#childdevelopment — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #childdevelopment, aggregated by home.social.
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New York City Mayor: Ahead of Summer Break, Mayor Mamdani Launches Interactive Website Connecting Young New Yorkers to Free and Low-Cost Summer Programs. “The website allows users to search by age, ZIP code, interests and travel distance, helping families find activities ranging from painting classes to basketball leagues, soccer programs, and other extracurricular opportunities. It also […]
https://rbfirehose.com/2026/05/28/new-york-city-mayor-ahead-of-summer-break-mayor-mamdani-launches-interactive-website-connecting-young-new-yorkers-to-free-and-low-cost-summer-programs/ -
DATE: May 4, 2026
SOURCE: AMERICAN PSYCHOLOGICAL ASSOCIATIONTITLE: Parents’ stress tied to children’s mental health
Two of the top sources of stress were kids’ behavioral issues and kids’ mental health.
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
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NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
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It's primitive... but it works... mostly...
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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #ParentsStress #ChildMentalHealth #BehavioralIssues #KidsWellbeing #MentalHealthAwareness #ParentingTips #FamilySupport #StressManagement #ChildDevelopment #EducationalInsights
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🧠👶 New scans show that fathers’ #brains undergo significant restructuring in the first six months after #childbirth.
Gray matter shrinks in some regions and swells in others, with changes tied to #caregiving, attention, emotional processing, and the brain’s reward system. Led by psychiatrist Negin Daneshnia in #Germany, the study suggests the male brain prunes and rewires itself to meet the demands of caring for a #newborn, much like the maternal brain does during #pregnancy.
👉 https://www.sciencealert.com/fatherhood-dramatically-rewires-your-brain-scans-reveal
#fatherhood #neuroscience #parenting #science #mentalhealth #biology #research #family #childdevelopment #parenthood
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🧠👶 New scans show that fathers’ #brains undergo significant restructuring in the first six months after #childbirth.
Gray matter shrinks in some regions and swells in others, with changes tied to #caregiving, attention, emotional processing, and the brain’s reward system. Led by psychiatrist Negin Daneshnia in #Germany, the study suggests the male brain prunes and rewires itself to meet the demands of caring for a #newborn, much like the maternal brain does during #pregnancy.
👉 https://www.sciencealert.com/fatherhood-dramatically-rewires-your-brain-scans-reveal
#fatherhood #neuroscience #parenting #science #mentalhealth #biology #research #family #childdevelopment #parenthood
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🧠👶 New scans show that fathers’ #brains undergo significant restructuring in the first six months after #childbirth.
Gray matter shrinks in some regions and swells in others, with changes tied to #caregiving, attention, emotional processing, and the brain’s reward system. Led by psychiatrist Negin Daneshnia in #Germany, the study suggests the male brain prunes and rewires itself to meet the demands of caring for a #newborn, much like the maternal brain does during #pregnancy.
👉 https://www.sciencealert.com/fatherhood-dramatically-rewires-your-brain-scans-reveal
#fatherhood #neuroscience #parenting #science #mentalhealth #biology #research #family #childdevelopment #parenthood
-
🧠👶 New scans show that fathers’ #brains undergo significant restructuring in the first six months after #childbirth.
Gray matter shrinks in some regions and swells in others, with changes tied to #caregiving, attention, emotional processing, and the brain’s reward system. Led by psychiatrist Negin Daneshnia in #Germany, the study suggests the male brain prunes and rewires itself to meet the demands of caring for a #newborn, much like the maternal brain does during #pregnancy.
👉 https://www.sciencealert.com/fatherhood-dramatically-rewires-your-brain-scans-reveal
#fatherhood #neuroscience #parenting #science #mentalhealth #biology #research #family #childdevelopment #parenthood
-
🧠👶 New scans show that fathers’ #brains undergo significant restructuring in the first six months after #childbirth.
Gray matter shrinks in some regions and swells in others, with changes tied to #caregiving, attention, emotional processing, and the brain’s reward system. Led by psychiatrist Negin Daneshnia in #Germany, the study suggests the male brain prunes and rewires itself to meet the demands of caring for a #newborn, much like the maternal brain does during #pregnancy.
👉 https://www.sciencealert.com/fatherhood-dramatically-rewires-your-brain-scans-reveal
#fatherhood #neuroscience #parenting #science #mentalhealth #biology #research #family #childdevelopment #parenthood
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Associated Press: America’s tech-filled classrooms are facing a backlash against school-assigned devices. “After pouring billions of dollars into laptops, tablets and learning apps, many schools are facing a digital reckoning. Classrooms have become saturated with screens, and a growing number of parents, teachers and school districts are saying it is time to scale back.”
https://rbfirehose.com/2026/05/26/associated-press-americas-tech-filled-classrooms-are-facing-a-backlash-against-school-assigned-devices/ -
DATE: May 26, 2026 at 08:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: A single question about sound sensitivity can predict teenage anxiety
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
An analysis of the Avon Longitudinal Study of Parents and Children data found that children with hyperacusis at age 11 tended to show more severe symptoms of anxiety when they were 13 and 16 years old. The association remained even when controlling for pre-existing anxiety and emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. The paper was published in the Journal of Child Psychology and Psychiatry.
Hyperacusis is a condition in which ordinary sounds feel unusually loud, uncomfortable, painful, or overwhelming. Sounds that most people tolerate easily, such as dishes clinking, traffic, voices, music, or household appliances, may feel unbearable to someone with hyperacusis. It is different from simply disliking noise, because the person’s sound tolerance is reduced.
