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16 pages, 1498 KiB

Open AccessArticle

Emotional Intelligence and School Bullying Victimization in Children and Youth Students: A Meta-Analysis

by Yijing Zhang and Ji-Kang Chen

Int. J. Environ. Res. Public Health 2023, 20(6), 4746; https://doi.org/10.3390/ijerph20064746 - 8 Mar 2023

Cited by 6 | Viewed by 4548

Abstract

School victimization among children and youth is a global public health issue that has long-term adverse effects on the victims’ mental health and behavioral development. Theories and research suggest that emotional intelligence may operate as a buffer against school bullying victimization. However, the [...] Read more.

School victimization among children and youth is a global public health issue that has long-term adverse effects on the victims’ mental health and behavioral development. Theories and research suggest that emotional intelligence may operate as a buffer against school bullying victimization. However, the strength of the association between emotional intelligence and bullying victimization is controversial. Therefore, we aimed to conduct a meta-analysis to evaluate the exact association between Emotional intelligence and school bullying victimization. We conducted a systematic search in PubMed, Web of Science, ProQuest Dissertations, Google Scholar, and China National Knowledge Infrastructure (CNKI) from inception to March 2022 for relevant studies that examine the association between emotional intelligence and school bullying victimization without a language limit. Twenty-four articles were included in our meta-analysis (n = 27,438). There was a small, negative, and significant association between emotional intelligence and school victimization among children and youth students. Sex and emotional intelligence measurement tools were variables that significantly moderated the link between emotional intelligence and bullying victimization. The findings indicated that improving students’ emotional intelligence could be a crucial strategy to lower the students’ risk of being bullied in school and online. It would be more effective among male students. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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13 pages, 399 KiB

Open AccessArticle

Burnout Syndrome in Selectable Athletes for the Brazilian Handball Team—Children Category

by Max dos Santos-Afonso, Luciano Garcia Lourenção, Marla dos Santos Afonso, Mirelle de Oliveira Saes, Fernando Braga dos Santos, José Gustavo Monteiro Penha, Daniela Menezes Galvão, Francisco Rosemiro Guimarães Ximenes Neto, Natalia Sperli Geraldes Marin dos Santos Sasaki, Maria de Lourdes Sperli Geraldes Santos, Flávio Adriano Borges, Jacqueline Flores de Oliveira, Sidiane Teixeira Rodrigues, Eliel de Oliveira Bandeira, Francisco Cavalcante de Alcantara, Carlos Leonardo Figueiredo Cunha, Francielle Garcia da Silva, Messias Lemos, Abelardo de Oliveira Soares Junior and Fernanda Burlani Neves

Int. J. Environ. Res. Public Health 2023, 20(4), 3692; https://doi.org/10.3390/ijerph20043692 - 19 Feb 2023

Cited by 2 | Viewed by 1938

Abstract

To investigate the presence of burnout syndrome in child athlete tryouts for the Brazilian Handball Team, before and after the National Development and Technical Improvement Camp is of great interest. A correlational study, with longitudinal design of the before-and-after type, carried out with [...] Read more.

To investigate the presence of burnout syndrome in child athlete tryouts for the Brazilian Handball Team, before and after the National Development and Technical Improvement Camp is of great interest. A correlational study, with longitudinal design of the before-and-after type, carried out with 64 male athletes in the children’s category, immersed in the National Camp for Development and Improvement of Handball Technique, in the municipality of São Bernardo do Campo, São Paulo, Brazil, in December 2018. To evaluate burnout syndrome, we used the Athlete Burnout Questionnaire (ABQ). There was a statistically significant increase of the mean scores for burnout and dimensions (Physical and Emotional Exhaustion = 1.5 to 1.6; p-value < 0.001; Reduced Sense of Accomplishment = 2.7 to 2.9; p-value < 0.001; Sports Devaluation = 1.4 to 1.6; p-value < 0.001; and General Burnout = 1.9 to 2.0; p-value < 0.001). The athletes selected for the national team had lower mean scores for general burnout and dimensions (Physical and Emotional Exhaustion = 1.5; Reduced Sense of Accomplishment = 2.7; Sports Devaluation = 1.5; General Burnout = 1.9). The National Camp for Development and Technical Improvement can have a negative impact on the mental health of athletes. This event is important to select the competitors with greater ability to face the pressure and adversities present in the sport environment. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

16 pages, 692 KiB

Open AccessArticle

Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)

by Adela Badau and Irina-Mihaela Trifan

Int. J. Environ. Res. Public Health 2022, 19(22), 14931; https://doi.org/10.3390/ijerph192214931 - 13 Nov 2022

Cited by 2 | Viewed by 2342

Abstract

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training [...] Read more.

