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Similarities and differences in the (short-term) psychosocial development of children in foster care, family-style group care, and residential care were investigated in a sample of 121 Dutch children (M age = 8.78 years; SD = 2.34 years; 47% female; 59% Caucasian) one year after their initial placement. Pretest and posttest measurements were carried out at the substitute caregivers using the CBCL. The results were examined at group level and case level. At group level, the findings showed no evidence for higher effectiveness in favor to the family-oriented settings (foster care, and family-style group care), as hypothesized. By contrast, some small differences were found between foster care and family-style group care, in favor of the latter. At individual level, a more or less equal number of children (18%) with a clinical pretest score on psychosocial functioning clinically significant improved (behavioral normalization). An important concern is that a number of children without clinical psychosocial problems at the time of admission clinically significant deteriorated (behavioral aberration) in psychosocial functioning (20%). This might indicate a poor match between the risks, needs and responsivity of the child on the one hand and the chosen intervention on the other. Future research on factors that (prior and during placement) positively as well as negatively affect the child’s psychosocial development is needed to further clarify this finding.

Recent research suggests that values on Erikson’s psychosocial stages covary to form a general factor of psychosocial development (GFPD). The purpose of the current investigation was to further test this possibility by conducting a meta-analysis on the association among the psychosocial stages. Sixty-two correlation matrices from 50 different samples ( N  = 20,326) were analyzed. Factor analyses supported the existence of a GFPD. Future research should explore the nature of the GFPD.

OBJECTIVE: This paper presents an overview of 50 years of research on psychosocial working conditions and health with regards to conceptualization, interventions and policy. We reflect on the promise of past and current research on psychosocial working conditions and, in addition, discuss current progress in translating this research into workplace practice and improvements in people’s working lives. METHODS: We conducted a narrative review of meta-reviews and key publications on psychosocial working conditions and health. The review covers a historical overview of theories of the past 50 years, measurement of psychosocial working conditions, health effects, intervention research, and policy development on psychosocial working conditions. RESULTS: Psychosocial working conditions are conceptualized in different ways, with increasing complexity in the understanding developing over time. Exposures related to psychosocial working conditions are associated with a wide range of health outcomes, in particular cardiovascular disease and mental health conditions. In response to growing evidence on associations between psychosocial working conditions and health outcomes, intervention research has expanded rapidly, but for various reasons the evidence base is stronger and more extensive for individual- than organizational-level interventions. This individual/organizational imbalance is reflected in practice, and may partly explain why policy interventions have yet to show reductions in exposures to psychosocial work factors and associated adverse outcomes. CONCLUSIONS: Pressing needs for advancing the field include improvements in capturing exposure dynamics, developing objective measures of exposure, methodologic advancements to optimize causal inference in etiologic studies, and alternatives to randomized controlled trials for intervention evaluation.

The COVID-19 pandemic is a global traumatic experience for citizens, especially during sensitive time windows of heightened plasticity such as pregnancy and neonatal life. Pandemic-related stress experienced by mothers during pregnancy may act as an early risk factor for infants’ regulatory capacity development by altering maternal psychosocial well-being (e.g., increased anxiety, reduced social support) and caregiving environment (e.g., greater parenting stress, impaired mother–infant bonding). The aim of the present longitudinal study was to assess the consequences of pandemic-related prenatal stress on infants’ regulatory capacity. A sample of 163 mother–infant dyads was enrolled at eight maternity units in northern Italy. They provided complete data about prenatal stress, perceived social support, postnatal anxiety symptoms, parenting stress, mother–infant bonding, and infants’ regulatory capacity at 3 months of age. Women who experienced emotional stress and received partial social support during pregnancy reported higher anxious symptoms. Moreover, maternal postnatal anxiety was indirectly linked to the infants’ regulatory capacity at 3 months, mediated by parenting stress and mother–infant bonding. Dedicated preventive interventions should be delivered to mothers and should be focused on protecting the mother–infant dyad from the detrimental effects of pandemic-related stress during the COVID-19 healthcare emergency.

The article assesses health care professionals’ perspectives on personalized psychosocial support (PPS) development in routine cancer care. Using the methodology of an explanatory longitudinal research design, the factors that condition the development of PPS in the organization are identified from a retrospective and prospective point of view. The results of the research support the evidence regarding the implementation of a person-centered approach in different cancer care settings around the globe and identifies the gaps in developing PPS in cancer care that may be applied to PPS development elsewhere in the country.

This study compared the psychosocial and emotional adjustment of siblings of children with autism and siblings of non-disabled children. In addition, differences between self and parent reports, as well as various demographic characteristics were examined. Fifty-one siblings of children with autism and 35 siblings of non-disabled children, between the ages of 7 and 17, along with one parent of each sibling, participated. Results indicated that the presence of a child with autism appears to enhance the psychosocial and emotional development of non-disabled siblings when demographic risk factors are limited. However, the presence of a child with autism appears to have an increasingly unfavorable impact on the non-disabled sibling as demographic risk factors increase.