Hyperacusis can affect one or both ears. It may occur after noise exposure, ear problems, migraine, head injury, certain neurological conditions, anxiety, or sometimes without a clear cause. Some people with hyperacusis also have tinnitus, which means hearing ringing, buzzing, or other sounds without an external source. The condition can lead people to avoid social situations, public places, work environments, or everyday activities. Interestingly, using ear protection all the time can sometimes make sound sensitivity worse, although such protection is useful in environments that are genuinely loud.
Study author Foteini Tseliou and her colleagues wanted to assess whether a single question about hyperacusis at age 11 helps predict anxiety and related emotional problems in adolescence (ages 13 and 16). They also wanted to know whether it can distinguish previously identified developmental trajectories of anxiety.
These authors analyzed data from the Avon Longitudinal Study of Parents and Children (ALSPAC). ALSPAC is an ongoing longitudinal study that initially enrolled 14,541 pregnant women residing in the Avon area in the UK who expected delivery between April 1991 and the end of 1992. They gave birth to 14,062 children, 13,988 of whom reached 1 year of age.
Data used in this analysis came from 6,621 participants of the ALSPAC study. Fifty-one percent of them were female. They answered a question about hyperacusis when they were 11 years old and provided data on mental health outcomes of interest for this analysis at least once after this. These outcomes were emotional problems at 13 and 16 years of age; anxiety, depression, and self-harm at 24; and emotional problems at 25 years of age.
When participating children were 11 years old, they attended a hearing assessment during which a hyperacusis and tinnitus interview was also carried out. One of the questions asked them whether they ever experienced oversensitivity or distress to particular sounds, referring to everyday sounds, not sounds that were particularly loud. The authors of this study used responses to this question as a measure of hyperacusis.
Results showed that 3.7% of participating children reported hyperacusis. Sixty-two percent of the children reporting hyperacusis were boys. Analyses showed that children who reported hyperacusis at age 11 had three times higher odds of reporting hyperacusis when they were 28 years old.
Further analyses revealed that children who suffered from hyperacusis at 11 years of age tended to show more severe symptoms of anxiety when they were 13 and 16 years old. This association remained even when accounting for pre-existing anxiety or emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. Specifically, the researchers noted that hyperacusis was most strongly associated with symptoms of fear, worry, and nervousness, rather than broader depressive symptoms or somatic complaints.
Hyperacusis at 11 years of age also predicted a persistent trajectory of anxiety development. This trajectory refers to children whose anxiety-related emotional problems were already high in childhood and remained high throughout childhood and adolescence, rather than decreasing over time. Additional analyses found that hyperacusis still predicted emotional problems when participants were 25 years old, but did not predict adult generalized anxiety disorder, major depressive disorder, or suicidal self-harm.
“Taken together, our findings suggest that assessing hyperacusis at age 11 can provide additional predictive insights into the exacerbation and maintenance of anxiety in adolescence,” the study authors concluded.
The study contributes to the body of scientific knowledge about the mental health correlates of hyperacusis. However, the study authors note that the ALSPAC study experienced substantial dropout over time, with over 50% of participants dropping out of the study by 24 years of age. This could have introduced attrition bias, affecting the results. Furthermore, measuring hyperacusis with a single question asked during a formal hearing clinic may have led to underreporting, as some children might not have realized the question applied to everyday distress over normal noises.
The paper, “Sensory hyperacusis as a predictor of anxiety in adolescence,” was authored by Foteini Tseliou, Stephan Collishaw, Alice Price, and Petroc Sumner.
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #Hyperacusis #AnxietyInAdolescence #ALSPAC #Teen MentalHealth #SoundSensitivity #PediatricPsychology #HearingHealth #MentalHealthResearch #ChildDevelopment #PredictivePsychology
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DATE: May 26, 2026 at 08:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: A single question about sound sensitivity can predict teenage anxiety
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
An analysis of the Avon Longitudinal Study of Parents and Children data found that children with hyperacusis at age 11 tended to show more severe symptoms of anxiety when they were 13 and 16 years old. The association remained even when controlling for pre-existing anxiety and emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. The paper was published in the Journal of Child Psychology and Psychiatry.
Hyperacusis is a condition in which ordinary sounds feel unusually loud, uncomfortable, painful, or overwhelming. Sounds that most people tolerate easily, such as dishes clinking, traffic, voices, music, or household appliances, may feel unbearable to someone with hyperacusis. It is different from simply disliking noise, because the person’s sound tolerance is reduced.
Hyperacusis can affect one or both ears. It may occur after noise exposure, ear problems, migraine, head injury, certain neurological conditions, anxiety, or sometimes without a clear cause. Some people with hyperacusis also have tinnitus, which means hearing ringing, buzzing, or other sounds without an external source. The condition can lead people to avoid social situations, public places, work environments, or everyday activities. Interestingly, using ear protection all the time can sometimes make sound sensitivity worse, although such protection is useful in environments that are genuinely loud.
Study author Foteini Tseliou and her colleagues wanted to assess whether a single question about hyperacusis at age 11 helps predict anxiety and related emotional problems in adolescence (ages 13 and 16). They also wanted to know whether it can distinguish previously identified developmental trajectories of anxiety.
These authors analyzed data from the Avon Longitudinal Study of Parents and Children (ALSPAC). ALSPAC is an ongoing longitudinal study that initially enrolled 14,541 pregnant women residing in the Avon area in the UK who expected delivery between April 1991 and the end of 1992. They gave birth to 14,062 children, 13,988 of whom reached 1 year of age.