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training and development of social and emotional skills (DeCo-S.E.). Eighteen teachers, involved in the research, were divided into two samples: the experimental group (EG) consisting of 10 preschool teachers who were trained to take up the DeCo-S.E. program, and the control group (GC) including eight preschool teachers who applied the classic educational strategies. The DeCo–S.E. program is aimed at developing social and emotional skills (emotion identification, frustration tolerance), reducing behavior problems, and solving problems with peers as part of the training process. The study also included 142 children in their last year at kindergarten, aged X ± SD 5.87 ± 2.87 years old, divided into two groups: the EG consisting of 74 children to whom the experimental program was implemented and the GC comprising 72 children who did not take part in the training program. In the present study, we applied only the Preschool and Kindergarten Behavior Scales for Teachers (PKBS-2) questionnaire to children in the pre- and post-experimental phases. The results were processed with the statistical software SPSS 22. The analysis of the scores of the questionnaire applied to the children highlighted a significant improvement in EG on both scales. The study reveals the effectiveness of the Development of social and emotional skills programs in preschool children has proven its effectiveness by reducing undesirable/maladaptive behaviours and positively developing socio-emotional skills in preschool children. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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13 pages, 911 KiB

Open AccessArticle

Bullying in Adolescents Practising Sport: A Structural Model Approach

by José Manuel Ortiz-Marcos, Ana Lendínez-Turón, Miguel Ángel Solano-Sánchez and María Tomé-Fernández

Int. J. Environ. Res. Public Health 2022, 19(20), 13438; https://doi.org/10.3390/ijerph192013438 - 18 Oct 2022

Cited by 3 | Viewed by 2192

Abstract

This article aims to analyse the relationship between the bullying aggressor and bullying victim profile related to practising or not practising sport in adolescents living in southern Spain. The research includes male and female participants aged between 12 and 16 years in different [...] Read more.

This article aims to analyse the relationship between the bullying aggressor and bullying victim profile related to practising or not practising sport in adolescents living in southern Spain. The research includes male and female participants aged between 12 and 16 years in different secondary schools in the provinces of Andalusia, Ceuta and Melilla in the period between February 2022 and June 2022. The study aims to extend the existing scientific, theoretical and empirical knowledge on the influence of playing sport or not on disruptive bullying attitudes in adolescents. To this end, two initial hypotheses were designed; the first hypothesises that bullying victim behaviours are associated with future bullying aggressor behaviours when practising sport; and the second states that victim behaviours are associated with future bullying aggressor behaviours when not practising sport. To verify them, SPSS software was used for the preliminary analysis of the scale and sociodemographic profile. Additionally, the study is based on structural equation modelling methodology and variance-based methods employing SmartPLS v3.3 software. The results show the importance of sport or physical activity to reduce the chances of carrying out bullying actions on other peers and/or classmates. Therefore, it is considered necessary to prevent bullying in the classroom by implementing sports intervention programmes in educational centres. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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12 pages, 376 KiB

Open AccessArticle

High Education and University Teaching and Learning Processes: Soft Skills

by Antonio Ragusa, Valeria Caggiano, Rubén Trigueros Ramos, Jerónimo J. González-Bernal, Ana Gentil-Gutiérrez, Susana Adelina Moreira Carvalho Bastos, Josefa González-Santos and Mirian Santamaría-Peláez

Int. J. Environ. Res. Public Health 2022, 19(17), 10699; https://doi.org/10.3390/ijerph191710699 - 27 Aug 2022

Cited by 11 | Viewed by 5626

Abstract

In the era of globalization and technology, society demands young generations of citizens able to work in a kind of environment characterized by complexity and diversity. Therefore, the education system faces a new kind of challenge, as graduates are reported to need transversal [...] Read more.

