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Children
Special Issues
Social-Emotional Skills, Resilience, and Behavioral Problems in Children
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Social-Emotional Skills, Resilience, and Behavioral Problems in Children

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Mental Health".

Deadline for manuscript submissions: 5 May 2025 | Viewed by 12265

Special Issue Editor

Dr. Stefano Eleuteri

E-Mail Website
Guest Editor
Faculty of Medicine and Psychology, Sapienza University of Rome, 00185 Rome, Italy
Interests: psychological wellbeing; problem behavior; mental health; resilience; education; sexuality
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Childhood is a crucial period for the development of social-emotional skills. Optimal development in these areas during early life is associated with enhanced social and cognitive abilities, better academic performance, motivation, and social relationships, a reduced risk of behavioral problems (internalizing or externalizing) and social exclusion, and higher rates of overall well-being. This Special Issue aims to explore the role of protective factors like socio-emotional learning and resilience in promoting prosocial behavior in children. We believe that focusing on the emotional aspect of development is a key challenge for schools in the new millennium. In this Special Issue, we would like to focus on the active promotion of these skills through the implementation of educational programs. Articles that bring forth interesting insights and important contributions on children’s development in the social-emotional domain are welcome. We invite authors to explore what schools can do to contribute to the social and emotional education of children and engage with how schools can develop these aspects. It is also essential for us to know more about how early childhood education, in particular the interaction between teachers and children and peer interactions, contributes to children developing social-emotional skills.

Dr. Stefano Eleuteri
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • behavioral problems
  • emotional education
  • childhood resilience
  • socio-emotional development
  • prevention programs
  • bullying
  • victimization

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Published Papers (2 papers)

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Review

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17 pages, 1070 KiB  
Review
Inclusion Goals: What Sex Education for LGBTQIA+ Adolescents?
by Stefano Eleuteri, Marta Girardi, Rossella Spadola and Elisabetta Todaro
Children 2024, 11(8), 966; https://doi.org/10.3390/children11080966 - 10 Aug 2024
Viewed by 2677
Abstract
According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and [...] Read more.
According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and expression. However, current school curricula often focus on dichotomous sexual identity and hetero-cis-normative prevention strategies, neglecting the needs of gender minority (GM) and sexual minority (SM) youths. In family settings, discussions typically revolve around sexual risk reduction and basic contraception, omitting relational aspects and components of sexual identity such as orientations and gender expressions. This discrepancy highlights a gap between the official goals of sex education and its practical implementation, reflecting a cultural deficit in familial sex education. This study reviews the scientific literature on sexual health promotion interventions from 2015 to 2024 to identify inclusive approaches that enhance the participation of all youths, not just hetero-cis-normative individuals. The hypothesis is that most interventions primarily serve heterosexual and cisgender youths, indicating a need for more inclusive strategies to achieve better sexual health and educational outcomes. The study also suggests expanding curricula to align with recognized guidelines and the diverse needs of youth. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
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Other

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14 pages, 592 KiB  
Systematic Review
A Systematic Review of Treatment for Children with Autism Spectrum Disorder: The Sensory Processing and Sensory Integration Approach
by Jonathan Camino-Alarcón, Maria Auxiliadora Robles-Bello, Nieves Valencia-Naranjo and Aziz Sarhani-Robles
Children 2024, 11(10), 1222; https://doi.org/10.3390/children11101222 - 9 Oct 2024
Viewed by 8915
Abstract
Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, [...] Read more.
Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, and sensory integration is considered a suitable intervention for treating children diagnosed with ASD. Methods: This paper provides a systematic review on a timeline from 2013 to 2023, based on the PRISMA model. Evidence was sought in the academic search engines Pubmed, Scielo, Eric, Dialnet, Springer, Base Search and Google Scholar, which produced 16 articles according to the inclusion criteria. Results: According to the results of this review, intervention with sensory integration in infants with ASD meets the criteria to be considered an evidence-based practice. The studies reviewed focused mainly on clinical settings and, therefore, we highlight the urgent need for further research to evaluate the effectiveness of sensory integration interventions in naturalistic settings such as homes and schools. Conclusions: This will help to obtain more representative data on how these interventions affect the daily lives of children with ASD. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
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