Data used in this analysis came from 6,621 participants of the ALSPAC study. Fifty-one percent of them were female. They answered a question about hyperacusis when they were 11 years old and provided data on mental health outcomes of interest for this analysis at least once after this. These outcomes were emotional problems at 13 and 16 years of age; anxiety, depression, and self-harm at 24; and emotional problems at 25 years of age.
When participating children were 11 years old, they attended a hearing assessment during which a hyperacusis and tinnitus interview was also carried out. One of the questions asked them whether they ever experienced oversensitivity or distress to particular sounds, referring to everyday sounds, not sounds that were particularly loud. The authors of this study used responses to this question as a measure of hyperacusis.
Results showed that 3.7% of participating children reported hyperacusis. Sixty-two percent of the children reporting hyperacusis were boys. Analyses showed that children who reported hyperacusis at age 11 had three times higher odds of reporting hyperacusis when they were 28 years old.
Further analyses revealed that children who suffered from hyperacusis at 11 years of age tended to show more severe symptoms of anxiety when they were 13 and 16 years old. This association remained even when accounting for pre-existing anxiety or emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. Specifically, the researchers noted that hyperacusis was most strongly associated with symptoms of fear, worry, and nervousness, rather than broader depressive symptoms or somatic complaints.
Hyperacusis at 11 years of age also predicted a persistent trajectory of anxiety development. This trajectory refers to children whose anxiety-related emotional problems were already high in childhood and remained high throughout childhood and adolescence, rather than decreasing over time. Additional analyses found that hyperacusis still predicted emotional problems when participants were 25 years old, but did not predict adult generalized anxiety disorder, major depressive disorder, or suicidal self-harm.
“Taken together, our findings suggest that assessing hyperacusis at age 11 can provide additional predictive insights into the exacerbation and maintenance of anxiety in adolescence,” the study authors concluded.
The study contributes to the body of scientific knowledge about the mental health correlates of hyperacusis. However, the study authors note that the ALSPAC study experienced substantial dropout over time, with over 50% of participants dropping out of the study by 24 years of age. This could have introduced attrition bias, affecting the results. Furthermore, measuring hyperacusis with a single question asked during a formal hearing clinic may have led to underreporting, as some children might not have realized the question applied to everyday distress over normal noises.
The paper, “Sensory hyperacusis as a predictor of anxiety in adolescence,” was authored by Foteini Tseliou, Stephan Collishaw, Alice Price, and Petroc Sumner.
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #Hyperacusis #AnxietyInAdolescence #ALSPAC #Teen MentalHealth #SoundSensitivity #PediatricPsychology #HearingHealth #MentalHealthResearch #ChildDevelopment #PredictivePsychology
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DATE: May 26, 2026 at 08:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: A single question about sound sensitivity can predict teenage anxiety
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
An analysis of the Avon Longitudinal Study of Parents and Children data found that children with hyperacusis at age 11 tended to show more severe symptoms of anxiety when they were 13 and 16 years old. The association remained even when controlling for pre-existing anxiety and emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. The paper was published in the Journal of Child Psychology and Psychiatry.
Hyperacusis is a condition in which ordinary sounds feel unusually loud, uncomfortable, painful, or overwhelming. Sounds that most people tolerate easily, such as dishes clinking, traffic, voices, music, or household appliances, may feel unbearable to someone with hyperacusis. It is different from simply disliking noise, because the person’s sound tolerance is reduced.
Hyperacusis can affect one or both ears. It may occur after noise exposure, ear problems, migraine, head injury, certain neurological conditions, anxiety, or sometimes without a clear cause. Some people with hyperacusis also have tinnitus, which means hearing ringing, buzzing, or other sounds without an external source. The condition can lead people to avoid social situations, public places, work environments, or everyday activities. Interestingly, using ear protection all the time can sometimes make sound sensitivity worse, although such protection is useful in environments that are genuinely loud.
Study author Foteini Tseliou and her colleagues wanted to assess whether a single question about hyperacusis at age 11 helps predict anxiety and related emotional problems in adolescence (ages 13 and 16). They also wanted to know whether it can distinguish previously identified developmental trajectories of anxiety.
These authors analyzed data from the Avon Longitudinal Study of Parents and Children (ALSPAC). ALSPAC is an ongoing longitudinal study that initially enrolled 14,541 pregnant women residing in the Avon area in the UK who expected delivery between April 1991 and the end of 1992. They gave birth to 14,062 children, 13,988 of whom reached 1 year of age.
Data used in this analysis came from 6,621 participants of the ALSPAC study. Fifty-one percent of them were female. They answered a question about hyperacusis when they were 11 years old and provided data on mental health outcomes of interest for this analysis at least once after this. These outcomes were emotional problems at 13 and 16 years of age; anxiety, depression, and self-harm at 24; and emotional problems at 25 years of age.
When participating children were 11 years old, they attended a hearing assessment during which a hyperacusis and tinnitus interview was also carried out. One of the questions asked them whether they ever experienced oversensitivity or distress to particular sounds, referring to everyday sounds, not sounds that were particularly loud. The authors of this study used responses to this question as a measure of hyperacusis.
Results showed that 3.7% of participating children reported hyperacusis. Sixty-two percent of the children reporting hyperacusis were boys. Analyses showed that children who reported hyperacusis at age 11 had three times higher odds of reporting hyperacusis when they were 28 years old.
