % vs. 5.1 %, OR = 1.44, 95% CI = 1.13–1.84) were more likely to report having early sexual intercourse. Males were more likely to report having multiple sexual partners than females (48.1% vs. 36.5%, OR = 1.68, 95% CI = 1.22–2.29) and were more likely to report using condoms during their last sexual intercourse compared to their female counterparts (59.7% vs. 50.8%, OR = 1.43, 95% CI = 1.06–1.94). This study suggests the need for more research on young adolescents’ sexual behaviors and for the development of sexual health interventions that target young adolescents.

This study aims to understand how gender diversity and gender attitudes are linked to the sexual well-being of young adolescents. Data was collected among 561 adolescents in secondary schools in Flanders and binary logistic regressions were performed. Gender diversity was conceptualized as gender identity, gender expression, sex assigned at birth, sexual orientation and personal gender attitudes. Whereas "like to become a wo/man" and body image were used as measures for sexual well-being. Age and migration were added as covariates.The data illustrates that gender diversity is present among young adolescents and that it can be linked to young adolescent's body image and liking to become a wo/man. In addition, it shows how diverse sets of gender attitudes are differently associated with sexual well-being outcomes. The findings also suggest the internalization of patriarchal and heterosexual societal norms by the respondents. The results indicate an association between on the one hand gender diversity and gender attitudes and on the other hand adolescent sexual well-being. Furthermore, it suggests that gender transformative research and programs that aim to improve adolescent sexual health and well-being should carefully choose their gender focus and invest in improving gender equity beyond the individual level. Additional research is needed to investigate the association between gender diversity and adolescent sexual wellbeing among diverse sexual well-being conceptualizations and specific groups (gender, ethnic, and others) of young adolescents. [ABSTRACT FROM AUTHOR]

The document presented here is the preliminary product of a mixed investigation with a descriptive approach and interpretive paradigm developed in the period 2022 to 2023 by the Legal Office and Conciliation Center of the Faculty of Law, of the Campus of the Universidad Cooperativa de Colombia in the city of Santa Marta. Where participant observation was applied to develop the legal intervention, based on a methodological design that required the determination of persistent problems and emerging problems in the community of Barrio Once de Noviembre, of Locality 1 of the same city, which is the Capital from the Department from Magdalena in the republic of Colombia. With this, the appropriate protocols were developed according to ethical criteria and scientific integrity, to collect data applying the exploratory survey technique in a specific group of forty-one young adolescent students from a Public-School Headquarters that is a District Educational Institution in the District of Santa Marta, in the Department of Magdalena in Colombia. Therefore, after a careful approach throughout 2022, exercises and activities were developed to disseminate and make the objective, purpose and impact of the research understood by all related participants. Comply with three specific objectives with which frequencies were consolidated that led to the generation of twenty-two key words and an equal number of codes that prioritized the problems determined from the students' own discourse. Which in turn agreed to generate important recommendations to the Institutions, and conclusions that will allow the consolidation of a second stage of the project. [ABSTRACT FROM AUTHOR]

Sexual assault is a global threat to adolescent health, but empowerment self-defense (ESD) interventions have shown promise for prevention. This study evaluated the joint implementation of a girls' ESD program and a concurrent boys' program, implemented via a cluster-randomized controlled trial in informal settlements of Nairobi, Kenya, from January 2016 to October 2018. Schools were randomized to the 12-h intervention or 2-h standard of care. Students were randomly sampled to complete surveys at baseline and again at 24 months post-intervention. A total of 3263 girls, ages 10–14, who completed both baseline and follow-up surveys were analyzed; weights were adjusted for dropout. At follow-up, 5.9% (n = 194/3263) of girls reported having been raped in the prior 12 months. Odds of reporting rape were not significantly different in the intervention versus SOC group (OR: 1.21; 95% CI (0.40, 5.21), p = 0.63). Secondary outcomes, social self-efficacy (OR: 1.08; 95% CI (0.95, 1.22), p = 0.22), emotional self-efficacy (OR 1.07; 95% CI (0.89, 1.29), p = 0.49), and academic self-efficacy (OR: 0.90; 95% CI (0.82, 1.00), p = 0.06) were not significantly different. Exploratory analyses of boys' victimization and perpetration are reported. This study improved on previous ESD studies in this setting with longitudinal follow-up of individuals and independent data collection. This study did not show an effect of the intervention on self-reported rape; findings should be interpreted cautiously due to limitations. Sexual assault rates are high in this young population, underscoring a dire need to implement and rigorously test sexual assault prevention interventions in this setting. The trial was registered with Clinical Trials.gov # NCT02771132. Version 3.1 registered on May 2017, first participant enrolled January 2017. [ABSTRACT FROM AUTHOR]

This study aimed to explore the relationship between parental coparenting and depression among Chinese young adolescents and potential gender differences via network analysis. Thus, 793 fourth-grade students (girls: 281 (35.40%), Mage = 9.99 years, SD = 0.59 years) were recruited from three primary schools in Northern China. The young adolescents rated their depression and perceived paternal and maternal coparenting. Network analysis was used to detect the central nodes and bridge mechanisms among coparenting and depressive components. The results indicated that paternal and maternal consistency as well as maternal conflict were the most central components in the coparenting–depression network. Paternal consistency, maternal conflict and paternal disparagement in coparenting, as well as somatic complaints and positive affect in adolescents' depression, exhibited high bridge strengths, suggesting those constructs served as vital bridges to connect the two subnetworks. Moreover, paternal consistency showed a higher bridge strength in the boys' network than the girls' one, whereas the edge linking adolescents' positive affect to paternal disparagement and integrity was stronger in the girls' network. This study contributes to the understanding of associations between parental coparenting and young adolescents' depression and offered insights into targeted interventions for early adolescent depression by enhancing parental coparenting. [ABSTRACT FROM AUTHOR]