In the era of globalization and technology, society demands young generations of citizens able to work in a kind of environment characterized by complexity and diversity. Therefore, the education system faces a new kind of challenge, as graduates are reported to need transversal skills, which are unlikely to be learned through traditional classroom teaching. The overall aim of this article is to examine the needs for these skills and their acquisition by higher education teachers to cope with the evolving European labour market of the 2020s. The article envisions the importance of soft skills in the teaching profession. The empirical part consists of a comparative study with Italian and Portuguese teachers, highlighting the status of a set of crucial soft skills (assertiveness, networking skills, teamwork, sensitivity, socialization, action-orientation, ability to work under pressure and social desirability). Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

9 pages, 527 KiB

Open AccessArticle

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents

by Nieves Gutiérrez Ángel, Isabel Mercader Rubio, Rubén Trigueros Ramos, Nieves Fátima Oropesa Ruiz, Jesús Nicasio García-Sánchez and Judit García Martín

Int. J. Environ. Res. Public Health 2022, 19(16), 10358; https://doi.org/10.3390/ijerph191610358 - 19 Aug 2022

Cited by 5 | Viewed by 2008

Abstract

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and [...] Read more.

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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17 pages, 430 KiB

Open AccessArticle

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

by Wendy L. Arteaga-Cedeño, Miguel Á. Carbonero-Martín, Luis J. Martín-Antón and Paula Molinero-González

Int. J. Environ. Res. Public Health 2022, 19(16), 9882; https://doi.org/10.3390/ijerph19169882 - 11 Aug 2022

Cited by 6 | Viewed by 3149

Abstract

Emotional intelligence is the key to students’ psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as [...] Read more.

Emotional intelligence is the key to students’ psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as a result, that of their students. This study seeks to gain an insight into the levels of socioemotional skills of emotional perception, emotional understanding, and emotional regulation and how these are linked to the sociodemographic and career profile of teachers in infant and primary education. For this, we surveyed 351 teachers—310 female and 41 male—aged between 20 and 69. We used the Trait Meta-Mood Scale-24 (TMMS-24) together with a questionnaire (ad hoc) to determine the sociodemographic and career profile of participating teachers. Statistical analysis of the data showed that gender impacts on emotional regulation and emotional perception, while age and number of the children were also seen to have significant difference on emotional regulation and emotional perception. In contrast, professional qualifications were only seen to affect emotional perception. The variable reflecting the level at which staff teach showed significant difference on emotional perception and emotional understanding, while administrative posts held by teachers also demonstrated significant difference on their emotional understanding. The results confirm that sociodemographic and work-related variables impact the level of socioemotional skills of infant and primary education teachers. These aspects should be taken into account in the structure and planning of training aimed at developing socioemotional skills in order to ensure their success. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

15 pages, 1143 KiB

Open AccessArticle

Systematic Bias in Self-Reported Social Media Use in the Age of Platform Swinging: Implications for Studying Social Media Use in Relation to Adolescent Health Behavior

by Sarah C. Boyle, Sebastian Baez, Bradley M. Trager and Joseph W. LaBrie

Int. J. Environ. Res. Public Health 2022, 19(16), 9847; https://doi.org/10.3390/ijerph19169847 - 10 Aug 2022

Cited by 14 | Viewed by 3685

Abstract

Public health researchers are increasingly interested in the potential relationships between social media (SM) use, well-being, and health behavior among adolescents. However, most research has assessed daily SM time via self-report survey questions, despite a lack of clarity around the accuracy of such [...] Read more.

Public health researchers are increasingly interested in the potential relationships between social media (SM) use, well-being, and health behavior among adolescents. However, most research has assessed daily SM time via self-report survey questions, despite a lack of clarity around the accuracy of such reports given the current tendency of youth to access SM on multiple electronic devices and cycle between multiple SM platforms on a daily basis (i.e., platform swinging). The current study investigates the potential for systematic reporting biases to skew findings. Three hundred and twenty incoming college students downloaded software on their computers, tablets, and smartphones to track their active use of Facebook, Twitter, Instagram, and Snapchat over a 2-week surveillance period and then self-reported their average daily minutes on each platform immediately after. Larger proportions of students over-estimated than under-estimated their use, with the largest overestimations found on the most heavily used platforms. Females logged significantly more SM time and were less accurate in reporting than were males and, independently, the likelihood of substantial inaccuracies in reporting total SM time and time on most individual platforms increased with each additional SM platform participants reported using. Findings demonstrate that self-reported estimates of SM time among adolescents in the age of SM platform swinging are prone to substantial error and may lead to biased conclusions about relationships between variables. Alternative measurement approaches are suggested to improve the validity of future research in this area. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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11 pages, 374 KiB

Open AccessArticle

Bullying in Adolescents: Differences between Gender and School Year and Relationship with Academic Performance

by Ana Isabel Obregon-Cuesta, Luis Alberto Mínguez-Mínguez, Benito León-del-Barco, Santiago Mendo-Lázaro, Jessica Fernández-Solana, Jerónimo J. González-Bernal and Josefa González-Santos

Int. J. Environ. Res. Public Health 2022, 19(15), 9301; https://doi.org/10.3390/ijerph19159301 - 29 Jul 2022

Cited by 18 | Viewed by 6168

Abstract

School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying [...] Read more.