Further analyses revealed that children who suffered from hyperacusis at 11 years of age tended to show more severe symptoms of anxiety when they were 13 and 16 years old. This association remained even when accounting for pre-existing anxiety or emotional problems, autism traits, and other neurodiversity characteristics such as ADHD, dyslexia, or dyspraxia. Specifically, the researchers noted that hyperacusis was most strongly associated with symptoms of fear, worry, and nervousness, rather than broader depressive symptoms or somatic complaints.
Hyperacusis at 11 years of age also predicted a persistent trajectory of anxiety development. This trajectory refers to children whose anxiety-related emotional problems were already high in childhood and remained high throughout childhood and adolescence, rather than decreasing over time. Additional analyses found that hyperacusis still predicted emotional problems when participants were 25 years old, but did not predict adult generalized anxiety disorder, major depressive disorder, or suicidal self-harm.
“Taken together, our findings suggest that assessing hyperacusis at age 11 can provide additional predictive insights into the exacerbation and maintenance of anxiety in adolescence,” the study authors concluded.
The study contributes to the body of scientific knowledge about the mental health correlates of hyperacusis. However, the study authors note that the ALSPAC study experienced substantial dropout over time, with over 50% of participants dropping out of the study by 24 years of age. This could have introduced attrition bias, affecting the results. Furthermore, measuring hyperacusis with a single question asked during a formal hearing clinic may have led to underreporting, as some children might not have realized the question applied to everyday distress over normal noises.
The paper, “Sensory hyperacusis as a predictor of anxiety in adolescence,” was authored by Foteini Tseliou, Stephan Collishaw, Alice Price, and Petroc Sumner.
URL: https://www.psypost.org/a-single-question-about-sound-sensitivity-can-predict-teenage-anxiety/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #Hyperacusis #AnxietyInAdolescence #ALSPAC #Teen MentalHealth #SoundSensitivity #PediatricPsychology #HearingHealth #MentalHealthResearch #ChildDevelopment #PredictivePsychology
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DATE: May 25, 2026 at 06:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Early pretend play is linked to better mental health years later
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
A recent study suggests that toddlers who show stronger abilities in pretend play tend to experience fewer emotional and behavioral difficulties as they enter primary school. Published in the Early Childhood Education Journal, the research provides evidence that encouraging imaginative play early in life could support better long-term mental health. The findings highlight the potential benefits of simple childhood activities on psychological well-being.
The authors of the new study sought to explore the long-term mental health benefits of pretend play for children in the general population. Identifying mental health concerns in young children often relies on observing their behaviors during play, as their cognitive and social skills are still developing rapidly. Past research suggests that pretend play helps children express feelings and manage anxiety.
To build on these earlier findings, the authors wanted to see if the ability to engage in pretend play during toddlerhood predicts better mental health outcomes in later childhood. “The team wanted to focus on whether creative processes are important for mental health and wellbeing for young children,” said Fotini Vasilopoulos, a researcher at the Matilda Centre for Research in Mental Health and Substance Use and the CREATE Centre at the University of Sydney.
“Pretend play is the precursor to the performing arts and is also like ‘the secret language of a child’ so looking at pretend play was a natural fit,” Vasilopoulos said.
Longitudinal studies tracking these benefits over several years are uncommon. Most previous studies have either focused on small groups of children in laboratory settings or looked at short-term interventions. The researchers aimed to test whether emotional regulation explains the connection between play and mental health over time.
Emotional regulation refers to a child’s ability to manage and respond to their feelings in different situations. It is a foundational skill for good mental health that develops quickly during the preschool years. The scientists hypothesized that children who engage in complex pretend play might develop better emotional regulation, which would then lead to fewer behavioral problems.
To answer these questions, the authors analyzed data from a large ongoing project called the Longitudinal Study of Australian Children. They focused on a specific sample of 1,426 children who regularly attended daycare or a childminder. The researchers tracked these children across three different developmental stages at ages two to three, four to five, and six to seven.
At ages two to three, early childhood educators rated the children’s pretend play abilities. The educators answered three specific questions about how well each child engaged in imaginative activities. These activities included simple pretend play, like pretending to feed a stuffed animal or a doll.
The assessment also included substituting objects, such as using a towel as a blanket or turning a cardboard box into a house. Finally, the educators rated the children on peer pretend play. This involved using materials to role-play in costumes or playing house with other children.
The scientists accounted for several outside factors that might influence a child’s development. These factors included the family’s socioeconomic status, which combines income, education, and occupational standing. They also controlled for the mother’s mental health, the child’s vocabulary and grammar abilities, and the security of the child’s attachment to their parents.
To measure emotional regulation at ages four to five, parents completed a temperament survey. This survey assessed how easily their child became upset and how difficult they were to comfort. Higher scores on this scale indicated lower levels of emotional regulation, meaning the child was highly reactive to stress.
At ages four to five and six to seven, both educators and primary caregivers evaluated the children’s mental health. They used a widely recognized behavioral screening tool called the Strengths and Difficulties Questionnaire. Because children often act differently at home than they do at school, collecting data from both parents and teachers provided a more complete picture.
This questionnaire measures internalizing problems, which refer to inward-facing struggles such as anxiety, depression, and social withdrawal. It also measures externalizing problems, which are outward-facing issues like aggressive behavior, hyperactivity, and rule-breaking. Higher scores on these sections indicate greater mental health difficulties, while lower scores point to better psychological adjustment.
The researchers found that higher pretend play ability at ages two to three predicted fewer internalizing and externalizing problems at later ages. This positive association was observed primarily in the mental health evaluations provided by the early educators. The connection was noticeable when the children were aged four to five and persisted when they reached ages six to seven.