The present study aimed to identify overall stress and salient stressors experienced by adolescents from different education tracks and self-perceived ethnic backgrounds. A total of 1489 adolescents (M = 13.40 years; SD = 0.89 years) from nine Dutch secondary schools participated. Self-reported stressors were measured with the adapted version of the Adolescent Stress Questionnaire – Short. After controlling for age, gender, country of birth, and school classes, results showed that overall stress did not differ for educational track nor for ethnic background subgroups. Adolescents in academic education reported more stress from school-related stressors than adolescents attending vocational education. Adolescents with a mixed ethnic background (i.e., Dutch and another ethnicity) reported more stress regarding school-related stressors than adolescents with a Dutch ethnic background. These differences between adolescents of different educational tracks and ethnic backgrounds have implications for intervention programs targeting specific stressors. [ABSTRACT FROM AUTHOR]

Individual differences in affective flexibility may be an important factor in understanding how emotion regulation is associated with adolescents' depressive symptoms. The current study explored the role of affective flexibility as a moderator in the relationship between the use of both adaptive and maladaptive emotion regulation strategies and depressive symptoms in 65 young adolescents (11-13 years). Affective flexibility was indicated by the reaction time and accuracy index on the Emotional Flexible Items Selection Task. Emotion regulation strategies and depressive symptoms were assessed by the use of self-report questionnaires. Contrary to the hypotheses, affective flexibility did not moderate the relationship between emotion regulation and adolescents' depressive symptoms. Instead, only a direct effect of the use of adaptive emotion regulations strategies on adolescents' depressive symptoms was found. Additionally, post-hoc analyses revealed that there may exist an indirect relationship between affective flexibility and adolescents' depressive symptoms through the use of adaptive emotion regulation strategies. These findings help to formulate a better understanding of how emotion regulation and affective flexibility in early adolescents are related to depressive symptoms. [ABSTRACT FROM AUTHOR]

School-based outdoor learning is an experiential learning approach that involves the integration of the natural environment with the learning process. This study focused on investigating the effect of a school-based outdoor learning experience on mood among 83 sixth grade students. The researcher found a positive correlation between time spent outside and feeling energetic, and a negative correlation with feeling angry, confused, or tired and with total mood state after students participated in an outdoor learning experience. Additionally, the researcher found a statistically significant improvement in overall mood and in anxiety and confusion following the outdoor education experience. Furthermore, two students participated in interviews and the researcher identified three themes: (a) enhanced learning, (b) improved mood, and (c) nature connectedness. The researcher discusses implications for practice, including teachers collaborating with community and government organization and universities. Furthermore, the author presents considerations for future research to expand upon the current findings, including replication studies. [ABSTRACT FROM AUTHOR]

Objective: Mental health disorders affect many children in South Africa, where vulnerability is high, and treatment is limited. We sought to determine the feasibility and acceptability of a universally delivered classroom‐based programme for the promotion of mental health in young adolescents. Method: We pilot tested an 8 session, cognitive‐behavioural therapy‐based programme, 4 Steps To My Future (4STMF) in two schools. Participants were grade 5 learners (n = 222; Meanage = 10.62 (Standard deviation = 0.69)). 4STMF was delivered in class time by trained psychology postgraduates. Feasibility (rates of parental opt‐out, child assent, assessment completion at baseline and follow‐up, programme completion, session attendance and programme fidelity), acceptability (teacher feedback and focus groups with learners), as well as demographic data and data on a battery of a psychological measures were collected at baseline, postintervention and at one‐month follow‐up. Results: Most eligible learners at both schools agreed to participate (85% – school 1; 91% – school 2) with more than 80% completing postintervention measures. Learner session attendance and programme fidelity were high. Teachers rated facilitators highly on confidence, preparedness, enthusiasm and classroom management and observed children to be enjoying the programme. Focus group data suggest that learners liked the programme, could recall the content and had shared some of the content with their family. An exploratory analysis of outcomes showed significant pre–post differences on self‐esteem at school 1 and on emotion regulation at school 1 and school 2, maintained at follow‐up. Conclusions: This pilot study has shown that 4STMF can acceptably and feasibly be delivered, at classroom level, as a universal school‐based prevention programme to young adolescent learners in South African primary schools. The programme could fit in with school context, could be delivered by nonspecialists, showed significant improvements on self‐esteem and emotion regulation and was liked by the learners. [ABSTRACT FROM AUTHOR]

Abstract Background Previous initiatives concerning adolescent sexual and reproductive health (SRH) education in Low-or-Middle Income Countries (LMICs) have been limited by cultural norms and misinformation perpetuated within families. Responding to the paucity of research on the implementation of SRH interventions in LMICs and limited knowledge regarding their mechanisms, this study undertakes a process evaluation of a parent-focused intervention to promote parent-adolescent communication about SRH in Uganda. Methods This paper explores the implementation, contextual factors and mechanisms of impact of the intervention, using the Medical Research Council (MRC) guidelines for process evaluations. Implementation was evaluated through indicators of dose, fidelity and adaptations, acceptability and feasibility. The contextual factors and mechanisms of impact were evaluated to refine the intervention’s causal assumptions. Data was collected during April - October 2021 in South-Western Uganda using a mixed-methods approach, including document analysis, intervention observations, interviews, focus group discussions and most significant change stories. Results The acceptability of the intervention was related to its community engagement, the strong rapport with delivery agents, and individual characteristics of participants. Five contextual factors influencing implementation were highlighted; (i) cultural norms, (ii) perceptions about youth SRH, (iii) poverty, (iv) Covid-19 pandemic, and (v) prior research projects in the community. When considering the intervention’s mechanisms of impact, four causal pathways were identified; (i) Awareness of SRH needs helped parents overcome stigma, (ii) Parenting skills training improved SRH communication, (iii) Group learning stimulated shared parenting, and (iv) Group learning improved co-parenting. Conclusion The paper presented three key learnings and corresponding recommendations for future research. Firstly, implementation success was credited to meaningful community engagement which improved acceptability and uptake. Secondly, the complex influences of contextual factors highlighted the need for contextual analysis in research studies to inform intervention design. Finally, this evaluation recognised the interplay between mechanisms of impact and suggested further research consider such combined impacts when designing intervention content.