School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education students, as well as their relationship with academic performance. To categorize students according to their bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used. The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based on gender and academic year, and the one-way ANOVA test was used to analyze its relationship with academic performance. Research participants were 562 students from the 5th (n = 228) and 6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years. They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66, standard deviation = 1.206). The results showed statistically significant differences in gender and academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which students find themselves. The academic performance of the non-bully/non-victim and those in the victim category was found to be higher than that of bullies and bully/victim students. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

17 pages, 1404 KiB

Open AccessArticle

Protective Factors against Self-Harm and Suicidality among Australian Indigenous Adolescents: A Strengths-Based Analysis of the Longitudinal Study of Indigenous Children

by Md Irteja Islam, Lisa Sharwood, Verity Chadwick, Tuguy Esgin and Alexandra Martiniuk

Int. J. Environ. Res. Public Health 2022, 19(15), 9131; https://doi.org/10.3390/ijerph19159131 - 26 Jul 2022

Cited by 2 | Viewed by 3903

Abstract

Background: Understanding and encouraging social and emotional well-being (SEWB) among Indigenous adolescents is vital in countering the impacts of colonisation and intergenerational trauma. As self-harm and suicidality are considered markers of poor SEWB among Indigenous communities, we aimed to identify the individual-level and [...] Read more.

Background: Understanding and encouraging social and emotional well-being (SEWB) among Indigenous adolescents is vital in countering the impacts of colonisation and intergenerational trauma. As self-harm and suicidality are considered markers of poor SEWB among Indigenous communities, we aimed to identify the individual-level and community-level factors protecting Indigenous adolescents from self-harm and suicidality. Methods: Data came from Footprints in Time—The Longitudinal Study of Indigenous Children (waves 10 and 11), conducted among Indigenous families across Australia. A strengths-based analysis fitted multilevel logistic regression to explore associations with factors proposed as protective against self-reported self-harm and suicidality among Indigenous adolescents. Results: Our study cohort included 365 adolescents with complete data for the variables of interest. Adolescents had a mean (SD) age of 14.04 (0.45) years and a sex ratio of almost 1:1, and most were attending school (96.2%). Previous self-harm was reported by 8.2% (n = 30); previous suicidality was reported by 4.1% (n = 15). Individual-level factors protecting against self-harm and suicidality were being male, living in a cohesive family, and having low total Strengths and Difficulty Questionnaire scores (p < 0.05 for all). Residing in major cities compared with regional/remote areas was protective against self-harm (OR 5.94, 95% CI 1.31–26.81). Strong cultural identity was not found to be a protective factor against self-harm and/or suicidality in the sample. Conclusions: This study identified key individual- and community-level factors that can protect Australian Indigenous adolescents against self-harm and suicidality, particularly family cohesion. Identifying strengths for this at-risk population can inform prevention strategies, particularly for rural living adolescents with high distress. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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11 pages, 346 KiB

Open AccessArticle

Caregivers’ Difficulty in Managing Smartphone Use of Children with Attention-Deficit/Hyperactivity Disorder during the COVID-19 Pandemic: Relationships with Caregiver and Children Factors

by Jia-In Lee, Ray C. Hsiao, Ching-Shu Tsai and Cheng-Fang Yen

Int. J. Environ. Res. Public Health 2022, 19(9), 5194; https://doi.org/10.3390/ijerph19095194 - 25 Apr 2022

Cited by 1 | Viewed by 2088

Abstract

This study examined the difficulty encountered by caregivers of children with attention-deficit/hyperactivity disorder (ADHD) in managing children’s smartphone use during the coronavirus disease 2019 (COVID-19) pandemic and the caregiver- and children-related factors that influence this difficulty. In total, 252 caregivers of children with [...] Read more.