Primary caregivers also reported a small but significant link between early pretend play and fewer behavioral issues when the children reached ages six to seven. The fact that this relationship held true even after controlling for family background and language skills suggests that play has a unique role in development.
Vasilopoulos emphasized the primary takeaway for the public. “Pretend play is important for the wellbeing of young children,” Vasilopoulos told PsyPost. “Play for play sake (not with a learning goal in mind) is also important.”
Interestingly, the researchers found that emotional regulation did not act as a bridge between early pretend play and later mental health. The data provided no evidence that emotional regulation at ages four to five explained the positive outcomes seen at ages six to seven.
This specific finding was unexpected for the research team. Vasilopoulos noted that the team was surprised “[t]hat emotional regulation did not mediate the relationship between pretend play ability and mental health outcomes.”
Because emotional regulation was not the connecting factor, the authors suggest that other unknown developmental processes might be at work. They point to a concept called embodied cognition as a possible explanation. This theory suggests that thinking is deeply tied to the body’s physical movements and interactions with objects.
During pretend play, children use their motor skills to simulate actions, even if the objects are imaginary. These physical simulations support higher-level thinking goals like improvising, finding solutions, and solving problems. Previous brain imaging research suggests that these physical simulations activate specific motor regions in the brain. The scientists note that these same brain regions are thought to play a role in attention and anxiety disorders.
Readers should note that this study is observational, which means it cannot prove that pretend play directly causes better mental health. It only suggests a statistical association between the two factors.
“This study shows that there is a relationship between pretend play ability and mental health,” Vasilopoulos said. “The next step is to show this through a randomized control trial.”
One limitation of the research is that pretend play was measured using just three questions answered by educators. This brief method may not capture the full complexity of a child’s imaginative abilities.
The study also focused exclusively on children who were already enrolled in formal childcare programs. This requirement might exclude children from highly disadvantaged backgrounds whose families cannot afford regular daycare. As a result, the findings might not perfectly apply to every segment of the population.
Additionally, the researchers did not test whether the relationship works in the opposite direction. It remains possible that children with inherently better mental health and fewer behavioral problems simply choose to engage in more pretend play. Because the data relies on surveys and questionnaires, there is always room for different interpretations of a child’s behavior.
Future studies should use a wider variety of methods to measure pretend play. The authors suggest incorporating direct observations by researchers or using structured play tasks rather than relying solely on educator surveys. Scientists also recommend looking into contextual factors that might influence play, such as daily screen time limits and different types of educational settings.
The research team is already taking steps to build on these findings. “We have completed a pilot program supporting quality of pretend play in early childhood settings and understanding its effects on self-regulated agency and emotional and behavioral difficulties,” Vasilopoulos said. “We will be publishing the paper soon and we have identified preliminary signs of promise.”
The study, “Longitudinal Evidence of the Relationship Between Pretend Play and Mental Health in the Early Years,” was authored by Fotini Vasilopoulos, Lucinda Grummitt, Sasha Bailey, Louise Birrell, Iroise Dumontheil, Gill Francis, Eliza Oliver, Olivia Karaolis, Robyn Ewing, Michael Anderson, Maree Teesson Emma L. Barrett.
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
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NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
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It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #PretendPlay #EarlyChildhoodMentalHealth #ImaginativePlay #EmotionalRegulation #ChildDevelopment #LongitudinalStudy #ToddlerPlay #MentalHealthAwareness #EarlyEducation #PlayBasedLearning
-
DATE: May 25, 2026 at 06:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Early pretend play is linked to better mental health years later
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
A recent study suggests that toddlers who show stronger abilities in pretend play tend to experience fewer emotional and behavioral difficulties as they enter primary school. Published in the Early Childhood Education Journal, the research provides evidence that encouraging imaginative play early in life could support better long-term mental health. The findings highlight the potential benefits of simple childhood activities on psychological well-being.
The authors of the new study sought to explore the long-term mental health benefits of pretend play for children in the general population. Identifying mental health concerns in young children often relies on observing their behaviors during play, as their cognitive and social skills are still developing rapidly. Past research suggests that pretend play helps children express feelings and manage anxiety.
To build on these earlier findings, the authors wanted to see if the ability to engage in pretend play during toddlerhood predicts better mental health outcomes in later childhood. “The team wanted to focus on whether creative processes are important for mental health and wellbeing for young children,” said Fotini Vasilopoulos, a researcher at the Matilda Centre for Research in Mental Health and Substance Use and the CREATE Centre at the University of Sydney.
“Pretend play is the precursor to the performing arts and is also like ‘the secret language of a child’ so looking at pretend play was a natural fit,” Vasilopoulos said.
Longitudinal studies tracking these benefits over several years are uncommon. Most previous studies have either focused on small groups of children in laboratory settings or looked at short-term interventions. The researchers aimed to test whether emotional regulation explains the connection between play and mental health over time.
Emotional regulation refers to a child’s ability to manage and respond to their feelings in different situations. It is a foundational skill for good mental health that develops quickly during the preschool years. The scientists hypothesized that children who engage in complex pretend play might develop better emotional regulation, which would then lead to fewer behavioral problems.
To answer these questions, the authors analyzed data from a large ongoing project called the Longitudinal Study of Australian Children. They focused on a specific sample of 1,426 children who regularly attended daycare or a childminder. The researchers tracked these children across three different developmental stages at ages two to three, four to five, and six to seven.