Background: Previous initiatives concerning adolescent sexual and reproductive health (SRH) education in Low-or-Middle Income Countries (LMICs) have been limited by cultural norms and misinformation perpetuated within families. Responding to the paucity of research on the implementation of SRH interventions in LMICs and limited knowledge regarding their mechanisms, this study undertakes a process evaluation of a parent-focused intervention to promote parent-adolescent communication about SRH in Uganda. Methods: This paper explores the implementation, contextual factors and mechanisms of impact of the intervention, using the Medical Research Council (MRC) guidelines for process evaluations. Implementation was evaluated through indicators of dose, fidelity and adaptations, acceptability and feasibility. The contextual factors and mechanisms of impact were evaluated to refine the intervention's causal assumptions. Data was collected during April - October 2021 in South-Western Uganda using a mixed-methods approach, including document analysis, intervention observations, interviews, focus group discussions and most significant change stories. Results: The acceptability of the intervention was related to its community engagement, the strong rapport with delivery agents, and individual characteristics of participants. Five contextual factors influencing implementation were highlighted; (i) cultural norms, (ii) perceptions about youth SRH, (iii) poverty, (iv) Covid-19 pandemic, and (v) prior research projects in the community. When considering the intervention's mechanisms of impact, four causal pathways were identified; (i) Awareness of SRH needs helped parents overcome stigma, (ii) Parenting skills training improved SRH communication, (iii) Group learning stimulated shared parenting, and (iv) Group learning improved co-parenting. Conclusion: The paper presented three key learnings and corresponding recommendations for future research. Firstly, implementation success was credited to meaningful community engagement which improved acceptability and uptake. Secondly, the complex influences of contextual factors highlighted the need for contextual analysis in research studies to inform intervention design. Finally, this evaluation recognised the interplay between mechanisms of impact and suggested further research consider such combined impacts when designing intervention content. [ABSTRACT FROM AUTHOR]

Little is known about the outcomes of in-school comprehensive sexuality education (CSE) programmes two or more years after programme completion, particularly in low-income countries. Projet Jeune Leader, a youth-founded Malagasy organisation, conducted a retrospective, qualitative evaluation of a CSE programme in Madagascar. The objective was to explore how former participants assessed the programme’s influence on their behaviours and lives. Our team conducted in-depth interviews with 34 young people (16–24 years old) who had participated in the programme when they were in middle school. We then synthesised the data using qualitative thematic analysis. Most interviewees indicated that the CSE programme positively contributed to some aspect of their transition to adulthood. Some reported safer sex practices, refraining from drug and alcohol use, and pregnancy prevention, while others reported improved relationships, and acts of leadership. While it is not clear which elements of the programme facilitated these changes, participants made recurrent references to relatable CSE educators and engaging pedagogy in their responses. These results encourage further research on the multi-faceted, and in some cases, non-health-related, outcomes of in-school CSE programmes in low-income countries. The work also provides critical youth-driven insights into CSE programme design to guide future programme planning and evaluation efforts. [ABSTRACT FROM AUTHOR]

During early adolescence, parental influence diminishes, whereas friends' influence increases in shaping emotion regulation abilities. However, it is unclear how parents and friends jointly contribute to emotion regulation abilities and how their joint effects vary by gender. This study examines fathers, mothers, and friends as simultaneous emotional socializers and considers the young adolescents' gender. The analysis drew on 438 young Chinese adolescents (55.7% girls, Mage = 11.39, SD = 1.28) who participated in a longitudinal survey over one year. Results showed that parental and friend emotion socialization have both distinct and joint effects. Friends' responses provided a unique contribution to emotion regulation abilities across gender, whereas parents' responses displayed unique contributions among girls. In predicting girls' emotion regulation abilities, mothers' supportive responses explained the additional variance beyond friends' responses, whereas fathers' unsupportive responses moderated the predictive power of friends' responses. These findings clarify emotion-related socialization theories and emphasize the importance of gender specific prevention programs focusing on emotion socialization from both parents and friends in early adolescence. [ABSTRACT FROM AUTHOR]

Many mothers do not communicate with their adolescent about sexual health topics due to perceived barriers. Our goal in this study was to shed light on the activities mothers engage in to prepare for sexual health discussions with their young adolescents. We also examined the extent to which mothers' past sexual communication behaviour and intentions were associated with engaging in these activities and perceptions of their helpfulness. Participants were 244 mothers of young adolescents who completed surveys at two points in time separated by 6 months. Overall, 64% of the mothers had engaged in one or more preparatory activity but found doing so only somewhat helpful. More extensive past sexual communication and higher sexual communication intentions were associated with engaging in preparation activities and finding them more helpful. However, past communication was significantly associated with the likelihood of engaging in preparatory behaviours for mothers with low, average, but not high sexual communication intentions. The results point to the importance of strengthening mothers' sexual communication intentions and providing them with information about high-quality resources and/or a resource package as means to increase the likelihood that they will engage in activities that prepare them to discuss sexual health topics with their adolescent. [ABSTRACT FROM AUTHOR]

Purpose: The current study is intended to see the efficacy of dialectical behaviour therapy (DBT), with child sexual abuse (CSA) related posttraumatic stress disorder (PTSD). Design/Methodology/Approach: Present study employed experimental research design. The randomly selected sample for the study consisted of 28 children who were victims of contact sexual abuse (14 experimental groups and 14 wait-list control group). The CSA-related PTSD symptoms were assessed using the Child PTSD Symptom Scale for DSM-V (CPSS-V-SR). In intervention arm, one session was scheduled for per week for 12 weeks in individual settings. For a period of twelve weeks, a dialectical Behaviour therapy was employed to treat the intervention group. The wait-list control group received only parental care as treatment. Both groups received a Posttest following the final therapy session. Findings: Results revealed that significant mean difference was found between experimental and wait-list control group participants on scales of CPSS-V-SR. That showed that traumatized children experienced PTSD symptoms at pretest level and after application of DBT symptoms improved in intervention group. Implications/Originality/Value: Present study concluded that DBT was an effective therapeutic treatment for CSA related posttraumatic stress disorder among young adolescents. [ABSTRACT FROM AUTHOR]

