Although research has demonstrated that both parents and peers influence adolescent development, it is not clear whether these relationships also serve as contexts for emotion socialization. In the current longitudinal study, we investigated whether maternal and peer emotion socialization were related to adolescent girls' daily emotions, emotion…

Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning…

This resource provides frameworks and strategies to guide schools as they encounter common psychosocial problems. It is designed as a desk reference aid. After an introductory overview of mental health in schools, Part I stresses ways to keep the environment in perspective as a cause of certain types of problems. Part II frames the full range of…

Nature-play inspires a sense of awe and wonder in young children, however, the uncertainty of elements in nature can also bring about fear and anxiety. Using sensory tours as a data collection method, this qualitative study explores the emotions of a four-year-old during his exploration of an imaginary "monster castle" in the forest, and…

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…

Past studies have investigated relationships between peer acceptance and peer-rated social behaviors. However, relatively little is known about the manner in which indices of well-being such as optimism and positive affect may predict peer acceptance above and beyond peer ratings of antisocial and prosocial behaviors. Early adolescence--roughly…

Early adversity, for example poor caregiving, can have profound effects on emotional development. Orphanage rearing, even in the best circumstances, lies outside of the bounds of a species-typical caregiving environment. The long-term effects of this early adversity on the neurobiological development associated with socio-emotional behaviors are…

Jerzy Kosinski's "The Painted Bird" is used as a case study to illustrate the universal and necessary unity which binds loneliness, hostility, anxiety, and despair over the possibility of communicating within individual isolated human consciousness. (HOD/Author)

Although direct behavioral control by the early learning system wanes, the adult learning system seems to be structured at least partially through the lasting influence of infantile experience. Under (hormonal) stress, residues of early experience are reinstated and incorporated into adult memory where they directly control behavior. (Author/LMO)

A discussion of the role of affective factors in reading within the framework of the substrata factor theory is presented. The substrata factor theory and theories of the intellect are briefly discussed, and the absence of affective factors in these theories is pointed out. These affective factors are seen as influential in the individual's…

This study attempted to provide some initial normative data to help professionals and researchers to distinguish between playful and stimulating suicidal fantasies as opposed to serious and compulsive thoughts and behaviours characterized by negative affects. It is argued that the former is a natural consequence of cognitive development, the entry…

Investigated associations between ego development and emotion communication in 73 adolescents, 33 of whom were residents of an inpatient psychiatric hospital. Found that enthusiasm, affection, anxiety, and neutrality were directly associated with higher stages of ego development, whereas sadness and anger were inversely correlated with ego…

Concerning the issues of emotional development, general agreement can only be reached on the definition of "emotional" behavior. Behavior is emotional when it varies from an individual's behavioral baseline by the addition of three components: (1) an action component, (2) an arousal component, and (3) a subjective "feeling" component. In all areas…