At ages two to three, early childhood educators rated the children’s pretend play abilities. The educators answered three specific questions about how well each child engaged in imaginative activities. These activities included simple pretend play, like pretending to feed a stuffed animal or a doll.
The assessment also included substituting objects, such as using a towel as a blanket or turning a cardboard box into a house. Finally, the educators rated the children on peer pretend play. This involved using materials to role-play in costumes or playing house with other children.
The scientists accounted for several outside factors that might influence a child’s development. These factors included the family’s socioeconomic status, which combines income, education, and occupational standing. They also controlled for the mother’s mental health, the child’s vocabulary and grammar abilities, and the security of the child’s attachment to their parents.
To measure emotional regulation at ages four to five, parents completed a temperament survey. This survey assessed how easily their child became upset and how difficult they were to comfort. Higher scores on this scale indicated lower levels of emotional regulation, meaning the child was highly reactive to stress.
At ages four to five and six to seven, both educators and primary caregivers evaluated the children’s mental health. They used a widely recognized behavioral screening tool called the Strengths and Difficulties Questionnaire. Because children often act differently at home than they do at school, collecting data from both parents and teachers provided a more complete picture.
This questionnaire measures internalizing problems, which refer to inward-facing struggles such as anxiety, depression, and social withdrawal. It also measures externalizing problems, which are outward-facing issues like aggressive behavior, hyperactivity, and rule-breaking. Higher scores on these sections indicate greater mental health difficulties, while lower scores point to better psychological adjustment.
The researchers found that higher pretend play ability at ages two to three predicted fewer internalizing and externalizing problems at later ages. This positive association was observed primarily in the mental health evaluations provided by the early educators. The connection was noticeable when the children were aged four to five and persisted when they reached ages six to seven.
Primary caregivers also reported a small but significant link between early pretend play and fewer behavioral issues when the children reached ages six to seven. The fact that this relationship held true even after controlling for family background and language skills suggests that play has a unique role in development.
Vasilopoulos emphasized the primary takeaway for the public. “Pretend play is important for the wellbeing of young children,” Vasilopoulos told PsyPost. “Play for play sake (not with a learning goal in mind) is also important.”
Interestingly, the researchers found that emotional regulation did not act as a bridge between early pretend play and later mental health. The data provided no evidence that emotional regulation at ages four to five explained the positive outcomes seen at ages six to seven.
This specific finding was unexpected for the research team. Vasilopoulos noted that the team was surprised “[t]hat emotional regulation did not mediate the relationship between pretend play ability and mental health outcomes.”
Because emotional regulation was not the connecting factor, the authors suggest that other unknown developmental processes might be at work. They point to a concept called embodied cognition as a possible explanation. This theory suggests that thinking is deeply tied to the body’s physical movements and interactions with objects.
During pretend play, children use their motor skills to simulate actions, even if the objects are imaginary. These physical simulations support higher-level thinking goals like improvising, finding solutions, and solving problems. Previous brain imaging research suggests that these physical simulations activate specific motor regions in the brain. The scientists note that these same brain regions are thought to play a role in attention and anxiety disorders.
Readers should note that this study is observational, which means it cannot prove that pretend play directly causes better mental health. It only suggests a statistical association between the two factors.
“This study shows that there is a relationship between pretend play ability and mental health,” Vasilopoulos said. “The next step is to show this through a randomized control trial.”
One limitation of the research is that pretend play was measured using just three questions answered by educators. This brief method may not capture the full complexity of a child’s imaginative abilities.
The study also focused exclusively on children who were already enrolled in formal childcare programs. This requirement might exclude children from highly disadvantaged backgrounds whose families cannot afford regular daycare. As a result, the findings might not perfectly apply to every segment of the population.
Additionally, the researchers did not test whether the relationship works in the opposite direction. It remains possible that children with inherently better mental health and fewer behavioral problems simply choose to engage in more pretend play. Because the data relies on surveys and questionnaires, there is always room for different interpretations of a child’s behavior.
Future studies should use a wider variety of methods to measure pretend play. The authors suggest incorporating direct observations by researchers or using structured play tasks rather than relying solely on educator surveys. Scientists also recommend looking into contextual factors that might influence play, such as daily screen time limits and different types of educational settings.
The research team is already taking steps to build on these findings. “We have completed a pilot program supporting quality of pretend play in early childhood settings and understanding its effects on self-regulated agency and emotional and behavioral difficulties,” Vasilopoulos said. “We will be publishing the paper soon and we have identified preliminary signs of promise.”
The study, “Longitudinal Evidence of the Relationship Between Pretend Play and Mental Health in the Early Years,” was authored by Fotini Vasilopoulos, Lucinda Grummitt, Sasha Bailey, Louise Birrell, Iroise Dumontheil, Gill Francis, Eliza Oliver, Olivia Karaolis, Robyn Ewing, Michael Anderson, Maree Teesson Emma L. Barrett.
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #PretendPlay #EarlyChildhoodMentalHealth #ImaginativePlay #EmotionalRegulation #ChildDevelopment #LongitudinalStudy #ToddlerPlay #MentalHealthAwareness #EarlyEducation #PlayBasedLearning
-
DATE: May 25, 2026 at 06:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Early pretend play is linked to better mental health years later
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
A recent study suggests that toddlers who show stronger abilities in pretend play tend to experience fewer emotional and behavioral difficulties as they enter primary school. Published in the Early Childhood Education Journal, the research provides evidence that encouraging imaginative play early in life could support better long-term mental health. The findings highlight the potential benefits of simple childhood activities on psychological well-being.