This study examined the difficulty encountered by caregivers of children with attention-deficit/hyperactivity disorder (ADHD) in managing children’s smartphone use during the coronavirus disease 2019 (COVID-19) pandemic and the caregiver- and children-related factors that influence this difficulty. In total, 252 caregivers of children with ADHD were recruited into this study. The caregivers completed a research questionnaire to provide data regarding the difficulty they encountered in managing the smartphone use of children during the COVID-19 pandemic, their general mental health and parenting styles, and the ADHD and oppositional defiant disorder (ODD) symptoms of the children they are caring for. The results indicated that almost 45% of the caregivers of children with ADHD sometimes or often found it difficult to manage the smartphone use of children with ADHD during the COVID-19 pandemic. For the caregivers, a short duration of education, poor general mental health, unaffectionate/uncaring and overprotective parenting styles, older children, and inattention and ODD symptoms were significantly associated with increased difficulty in managing their children’s smartphone use during the COVID-19 pandemic. On the basis of the relevant factors identified in this study, an intervention should be developed to enhance the skills of caregivers of children with ADHD with respect to the management of children’s smartphone use during the COVID-19 pandemic. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

11 pages, 574 KiB

Open AccessArticle

Adaptation of Questionnaire about Aggressive Beliefs and Attitudes in Spanish Adolescents

by Carlos Salavera, Pablo Usán and Alberto Quílez-Robres

Int. J. Environ. Res. Public Health 2022, 19(9), 5050; https://doi.org/10.3390/ijerph19095050 - 21 Apr 2022

Viewed by 1873

Abstract

Aggressive beliefs and attitudes are increasingly present in adolescents, and it can be argued that they are a prevalent feature of adolescence. Michel, Pace, Edun, Sawhney, and Thomas’s (2014) original thirty-item scale was later shortened to a more parsimonious eight-item scale (ABA-SF). This [...] Read more.

Aggressive beliefs and attitudes are increasingly present in adolescents, and it can be argued that they are a prevalent feature of adolescence. Michel, Pace, Edun, Sawhney, and Thomas’s (2014) original thirty-item scale was later shortened to a more parsimonious eight-item scale (ABA-SF). This study addresses the adaptation and validation of the brief Aggressive Beliefs and Attitudes Scale to Spanish adolescents. The sample comprised a group of Spanish adolescents (N = 771, M age = 14.01 years). A total of two studies were undertaken: (1) the scale was translated into Spanish and its internal consistency, factorial structure and convergent validity were established; and (2) factorial analysis was undertaken to confirm the questionnaire. The results yielded high scores for internal consistency, reliability (α = 0.82; Ω = 0.83) and convergent validity. The examination of the underlying nomological network revealed links with positive and negative feelings, anxiety and aggression. According to the Exploratory Factorial Analysis (EFA), the aggregate variance of the factors in the scale was 65.814%, indicating that they can explain variations in aggression levels in adolescents. For its part, the Factorial Confirmatory Analysis (FCA) confirmed the match between the translation and the model, leading to a sustainable model composed by the three factors identified and eight items: χ² (17) = 30.693; p < 0.001; χ²/gL = 1.805; CFI = 0.968; NFI = 0.837; TLI = 0.944; RMSEA = 0.060, IC del 95% (0.048–0.072). The short scale is easy to understand and quick to complete and is thus considered a useful instrument to assess aggression levels in adolescents. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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16 pages, 1027 KiB

Open AccessArticle

Bullied Because of Their Teeth: Evidence from a Longitudinal Study on the Impact of Oral Health on Bullying Victimization among Australian Indigenous Children

by Md Irteja Islam, Verity Chadwick, Tuguy Esgin and Alexandra Martiniuk

Int. J. Environ. Res. Public Health 2022, 19(9), 4995; https://doi.org/10.3390/ijerph19094995 - 20 Apr 2022

Cited by 4 | Viewed by 3429

Abstract

Making life better for Indigenous peoples is a global priority. Although bullying and oral health have always been a topic of concern, there is limited information regarding the impact of this problem on the general population, with no evidence in this regard among [...] Read more.

