Explore the vast range of titles available.

In this study of two hundred and thirty 8- to 13-year-olds, a new \"Silent Films\" task is introduced, designed to address the dearth of research on theory of mind in olden children by providing a film-based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory-of-mind latent factor. With effects of verbal ability and family affluence controlled, theory-of-mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory-of-mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.

Adults with autism and subclinical autistic traits report greater internalizing problems than their peers, but the psychological processes underlying these associations are not well understood. The current study used structural equation modeling to examine whether social experiences (social connectedness and loneliness) mediate the link between autistic traits and internalizing symptoms among 821 college students. Those with higher total Broader Autism Phenotype Questionnaire (BAPQ) scores reported lower social connectedness, which related to greater loneliness, and, in turn, greater anxious and depressive symptoms. Relations with specific BAPQ subscales were also examined. Results indicate that, among young adults, stronger subclinical autistic traits relate to greater mental health and social difficulties and point to the important role of social experiences in mental health adjustment.

Children's early social experiences shape their developing neurological and biological systems for good or for ill, writes Ross Thompson, and the kinds of stressful experiences that are endemic to families living in poverty can alter children's neurobiology in ways that undermine their health, their social competence, and their ability to succeed in school and in life. For example, when children are born into a world where resources are scarce and violence is a constant possibility, neurobiological changes may make them wary and vigilant, and they are likely to have a hard time controlling their emotions, focusing on tasks, and forming healthy relationships. Unfortunately, these adaptive responses to chronic stress serve them poorly in situations, such as school and work, where they must concentrate and cooperate to do well. But thanks to the plasticity of the developing brain and other biological systems, the neurobiological response to chronic stress can be buffered and even reversed, Thompson writes, especially when we intervene early in children's lives. In particular, warm and nurturing relationships between children and adults can serve as a powerful bulwark against the neurobiological changes that accompany stress, and interventions that help build such relationships have shown particular promise. These programs have targeted biological parents, of course, but also foster parents, teachers and other caregivers, and more distant relatives, such as grandparents. For this reason, Thompson suggests that the concept of two-generation programs may need to be expanded, and that we should consider a \"multigenerational\" approach to helping children living in poverty cope and thrive in the face of chronic stress.

Suicidal ideation increases in adolescence, especially for anxious youth, and is a frequent precursor to suicide. This study examined whether neural processing of social rejection interacted with negative social experiences to predict suicidal ideation. Thus, to our knowledge this is the first study to examine how brain function may interact with the environment to contribute to suicidal ideation in youth, consistent with a developmental psychopathology perspective. Thirty-six anxious youth (ages 11 to 16) completed diagnostic interviews and questionnaires, an ecological momentary assessment (EMA) protocol, and a functional magnetic resonance imaging paradigm. Results showed that youth experienced greater severity of suicidal ideation when they exhibited heightened activation to social rejection in the right anterior insula and also experienced high levels of peer victimization or EMA-measured daily negative social experiences. Findings provide preliminary evidence that alterations in neural processing of social rejection interacts with exposure to negative social experiences to contribute to suicidal ideation.

Studies have shown social support can promote weight loss, specifically when support is received online through forums on weight loss websites. The goal of this study was to explore the experiences of individuals using support forums on weight loss websites. We conducted a content analysis on web-administered survey responses from members of two weight loss websites (N = 340). The findings revealed three major themes: (1) receiving advice, strategies, and mantras are helpful with weight loss; (2) support forums provide a nonjudgmental environment for losing weight; and (3) receiving social support and inspiration from someone similar is helpful with weight loss. These findings suggest online support forums can benefit individuals attempting to lose weight by offering a place to receive nonjudgmental social support from other similar users.

Each country is expected to take care of its growing population. In Nigeria, the pre-requisite for adequate health care delivery are still unmet. Nigerians especially the elderly fall victim to the danger of death. The study seeks to explore psycho-social experiences and healthcare delivery for older adults in Nigeria. Quantitative and qualitative methods were used for data collection from 1,180 respondents, from seven villages in the community. Data were analyzed using content analysis, simple percentages, and chi-square. The study found that there is no healthcare delivery for the elderly, they underwent problems such as loneliness, isolation, and abandonment in healthcare delivery. The study recommends the intervention of the government which will enhance the conditions of the elderly.

The effects of 3 weeks of social (control), postural, or object-oriented experiences on 9- to 21-week-old infants' (N = 42) reaching, exploration, and means—end behaviors were assessed. Coders recorded object contacts, mouthing, fingering, attention, and affect from video. Postural and object-oriented experiences advanced reaching, haptic exploration of objects, and developing means—end behavior compared to social experience. Object-oriented experience best-advanced means—end behavior. The results suggest that the development of novel behaviors is dependent on multiple subsystems and can be similarly advanced by addressing a variety of these subsystems. They also suggest that pat experiences with active object exploration can facilitate early information processing and the development of early knowledge.

Using a large longitudinal national dataset, The Freshmen Survey and College Senior Survey by the Higher Education Research Institution, we analyzed 950 Asian American college students to explore associations between their diverse social experiences and perceived mental health compared to other racial groups. Asian American college students appeared to show lower levels of mental health, spend less hours on social activities, and feel less connected to their friends and colleagues compared to their non-Asian counterparts (White, Black, and Latinx students). Asian American college students reported higher levels of mental health and were more satisfied with their social experience in their senior year compared to their freshmen year. For Asian American college students, gender and confidence in their social ability were significant predictors of mental health. Practical implications and recommendations for research to support Asian American students’ mental health and their social life are discussed.

A programme of resources and activities relating to 'Social and Emotional Aspects of Learning' (SEAL) has been rolled out nationally to primary and secondary schools in the UK, but we know little about how variations in the implementation of this work relate to key indicators of school success. In the present study, a team of experienced school advisors used a semi-structured observation and interview protocol to rate various aspects of the implementation of SEAL in 49 primary and secondary schools. A total of 2242 pupils in 29 of these schools completed measures of social experiences and school ethos. School-level attainment and attendance statistics were collated for all participating schools. Analysis revealed that ratings indicative of a whole-school universal approach to SEAL were significantly associated with school ethos, which in turn mediated associations with pupils' social experiences, overall school attainment, and persistent absence. Thematic analysis of the advisors' records illuminated key dimensions and exemplars of whole-school implementation. Results highlight the role of school ethos in systematically connecting whole-school practices relating to SEAL with key indicators of school success. Directions for further longitudinal work to elucidate specific causal mechanisms are discussed.

A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has mainly focused on children younger than 12; thus, we have much less of an understanding of the social impacts of home education on adolescents. Furthermore, previous research has often used social skills questionnaires and has not explored the experiences of home educating families from their own perspectives. The current study addresses these gaps in the literature by interviewing three home educated adolescents and their mothers about their social experiences and development with the research question of ‘how do home educated adolescents and their parents experience and understand socialisation?’. In one-to-one interviews, young people (aged 11–14) were asked about their experiences and perceptions of their social lives. In a separate interview, mothers were asked about how they facilitated these social experiences and their perceptions of the impact this had on their child’s development. Data from the interviews was thematically analysed. Results suggested that adolescents participated in a range of social experiences that promoted their social skills, happiness and confidence. Participants felt that this created a positive social environment and sense of community, and encouraged the adolescents to interact with a diverse range of people. However, further research is needed to explore whether this finding is generalisable to the broader community of home educated adolescents.