The authors of the new study sought to explore the long-term mental health benefits of pretend play for children in the general population. Identifying mental health concerns in young children often relies on observing their behaviors during play, as their cognitive and social skills are still developing rapidly. Past research suggests that pretend play helps children express feelings and manage anxiety.
To build on these earlier findings, the authors wanted to see if the ability to engage in pretend play during toddlerhood predicts better mental health outcomes in later childhood. “The team wanted to focus on whether creative processes are important for mental health and wellbeing for young children,” said Fotini Vasilopoulos, a researcher at the Matilda Centre for Research in Mental Health and Substance Use and the CREATE Centre at the University of Sydney.
“Pretend play is the precursor to the performing arts and is also like ‘the secret language of a child’ so looking at pretend play was a natural fit,” Vasilopoulos said.
Longitudinal studies tracking these benefits over several years are uncommon. Most previous studies have either focused on small groups of children in laboratory settings or looked at short-term interventions. The researchers aimed to test whether emotional regulation explains the connection between play and mental health over time.
Emotional regulation refers to a child’s ability to manage and respond to their feelings in different situations. It is a foundational skill for good mental health that develops quickly during the preschool years. The scientists hypothesized that children who engage in complex pretend play might develop better emotional regulation, which would then lead to fewer behavioral problems.
To answer these questions, the authors analyzed data from a large ongoing project called the Longitudinal Study of Australian Children. They focused on a specific sample of 1,426 children who regularly attended daycare or a childminder. The researchers tracked these children across three different developmental stages at ages two to three, four to five, and six to seven.
At ages two to three, early childhood educators rated the children’s pretend play abilities. The educators answered three specific questions about how well each child engaged in imaginative activities. These activities included simple pretend play, like pretending to feed a stuffed animal or a doll.
The assessment also included substituting objects, such as using a towel as a blanket or turning a cardboard box into a house. Finally, the educators rated the children on peer pretend play. This involved using materials to role-play in costumes or playing house with other children.
The scientists accounted for several outside factors that might influence a child’s development. These factors included the family’s socioeconomic status, which combines income, education, and occupational standing. They also controlled for the mother’s mental health, the child’s vocabulary and grammar abilities, and the security of the child’s attachment to their parents.
To measure emotional regulation at ages four to five, parents completed a temperament survey. This survey assessed how easily their child became upset and how difficult they were to comfort. Higher scores on this scale indicated lower levels of emotional regulation, meaning the child was highly reactive to stress.
At ages four to five and six to seven, both educators and primary caregivers evaluated the children’s mental health. They used a widely recognized behavioral screening tool called the Strengths and Difficulties Questionnaire. Because children often act differently at home than they do at school, collecting data from both parents and teachers provided a more complete picture.
This questionnaire measures internalizing problems, which refer to inward-facing struggles such as anxiety, depression, and social withdrawal. It also measures externalizing problems, which are outward-facing issues like aggressive behavior, hyperactivity, and rule-breaking. Higher scores on these sections indicate greater mental health difficulties, while lower scores point to better psychological adjustment.
The researchers found that higher pretend play ability at ages two to three predicted fewer internalizing and externalizing problems at later ages. This positive association was observed primarily in the mental health evaluations provided by the early educators. The connection was noticeable when the children were aged four to five and persisted when they reached ages six to seven.
Primary caregivers also reported a small but significant link between early pretend play and fewer behavioral issues when the children reached ages six to seven. The fact that this relationship held true even after controlling for family background and language skills suggests that play has a unique role in development.
Vasilopoulos emphasized the primary takeaway for the public. “Pretend play is important for the wellbeing of young children,” Vasilopoulos told PsyPost. “Play for play sake (not with a learning goal in mind) is also important.”
Interestingly, the researchers found that emotional regulation did not act as a bridge between early pretend play and later mental health. The data provided no evidence that emotional regulation at ages four to five explained the positive outcomes seen at ages six to seven.
This specific finding was unexpected for the research team. Vasilopoulos noted that the team was surprised “[t]hat emotional regulation did not mediate the relationship between pretend play ability and mental health outcomes.”
Because emotional regulation was not the connecting factor, the authors suggest that other unknown developmental processes might be at work. They point to a concept called embodied cognition as a possible explanation. This theory suggests that thinking is deeply tied to the body’s physical movements and interactions with objects.
During pretend play, children use their motor skills to simulate actions, even if the objects are imaginary. These physical simulations support higher-level thinking goals like improvising, finding solutions, and solving problems. Previous brain imaging research suggests that these physical simulations activate specific motor regions in the brain. The scientists note that these same brain regions are thought to play a role in attention and anxiety disorders.
Readers should note that this study is observational, which means it cannot prove that pretend play directly causes better mental health. It only suggests a statistical association between the two factors.
“This study shows that there is a relationship between pretend play ability and mental health,” Vasilopoulos said. “The next step is to show this through a randomized control trial.”
One limitation of the research is that pretend play was measured using just three questions answered by educators. This brief method may not capture the full complexity of a child’s imaginative abilities.
The study also focused exclusively on children who were already enrolled in formal childcare programs. This requirement might exclude children from highly disadvantaged backgrounds whose families cannot afford regular daycare. As a result, the findings might not perfectly apply to every segment of the population.
Additionally, the researchers did not test whether the relationship works in the opposite direction. It remains possible that children with inherently better mental health and fewer behavioral problems simply choose to engage in more pretend play. Because the data relies on surveys and questionnaires, there is always room for different interpretations of a child’s behavior.