Making life better for Indigenous peoples is a global priority. Although bullying and oral health have always been a topic of concern, there is limited information regarding the impact of this problem on the general population, with no evidence in this regard among the Australian Indigenous population. Thus, we aimed to quantify the relationship between bullying victimization and oral health problems by remoteness among 766 Australian Indigenous children aged between 10–15-years using data from the LSIC study. Bivariate and multilevel mixed-effect logistic regression analyses were employed. Findings indicated children self-reported bullying more than parents reported their children were being bullied (44% vs. 33.6%), with a higher percentage from rural/remote areas than urban areas. Parents reported that oral health problems increased the probability (OR 2.20, p < 0.05) of being bullied, in Indigenous children living in urban areas. Racial discrimination, lower level of parental education and poor child oral hygiene increase the risk of bullying victimization. Parental happiness with life and a safe community were associated with a lower risk of bullying. Dental problems are linked with Australian Indigenous children experiencing bullying victimization. Cultural resilience and eliminating discrimination may be two modifiable paths to ameliorating health issues associated with bullying in the Australian Indigenous community. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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18 pages, 374 KiB

Open AccessArticle

Do Crowding-Out Effects Explain the Low Effect of a Health Promotion Intervention among Young People at a Vocational School?

by Bent E. Mikkelsen, Annette Q. Romani and Maria P. Brandão

Int. J. Environ. Res. Public Health 2021, 18(21), 11127; https://doi.org/10.3390/ijerph182111127 - 22 Oct 2021

Cited by 1 | Viewed by 1918

Abstract

In recent years, school-based interventions have increasingly been used as a strategy to promote good eating habits and physical activity among young people at school. However, little is known about the effect that this kind of public involvement has on the overall behavior [...] Read more.

In recent years, school-based interventions have increasingly been used as a strategy to promote good eating habits and physical activity among young people at school. However, little is known about the effect that this kind of public involvement has on the overall behavior of young people. Economists refer to the existence of a crowding-out effect when public sector engagement in influencing behavior is counteracted by behaviors at the individual level. The aim of this study was to investigate the effects of a health promotion intervention program among young people at a vocational school on the overall behavior of the students and consider whether a crowding-out effect existed when it came to health behavior. This study used data from the Gearing up the Body (GUB) intervention that was carried out at the vocational school of Uddannelsescenter Holstebro, Denmark. The study included 130 students from two vocational programs. Answers were collected from survey questions in three waves. Our results showed that intervening in the school setting had the intended impact on physical activity but an unintended impact on eating behavior. In the GUB study, we found signs of countervailing behaviors in and out of school that need to be further explored. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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13 pages, 2307 KiB

Open AccessSystematic Review

Effects of Therapeutic Horseback-Riding Program on Social and Communication Skills in Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis

by Shihui Chen, Yanjie Zhang, Mengxian Zhao, Xiru Du, Yongtai Wang and Xiaolei Liu

Int. J. Environ. Res. Public Health 2022, 19(21), 14449; https://doi.org/10.3390/ijerph192114449 - 4 Nov 2022

Cited by 10 | Viewed by 7219

Abstract

Animal-assisted therapy has become a fast-growing and effective approach for remediating core impairments of children with ASD; however, recent systematic review studies on the effects of AAT in children with ASD have some limitations, including referral to a variety of animal-assisted interventions rather [...] Read more.

Animal-assisted therapy has become a fast-growing and effective approach for remediating core impairments of children with ASD; however, recent systematic review studies on the effects of AAT in children with ASD have some limitations, including referral to a variety of animal-assisted interventions rather than to horseback-riding therapy alone and the absence of any meta-analysis in systematic reviews. A complete systematic review of the studies that describe the use of THR as an intervention is needed to specifically target the core impairments of children with ASD. The purpose of this study was to employ the systematic review method to synthesize research findings regarding the effects of THR programs on the social interaction and communication skills of children with ASD. We conducted a structured search in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We searched for potentially relevant studies in five databases (Web of Science, PubMed, CINAHL, Scopus, and SPORTDiscus) from inception until February 2022. In addition, we manually searched the bibliographies of the included studies to find articles that might otherwise have been missed. We considered articles eligible or ineligible if they satisfied specific inclusion or exclusion criteria. Our results showed that the THR program is an effective direct and alternative therapeutic program that can considerably improve the social behaviors and communication skills of children with ASD and can effectively impact autistic impairments in areas such as social awareness, social cognition, social motivation, and social communication. These findings are in line with those of previous studies; however, we did not find statistical evidence of any effect of THR on the autistic behaviors of irritability, stereotypy, and inappropriate speech. In conclusion, the findings produced by this meta-analysis study provide evidence that THR programs can considerably improve the social behaviors and communication skills of children with ASD. Full article

(This article belongs to the Special Issue Behavioral Problems in Childhood and Adolescence)

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