Purpose: Language learning is often conceptualized as a cognitive, psycholinguistic or pedagogical process confined to formal classroom contexts. Scant attention is paid to the autonomy of young learners in out-of-class situations. Methodology: Using an emic approach, this study attempts to fill the research gap by analyzing the visual and verbal narratives of 60 eighth graders in Hong Kong. A comprehensive coding scheme was developed to gauge their degree of autonomy and its intricate relationships with their out-of-class language learning experiences. Findings: Compared to their less autonomous counterparts, the highly autonomous learners are found to engage in more informal and solitary activities, set concrete goals that appeal to them and employ meta-cognitive strategies to facilitate their language learning. Originality: From a methodological standpoint, multi-modal narratives appear to be effective in tapping students' beliefs and experiences, as this allows the unobstructed flow of their own voices. [ABSTRACT FROM AUTHOR]

Social media has opened new doors of opportunities and risks for youth. Potential risks include exposure to harmful content, engagement with strangers, or unwanted consequences from irresponsible or naive use. Social media literacy has been proposed as a way to mitigate such risks and promote positive ways of social media engagement. This paper aimed to develop a comprehensive Youth Social Media Literacy Inventory (YSMLI) to objectively assess young adolescents' (9–13 years) knowledge and skills in the context of social media use. The development process included four consecutive steps: 1) an in-depth review of the literature to identify core competencies and domains of social media literacy, 2) creation of a large item pool that assesses these core competencies within six domains (advertising, cyberbullying, privacy, news, phishing, and media balance), 3) expert review and cognitive pretesting with youth, and 4) empirical validation of the final 90-item pool using item response theory based on a sample of n = 306 youth participants in the US. The final item bank is well-fitting, reliable, and valid, offering scales with varying lengths for different purposes including domain-specific assessment and parallel testing. Social media literacy has been proposed as a way to mitigate risks and maximize the benefits of social media use. Yet, there are currently no objectives and validated measures for assessing young children's social media literacy knowledge and skills. We developed and validated the Youth Social Media Literacy Inventory, a 90-item bank, that can be used to objectively assess youth's social media literacy. Due to its excellent psychometric properties, it allows scholars to create scales of varying length and for different research purposes. Educators and researchers can use the inventory to assess the effectiveness of social media literacy interventions; compare levels of social media literacy across groups, schools, or populations; and assess antecedents and consequences of social media literacy. [ABSTRACT FROM AUTHOR]

Individual differences in affective flexibility may be an important factor in understanding how emotion regulation is associated with adolescents’ depressive symptoms. The current study explored the role of affective flexibility as a moderator in the relationship between the use of both adaptive and maladaptive emotion regulation strategies and depressive symptoms in 65 young adolescents (11–13 years). Affective flexibility was indicated by the reaction time and accuracy index on the Emotional Flexible Items Selection Task. Emotion regulation strategies and depressive symptoms were assessed by the use of self-report questionnaires. Contrary to the hypotheses, affective flexibility did not moderate the relationship between emotion regulation and adolescents’ depressive symptoms. Instead, only a direct effect of the use of adaptive emotion regulations strategies on adolescents’ depressive symptoms was found. Additionally, post-hoc analyses revealed that there may exist an indirect relationship between affective flexibility and adolescents’ depressive symptoms through the use of adaptive emotion regulation strategies. These findings help to formulate a better understanding of how emotion regulation and affective flexibility in early adolescents are related to depressive symptoms.

Peer reputation (PR) refers to how peer groups collectively view an individual in terms of socio-behavioral characteristics, such as aggression, social withdrawal, leadership, and prosociality. Despite considerable research on PR, few studies have considered PRs in relation to indices of friendship, particularly with a person-centered approach. The goal of the current study was to adopt such an approach and identify peer reputation configurations and their defining characteristics, and to examine how such configurations are linked to friendship prevalence and quality. Four hundred and twenty-six Italian seventh-grade students (57.3% male, Mage = 12.07) completed peer nomination measures of PR and reported on their friendships. Their mutual best friends were subsequently determined, and a friendship quality measure was completed. Teachers rated participants' problem behaviors and competencies. Cluster analytic methods produced four PR configurations that were defined by the following characteristics: (1) Shy/Excluded/Victimized, (2) Normative, (3) Aggressive/Arrogant, and (4) Prosocial/Popular. Teacher ratings supported these configurations such that Prosocial/Popular students were rated the lowest in problem behaviors and Shy/Excluded/Victimized and Aggressive/Arrogant were the highest in learning problems. Additional analyses showed numerous linkages between the configurations and friendship. For instance, Prosocial/Popular students were more likely to have mutual and satisfying friendships relative to students in the other groups. These findings provide new insights into the complex linkages between group- and dyadic-level peer experiences during early adolescence and may inform prevention and intervention efforts aimed at Shy/Excluded/Victimized youth struggling with peers. [ABSTRACT FROM AUTHOR]

Background: Subtle abnormalities in children's intelligence, motor skills, and psychology from various assisted reproductive treatments (ARTs) might be underdiagnosed. Understanding the prognosis of intelligence, motor skills, and psychology in children from ART would provide parents with reasonable expectations and enable them to plan relevant support to achieve the optimum potential in ART children. Methods: We searched PubMed, EMBASE, Ovid, Google Scholar, and Scopus databases until April 13, 2021, to identify relevant studies. Thirty-four studies met the inclusion and exclusion criteria. The meta-analysis employed a standardized mean difference model. The outcome of this study is to compare intelligence quotient (IQ), motoric ability, and behavioral problems between all ARTs, in vitro fertilization (IVF), intracytoplasmic sperm injection (ICSI) to naturally conceived (NC) children. Subdomains of intelligence based on the Cattell, Horn, and Carroll Model (CHC Model) of cognitive architecture, including fluid reasoning, short-term and working memory, processing speed, visual-spatial ability, long-term memory retrieval, and crystalized intelligence (knowledge), were evaluated and summarized in details. Motor skill was stratified into two domains: gross motoric and fine motoric. Behavioral problem was categorized as externalizing and internalizing behavior. Results: Meta-analysis showed that verbal intelligence score in IVF toddlers is significantly lower than NC toddlers (p = 0.02); conversely, ICSI toddlers scored significantly higher verbal intelligence score compared to NC toddlers (p = 0.005). Toddlers born after ART had significantly lower non-verbal intelligence score (p = 0.047). IVF toddlers scored significantly lower fine motor score (p = 0.01) compared to naturally conceived toddlers. Based on parent's CBCL, NC toddlers had higher total (p = 0.01) and externalizing behavior (p = 0.001) scores compared to ART toddlers. Evaluation of full scale IQ and all domains of intelligence in preschool and primary school children revealed that no significant differences exist between ART and NC children. Based on preschool and primary school parents' CBCL, IVF children had significantly lower externalizing behavior score compared to NC children (p = 0.04). Meta-analyses of studies on young adolescents revealed that ART young adolescents scored higher academically than their NC counterparts, including on mathematics (p < 0.00001) and reading or language (p < 0.00001). Conclusions: Despite differences in certain aspects, this finding suggests that ART is unlikely to cause negative impacts on children's neurodevelopment. [ABSTRACT FROM AUTHOR]