Objective To assess the effectiveness of an integrated early child development intervention, combining stimulation and micronutrient supplementation and delivered on a large scale in Colombia, for children’s development, growth, and hemoglobin levels.Design Cluster randomized controlled trial, using a 2×2 factorial design, with municipalities assigned to one of four groups: psychosocial stimulation, micronutrient supplementation, combined intervention, or control.Setting 96 municipalities in Colombia, located across eight of its 32 departments.Participants 1420 children aged 12-24 months and their primary carers.Intervention Psychosocial stimulation (weekly home visits with play demonstrations), micronutrient sprinkles given daily, and both combined. All delivered by female community leaders for 18 months.Main outcome measures Cognitive, receptive and expressive language, and fine and gross motor scores on the Bayley scales of infant development-III; height, weight, and hemoglobin levels measured at the baseline and end of intervention.Results Stimulation improved cognitive scores (adjusted for age, sex, testers, and baseline levels of outcomes) by 0.26 of a standard deviation (P=0.002). Stimulation also increased receptive language by 0.22 of a standard deviation (P=0.032). Micronutrient supplementation had no significant effect on any outcome and there was no interaction between the interventions. No intervention affected height, weight, or hemoglobin levels.Conclusions Using the infrastructure of a national welfare program we implemented the integrated early child development intervention on a large scale and showed its potential for improving children’s cognitive development. We found no effect of supplementation on developmental or health outcomes. Moreover, supplementation did not interact with stimulation. The implementation model for delivering stimulation suggests that it may serve as a promising blueprint for future policy on early childhood development.Trial registration Current Controlled trials ISRCTN18991160.

Experience plays an essential role in building brain architecture after birth. The question we address in this paper is what happens to brain and behavior when a young child is deprived of key experiences during critical periods of brain development. We focus in particular on the consequences of institutional rearing, with implication for the tens of millions of children around the world who from an early age experience profound psychosocial deprivation. Evidence is clear that deprivation can lead to a host of both short- and long-term consequences, including perturbations in brain structure and function, changes at cellular and molecular levels, and a plethora of psychological and behavioral impairments.

Mobile phones are an essential part of an adolescent's life, leading them to text, phone, or message into the night. Longitudinal latent growth models were used to examine relations between changes in adolescent night-time mobile phone use, changes in sleep behavior, and changes in well-being (depressed mood, externalizing behavior, self-esteem, and coping) for 1,101 students (43% male) between 13 and 16 years old. Both night-time mobile phone use and poor sleep behavior underwent positive linear growth over time. Increased night-time mobile phone use was directly associated with increased externalizing behavior and decreased self-esteem and coping. Changes in sleep behavior mediated the relation between early changes in night-time mobile phone use and later increases in depressed mood and externalizing behavior and later declines in self-esteem and coping.

Cet article explore la pratique vocale en éducation musicale dans une classe française et son rôle, relatif au développement psychosocial des élèves, via celui de leur capital émotionnel, mettant en lumière certaines compétences émotionnelles personnelles et sociales; capital émotionnel utile au développement de soi et au mieux-vivre en société. Précisément, cette recherche examine l’impact de la pratique vocale sur les compétences d’auto-régulation, d’auto-évaluation et de communication. Menée auprès de 169 élèves de 11 à 13 ans répartis en groupes expérimental et témoin, l’étude, s’inscrivant dans une approche mixte, combine des analyses quantitatives (pré-tests et post-tests) et qualitatives. L’article se concentre sur une exploration qualitative menée auprès du groupe expérimental, basée sur l’analyse des questionnaires, sur les retours qualitatifs des élèves et les observations directes des enseignants. Il en ressort un mieux-être émotionnel et physique perçu via une confiance et affirmation de soi, des compétences de communication en évolution et un engagement consolidé en classe. La peur du jugement, le sentiment d’incompétence et l’appréhension à demander de l’aide apparaissent comme des facteurs limitant le développement de ces compétences. This article explores vocal practice in music education within a French classroom and its role in students’ psychosocial development through the enhancement of their emotional capital, highlighting specific personal and social emotional skills. Emotional capital is considered as a resource for self-development and for improving social well-being. More precisely, this research examines the impact of vocal practice on self-regulation, self-assessment, and communication skills. Conducted with 169 students aged 11 to 13, divided into experimental and control groups, the study adopts a mixed-methods approach, combining quantitative analyses (pre- and post-tests) with qualitative data. The article focuses on a qualitative exploration of the experimental group, based on questionnaire analysis, students’ qualitative feedback, and teachers’ direct observations. Findings point to an enhanced emotional and physical well-being, expressed through increased self-confidence and assertiveness, evolving communication skills, and strengthened classroom engagement. However, fear of judgment, feelings of incompetence, and apprehension about seeking help appear as limiting factors in the development of these skills.