Abstract Background Globally, there is a vast mental health treatment gap, whereby the majority of adolescents living in low- and middle-income countries requiring mental health services, do not have access to adequate care. To improve access, the World Health Organization (WHO) developed a range of interventions, designed to be low-cost and delivered by non-specialists. We conducted a two-arm, individually randomised group treatment feasibility trial of a new WHO group intervention for young adolescents with emotional distress (‘Early Adolescent Skills for Emotions’; EASE) in Lebanon. Method The aim of this study was to determine the feasibility of the intervention and study procedures. Adolescents aged 10 to 14 years were eligible to take part if they scored above a validated cut-off on the Child Psychosocial Distress Screener. Participants were randomized to EASE or enhanced treatment as usual (ETAU) control using a 1:1 ratio. EASE consisted of seven group sessions with adolescents and three sessions with caregivers. ETAU consisted of a single brief psychoeducation home visit. Child and caregiver outcomes were measured by blind assessors at baseline, endline (8 weeks post-randomisation), and three month follow-up (20 weeks post-randomisation), with the primary outcome measure being child psychological symptoms on the Pediatric Symptom Checklist. Qualitative interviews were conducted with adolescents (n = 13), caregivers (n = 17), facilitators (n = 6), trainers (n = 3), and outreach staff (n = 1) at endline to assess barriers and facilitators related to the feasibility and delivery of EASE and study procedures. Results Of 154 adolescents screened, 67 (43%) were eligible, completed baseline, and were randomized. Sixty adolescents (90%) completed endline assessments (31 EASE, 29 ETAU), and fifty-nine (88%) completed three-month assessments (29 EASE, 30 ETAU). Qualitatively, participants provided overall positive feedback about the intervention. Several challenges and suggestions for improvement were raised around logistics, intervention content, and acceptability of assessment measures. Implementation data highlighted challenges with intervention uptake and attendance. Outcome measures generally had strong psychometric properties (range: α = 0.77 to α = 87), however did not demonstrate change over time in either group. Conclusions The EASE intervention and study procedures are acceptable and feasible for implementation with vulnerable adolescents in Lebanon, however several improvements are necessary prior to full-scale evaluation. Trial registration #ISRCTN60799626, retrospectively registered on 04/10/2022.

This study aimed to explore the relationship between parental coparenting and depression among Chinese young adolescents and potential gender differences via network analysis. Thus, 793 fourth-grade students (girls: 281 (35.40%), Mage = 9.99 years, SD = 0.59 years) were recruited from three primary schools in Northern China. The young adolescents rated their depression and perceived paternal and maternal coparenting. Network analysis was used to detect the central nodes and bridge mechanisms among coparenting and depressive components. The results indicated that paternal and maternal consistency as well as maternal conflict were the most central components in the coparenting–depression network. Paternal consistency, maternal conflict and paternal disparagement in coparenting, as well as somatic complaints and positive affect in adolescents’ depression, exhibited high bridge strengths, suggesting those constructs served as vital bridges to connect the two subnetworks. Moreover, paternal consistency showed a higher bridge strength in the boys’ network than the girls’ one, whereas the edge linking adolescents’ positive affect to paternal disparagement and integrity was stronger in the girls’ network. This study contributes to the understanding of associations between parental coparenting and young adolescents’ depression and offered insights into targeted interventions for early adolescent depression by enhancing parental coparenting.

The present study aimed to investigate the mediating role of the offspring's self-esteem in the association between the mother's attachment style and the depressive symptoms of a sample of early adolescents. The participants included 484 students, aged 11 to 15 (Mage = 12.24, SD =.91) and their mothers, ranged in age between 30 and 69 years (Mage = 43.82, SD = 5.13). The students completed the Multidimensional Self-Concept Scale and the Self‐administered Psychiatric Scales for adolescents—Depression. Mothers completed the Attachment Style Questionnaire. The results showed an association between mothers' anxious attachment and both self-esteem and depression of our young adolescents. Furthermore, adolescents' self-esteem mediated the association between mothers' anxious attachment and adolescents' depression. The mediating role of self-esteem was not significant in the relationship between mothers' avoidant attachment and adolescents' depression. [ABSTRACT FROM AUTHOR]

Background: Globally, there is a vast mental health treatment gap, whereby the majority of adolescents living in low- and middle-income countries requiring mental health services, do not have access to adequate care. To improve access, the World Health Organization (WHO) developed a range of interventions, designed to be low-cost and delivered by non-specialists. We conducted a two-arm, individually randomised group treatment feasibility trial of a new WHO group intervention for young adolescents with emotional distress ('Early Adolescent Skills for Emotions'; EASE) in Lebanon. Method: The aim of this study was to determine the feasibility of the intervention and study procedures. Adolescents aged 10 to 14 years were eligible to take part if they scored above a validated cut-off on the Child Psychosocial Distress Screener. Participants were randomized to EASE or enhanced treatment as usual (ETAU) control using a 1:1 ratio. EASE consisted of seven group sessions with adolescents and three sessions with caregivers. ETAU consisted of a single brief psychoeducation home visit. Child and caregiver outcomes were measured by blind assessors at baseline, endline (8 weeks post-randomisation), and three month follow-up (20 weeks post-randomisation), with the primary outcome measure being child psychological symptoms on the Pediatric Symptom Checklist. Qualitative interviews were conducted with adolescents (n = 13), caregivers (n = 17), facilitators (n = 6), trainers (n = 3), and outreach staff (n = 1) at endline to assess barriers and facilitators related to the feasibility and delivery of EASE and study procedures. Results: Of 154 adolescents screened, 67 (43%) were eligible, completed baseline, and were randomized. Sixty adolescents (90%) completed endline assessments (31 EASE, 29 ETAU), and fifty-nine (88%) completed three-month assessments (29 EASE, 30 ETAU). Qualitatively, participants provided overall positive feedback about the intervention. Several challenges and suggestions for improvement were raised around logistics, intervention content, and acceptability of assessment measures. Implementation data highlighted challenges with intervention uptake and attendance. Outcome measures generally had strong psychometric properties (range: α = 0.77 to α = 87), however did not demonstrate change over time in either group. Conclusions: The EASE intervention and study procedures are acceptable and feasible for implementation with vulnerable adolescents in Lebanon, however several improvements are necessary prior to full-scale evaluation. Trial registration: #ISRCTN60799626, retrospectively registered on 04/10/2022. [ABSTRACT FROM AUTHOR]

Today's adolescents are considered to be heavy users of social media technology and web-based applications, compared to middle-aged cohorts (e.g., 30-50 years old). However, exact usage details for young adolescents (10-15 years old) in the US are difficult to find, especially for socioeconomically disadvantaged students. There is also scant literature that examines young adolescents' multimodal composing with technologies, the audiences and contexts for which they intend their digital multimodal creations, and the values they hold regarding their creations. This pilot survey study is a response to this need for research. While overall the findings indicate some degree of diversity of form, purpose, and audience in composing among the young adolescents surveyed, these findings also reveal gaps in certain modalities for some groups of young adolescents. Additionally, the researchers call attention to a need for developing an audience awareness, especially of an online audience, and multimodal assessment acumen in these young writers. [ABSTRACT FROM AUTHOR]

Fracture-dislocation of the trapeziometacarpal (TM) joint in adolescent patients is a rare injury, with only 3 cases reported in literature to our knowledge. Its low incidence, together with the complexity of the anatomy and biomechanics of TM joint, may represent a challenge for surgeons in choosing the best treating option. Here, we report a case of a TM fracture dislocation in a 14-year-old boy treated with percutaneous Kirschner wire pinning. The results we obtained endorsed our choice in patients for whom closed reduction is achievable. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the results of the study of the Urban test as an instrument for identifying the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The literature notes the specificity of the manifestation of creativity in younger adolescents with these types of giftedness. The author notes that the analysis of indicators of the Urban test categories, regardless of its general indicator, suggests that they can reveal the specifics of the manifestation of creativity in younger adolescents with artistic and intellectual giftedness. The study involved 196 younger adolescents, of whom 63 intellectually gifted (M = 11.6 years old, 30 boys and 33 girls), 34 artistically gifted (M = 12.1 years old, 5 boys and 29 girls) and 99 from the control group (M = 11.6 years, 46 boys and 53 girls). Analysis of the average values of the Urban test indicators revealed statistically significant intergroup differences in categories such as humor, non-traditional use – any manipulation of the form; any surreal, fictional and/or abstract use of elements or patterns; any use of symbols and signs, and speed. For the first time, an attempt was made to analyze the values of the Urban test categories, regardless of its overall value in the context of identifying the specifics of the manifestation of creativity in young adolescents with artistic and intellectual giftedness. The results expand the toolbox for specialists, clarifying the capabilities of an already familiar test, and allowing to optimize the diagnostic process.

Plain language summary There is limited data on modern family planning method use of young adolescents aged 10–14 years compared to older adolescents aged 15–19 years. The study assessed factors that influence modern family planning method decision-making and use among young adolescents aged 10–14 years. The Theory of Reasoned Action model was applied to understand the processes that influence modern family planning method decision-making and use among young adolescents. The study was conducted in 6 youth health-friendly services clinics and 12 youth clubs where adolescents access contraceptives. We conducted 2 focus group discussions and 26 in-depth interviews. The study involved sexually active, in and out of school young adolescents and influential decision-makers in reproductive health. The results are presented in a narrative format using themes identified during analysis in line with study objectives. The study discovered that modern family planning method decision-making is influenced by social factors; hormonal side effects of modern family planning methods and improper linkage between Sexual and Reproductive Health Rights and Education policies. The findings suggest the need to empower girls in decision-making. Address myths surrounding modern family planning methods. Then harmonize Sexual and Reproductive Health Rights and Education Policies in the country.

The aims of our study were to investigate the longitudinal paths of relations between prosocial moral reasoning, prosocial behavior and life meaningfulness in young adolescents. Data were collected at four timepoints (T1–T4) over 5 years using a prosocial behavior questionnaire (Roche & Sol, 1998), a questionnaire on prosocial moral reasoning (Carlo, Eisenberg, & Knight, 1992), a revised version of the noo-dynamics test (Popielski, 1991), and the Life Meaningfulness Scale (Halama, 2002). The research sample consisted of 579 participants (50.3% female; mean age = 11.6 years, SD = 0.57) in the first phase (T1–T2) and 543 participants (46.1% female; mean age = 13.76 years, SD = 0.55) in the second phase (T3–T4). Path model 1, which included relations between prosocial moral reasoning (T1, T2), self-reported prosocial behavior (T1, T2) and salutogenic noo-dynamics (Popielski, 1991), has not found the necessary support in the data. However, path model 2, which included relations between prosocial moral reasoning (T3, T4), self-reported prosocial behavior (T3, T4) and life meaningfulness (Halama, 2002) in adolescents aged 14–15 years old, shows a good fit to the data.

The aims of our study were to investigate the longitudinal paths of relations between prosocial moral reasoning, prosocial behavior and life meaningfulness in young adolescents. Data were collected at four timepoints (T1--T4) over 5 years using a prosocial behavior questionnaire (Roche & Sol, 1998), a questionnaire on prosocial moral reasoning (PRM) (Carlo, Eisenberg, & Knight, 1992), a revised version of the noo-dynamics test (Popielski, 1991), and the Life Meaningfulness Scale (Halama, 2002). The research sample consisted of 351 participants (49.30% female, Mage = 11.93; SD =.43) in the first phase (T1--T2), and 343 students (41.6% females; Mage = 14.65; SD =.57) participating in the second phase (T3--T4). Path model 1, which included relations between prosocial moral reasoning (T1, T2), self-reported prosocial behavior (T1, T2) and salutogenic noo-dynamics (Popielski, 1991), has not found the necessary support in the data. However, path model 2, which included relations between prosocial moral reasoning (T3, T4), self-reported prosocial behavior (T3, T4) and life meaningfulness (Halama, 2002) in adolescents aged 14--15 years old, shows a good fit to the data. [ABSTRACT FROM AUTHOR]

Knowing how to think about the language learning process is conducive to effective learning especially in the case of grammar structures. Metacognition, a concept derived from cognitive psychology, can assist learners in this case. With regard to young adolescents at lower proficiency levels, there is a long -standing debate on whether to use L1 for teaching metacognitive strategies since learners might not be efficient enough in terms of understanding the concept of metacognition. Therefore, this small - scale experimental study focused on the effect of grammar instruction through the metacognitive intervention delivered in L1 on the EFL pre -intermediate learners' grammatical performance in English and investigated their attitudes towards grammar instruction delivered in L1. To fulfill these purposes, a homogenous group of 20 language learners was randomly divided into an experimental group (n =10), which received grammar instruction through the metacognitive intervention delivered in L1, and a control group (n =10), which received the instruction only in English without grammar instruction through the metacognitive intervention delivered in L1. The results of the independent samples t -test indicated that the experimental group did not outperform the control group in terms of all four English grammar points, namely present perfect, simple past tense, comparative and superlative adjectives, and past progressive. In addition, the findings obtained from the five - point Likert scale questionnaire which was distributed among the learners suggested that they had positive attitudes towards the use of L1 (Persian) in teaching English grammar. We argue that low working memory capacity, overreliance on translation, and less - cognitively activated L2 processes may account for the low performance of the experimental group learners in the grammar tests. The implication is that the L1 use in an L2 classroom can be helpful in teaching L2 grammar through the metacognitive intervention, but future studies need to examine how and to what extent L1 should be used to yield more effective results in the case of lower -proficiency learners in an EFL context. [ABSTRACT FROM AUTHOR]

ObjectiveAdolescent suicidal behavior is a public health concern in South Africa. The purpose of this article is to report on the development of a screening tool for teachers to identify South African students who are most at risk for suicidal behavior. This need is addressed within the context of the limited number of mental health professionals available to provide screening and care services in South Africa.MethodGrade 8 students participated by completing sociodemographic questionnaires and self-report psychometric instruments. A screening tool for suicidal behavior was developed using a 4-phase approach.ResultsTwelve factors for high-risk suicidal behavior were identified and included in the screening tool. While further research is needed to validate the screening tool, the findings provide a useful preliminary starting point for teachers to refer students at high risk for suicidal behavior to mental health services for treatment.ConclusionThis screening tool is based on factors that were identified as being associated with suicidal behavior from local research on South African adolescents. The tool contributes to research on adolescent mental health, particularly suicidal behavior, in developing low and middle income countries like South Africa, with the aim of creating African prevention and intervention programs. (PsycINFO Database Record

The dominant 'heterosexual script' positions men as sexually desiring subjects who initiate sex and use active displays of power to attract women, and women as passive sexual objects who use indirect means to attract men (e.g. physical appearance). While much research has highlighted how this script is deployed in high school settings, less work has attended to primary schools. We demonstrate how the script operates in the talk of primary school students in low resource South African schools. Data were generated in group discussions conducted for a mid-term review of a school-based sexual violence prevention programme. We show how the heterosexual script is embedded in students' accounts through the regulatory mechanisms of interpersonal and social risks: threats of being 'dumped', sexual coercion, violence, and humiliation. These risks are learnt from an early age and may outweigh sexuality education messaging provided later on, which has implications for such interventions. To address this we advocate for early engagement with young people using a dialogical approach that creates a relational context for resistance to inequitable sexual scripts. [ABSTRACT FROM AUTHOR]

This article explores how international-mindedness is defined and cultivated in the International Baccalaureate (IB) Middle Years Program (MYP) schools in different regions of the world as young adolescents face their main developmental task of identity development. An online survey that contained demographic and open-ended questions was administered to MYP students. Mixed methods design and data analysis provided insight into the ways international-mindedness is experienced and developed within the IB community. Open-ended responses were analyzed using thematic analysis from which a grounded theory emerged. The most frequently mentioned themes in defining international-mindedness were understanding, awareness, and acceptance of different others. Respondents emphasized that family and school experiences were the main factors that influenced their international-mindedness with travel being frequently mentioned in both. Factors, such as make-up of participants' families, their history of moving internationally, and the advice and modeling provided by parents and extended family as well as school experiences (e.g., field trips, debates, multicultural classrooms, curriculum focus) significantly contributed to their high self-ranked stance on the developmental continuum of international-mindedness. Consistency in responses across the regions demonstrate a paradigmatic understanding of international-mindedness among the respondents. [ABSTRACT FROM AUTHOR]

This research longitudinally explored adolescent pornography (porn) consumption and its association with sexual development in early and middle adolescence. A four-wave design with half-year intervals investigated pornography consumption and different (sexual) activities, such as masturbation, French kissing, petting, giving/receiving manual and oral sex, and intercourse, among 630 respondents (47.9% female, mean age 13.7 years; SD = 0.48) years at T1). A latent growth mixture analysis of pornography consumption revealed two groups with relatively low pornography (LP; 51.8% of the boys, 91.4% of the girls) versus high pornography (HP; 48.2% of the boys; 8.6% of the girls) consumption across time. At T1, HP boys on average watched pornography less than once a month, but more than once a year at T1. At T4, their average pornography use had increased to almost one to two times a week. LP boys never watched pornography at T1. At T4, their average pornography use was still less than once a year. At T1, HP girls never watched pornography, but consumption increased to almost one to three times a month at T4. Across waves of the study, LP girls (almost) never watched pornography. A discrete-time survival mixture analysis of sexual developmental patterning indicated that, compared to their LP peers, both girls and boys in the HP groups showed accelerated development of masturbation, petting, and receiving manual sex. Girls in the HP group were also more inclined to receive oral sex, whereas boys in the HP group also showed earlier and more frequent manual sex and intercourse. Thus, whereas the HP group of boys was substantially larger compared to that of girls, pornography consumption was related to accelerated development of sexual activities for both genders across early and middle adolescence. The discussion deliberates on pornography as a driving force in adolescent sexual development versus pornography as a medium of choice for sexually advanced adolescents. [ABSTRACT FROM AUTHOR]

Abstract Background In order to end the AIDS epidemic by 2030, there is a need to significantly reduce the rate of new infection among children and young adolescents. Identifying the correlates of testing behaviour is necessary to improve HIV testing campaigns by refining messages that target individuals in this age group. The objective of this study was to determine the correlates of HIV testing among children and young adolescents in Akwa-Ibom, Nigeria. Methods The outcome was a secondary data analysis of the 2017 Akwa-Ibom AIDS Indicator Survey. Data of 4037 children and young adolescents aged 0–14 years was assessed in this study. Analysis was done using STATA version 16. Chi-squared test and logistic regression models were used to measure association and its strength between uptake of HIV testing and some independent variables (child/caregiver’s age, sex, educational status, child’s location, caregiver’s knowledge of HIV and caregiver ever tested for HIV) at 5% significance level. Results Result showed that only 14.2% of the children and young adolescents have been tested for HIV. Previous history of blood transfusion (AOR = 5.33, 95%C.I = 2.60–10.92, P =

The work is aimed at identifying specific manifestations of creativity and basic cognitive characteristics in young adolescents with artistic and intellectual giftedness. The relevance of the study is due to lack of study of the issue of cognitive manifestations of different types of giftedness in early adolescence, in which the issue of specialization of education is often resolved. The study involved 54 intellectually gifted adolescents (M = 11.4 years old) and 32 artistically gifted peers (M = 11.2 years old). The study used the following methods: a computerize d battery of test tasks for studying bas ic cognitive characteristics (“number sense”, visua l working memory and information processing speed), "Raven’s Progressive Matrixes”, “Verbally-figura l creativity test”, drawing tests of Urban and "Horizon Line ". The results confirm the hypothesis about the specificity of creativity in younger adolescents with different types of giftedness (intellectual and artistic). Intellectually gifted younger adolescents show higher rates of divergent verbal creativity compared to their artistically gifted peers; and artistically gifted younger adolescents surpass their intellectually gifted peers in terms of picturesque (figurative) creativity and are distinguished by their highquality originality, revealing a high emotional expressiveness and creative approach to the implementation of the plan. No statistically significant intergroup differences in the basic indicators of cognitive development and general intelligence were found, although artistically gifted adolescents better than their intellectually gifted peers compare asymmetrically expressed amounts (“number sense”), but they are inferior in terms of information processing speed.

Young adolescents in Sub-Saharan Africa (SSA) are at high risk of involvement in sexual risk behaviors; and curable sexually transmitted infections (STI), herpes simplex virus type 2 (HSV-2), human immunodeficiency virus (HIV) and unintended pregnancies remain persistently high in this population. Evidence based strategies are urgently needed to improve these outcomes. The aim of this systematic review was to synthesize the evidence from randomized controlled trials (RCT) to determine whether school-based interventions promote safe sex behaviors, reduce sexual risk behaviors and risk of curable STIs, HSV-2, HIV and unintended pregnancies among young adolescents aged 9–19 years in SSA. Electronic databases were searched for published studies and manual searches were conducted through reviewing of references of cited literature in the English language up to December 2019. Two independent reviewers screened and abstracted the data. We identified 428 articles and data from nine RCTs (N = 14,426 secondary school students) that fulfilled the selection criteria were analysed. Two studies measured pregnancy as an outcome and showed significant declines in unintended pregnancies. Of the five studies that measured HIV/AIDS related-knowledge, condom-use outcomes (normative beliefs, knowledge, and self-efficacy) and attitudes to HIV testing, four showed significant improvements. Of the six studies that measured sexual debut, four reported moderate but non-significant declines and in two studies sexual debut information was either incomplete or unreliable. One study measured curable STIs and found no significant declines; whilst the second study that measured HSV-2 and HIV, no significant declines were observed. This review highlights the need to undertake well-designed research studies to provide evidence on the impact of interventions on curable STIs, HSV-2 and HIV, critical to improving the health of young adolescents. [ABSTRACT FROM AUTHOR]

This article highlights an upcoming multi-phase, international comparative research study on higher education institution-based programs that prepare teachers of young adolescents. The purpose of this investigation is multifaceted. The investigators aim to (a) document the programmatic and pedagogical features of higher education institution-based programs that prepare teachers of young adolescents in diverse national, regional, cultural, and institutional contexts; (b) identify and describe relationships between higher education institution-based programs that prepare teachers of young adolescents and the socio-cultural, historical, and institutional contexts in which they are embedded; (c) identify and describe patterns of philosophy, programming, and practice evident across higher education institution-based programs that prepare teachers of young adolescents; (d) assess the extent to which higher education institution-based programs that prepare teachers of young adolescents operating in diverse contexts are aligned with the AMLE’s Middle Level Teacher Preparation Standards, and (e) investigate relationships among higher education institution-based programs’ design elements, contexts, implementation processes, and outcomes that prepare teachers of young adolescents.