Future studies should use a wider variety of methods to measure pretend play. The authors suggest incorporating direct observations by researchers or using structured play tasks rather than relying solely on educator surveys. Scientists also recommend looking into contextual factors that might influence play, such as daily screen time limits and different types of educational settings.
The research team is already taking steps to build on these findings. “We have completed a pilot program supporting quality of pretend play in early childhood settings and understanding its effects on self-regulated agency and emotional and behavioral difficulties,” Vasilopoulos said. “We will be publishing the paper soon and we have identified preliminary signs of promise.”
The study, “Longitudinal Evidence of the Relationship Between Pretend Play and Mental Health in the Early Years,” was authored by Fotini Vasilopoulos, Lucinda Grummitt, Sasha Bailey, Louise Birrell, Iroise Dumontheil, Gill Francis, Eliza Oliver, Olivia Karaolis, Robyn Ewing, Michael Anderson, Maree Teesson Emma L. Barrett.
URL: https://www.psypost.org/early-pretend-play-is-linked-to-better-mental-health-years-later/
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #PretendPlay #EarlyChildhoodMentalHealth #ImaginativePlay #EmotionalRegulation #ChildDevelopment #LongitudinalStudy #ToddlerPlay #MentalHealthAwareness #EarlyEducation #PlayBasedLearning
-
DATE: May 23, 2026 at 04:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Being asked to help dampens the joy of doing good, according to children in multiple countries
A study of 6-11-year-old children across 5 countries found that children believed individuals are more willing to help and share when they decide to do so spontaneously compared to when it is requested of them. However, how much requests diminish this perceived willingness varied across cultures. The research was published in Developmental Psychology.
According to the Self-Determination theory, a widely used theoretical framework in psychology, humans have three basic psychological needs. Those are needs for autonomy, competence, and relatedness. Autonomy means feeling that your actions are freely chosen and personally endorsed i.e., self-determined. Competence means feeling capable, effective, and able to master challenges. Relatedness means feeling connected, cared for, and significant to other people.
While being autonomous is very important for both well-being and maintaining motivation, humans are often in situations where they face external obligations, such as expectations to reciprocate other people’s deeds or respond to their requests. Such situations might undermine their need for autonomy and a sense of self-determination i.e., the sense that their actions are freely chosen. This may reduce their motivation to perform the requested actions. However, honoring obligations plays a central role in areas of human life that are essential for social functioning, including prosocial behaviors.
Study author Anneliese Skrobanek and her colleagues hypothesized that human cultures will vary in the degree to which children’s desires to help and satisfaction with the situation will differ in situations when they are requested to do something compared to situations when they are able to do that spontaneously. They expected that these differences would be higher in individualistic cultures such as those in Germany and the United States, than in cultures that are less individualistic such as Japan, India, and Ecuador.
These authors conducted a study involving 686 children from the five mentioned countries. The children were between 6 and 11 years old. In total, there were two groups of children from Germany, a group of 91 and a group of 125 children, 110 from Ecuador, 122 from Japan, 126 from India, and 112 from the U.S. 40% of U.S. children were girls, and 58% of the Japanese children. In the other groups, girls were around 50% of the group.
Children completed an online experiment which was, depending on the group, either unmoderated (using a pre-recorded virtual agent) or moderated by an experimenter. The experiment consisted of 4 stories (vignettes), each presented as three or four pictures. Each story started with introducing the story protagonist (e.g. a girl named Emma), proceeding with explaining the scenario (e.g. they see their mother cleaning the kitchen) and ended with a prosocial behavior (e.g., the protagonist helps the mother clean).
There were versions that included a picture showing the other character requesting help or prosocial behavior from the protagonist and versions without it. The study authors wanted to see whether children’s perceptions differ when there is a request to behave prosocially.
Overall, two vignettes were about helping in the household (with cooking and cleaning), and two were about sharing a common good (a spot on a swing and a spot to watch animals). Each child viewed 2 vignettes with a request to act prosocially (one helping, one sharing), and two without such a request. After understanding the vignette, the child rated whether the protagonist felt compelled to help/share, how much the protagonist wanted to help/share, and how the protagonist felt about helping/sharing.
The study authors found that children’s ratings of the desire to help in depicted scenarios depended on their culture. German, U.S., Japanese, and Indian children attributed a lower desire to help to the story protagonist when the character was requested to help than in scenarios where the protagonist helped spontaneously. Ecuadorian children’s ratings of the protagonist’s desire to help did not differ between the two conditions. The situation was identical with children’s ratings of the protagonist’s satisfaction with helping.
Children’s answers in scenarios that explored the desire to share and satisfaction with sharing followed a similar pattern. German, U.S., Indian, and Japanese children believed that the story protagonist was less willing to share and less satisfied with sharing when the other characters requested it, while Ecuadorian children rated the two situations equally. Further analyses revealed that children’s responses might depend on how much they have internalized prosocial norms i.e., norms that they should help and share.
“We find that obligations decreased prosocial motivation in children from populations with common denominators such as a higher SES [socioeconomic status], urbanization, and similar parenting values. Still, there is cross-cultural variation in the sensitivity to obligations. We provide the first evidence for the role of internalization of prosocial norms in the sensitivity to obligations.”, study authors concluded.
The study contributes to the scientific understanding of prosocial motivation. However, it should be noted that study authors assessed children’s perceptions and feelings using single-item measures. This did not allow them to examine how reliable the responses are. Additionally, study authors note that the Ecuadorian group was the only group of children from a rural setting with a relatively lower socioeconomic status. Therefore, it remains unknown whether the observed differences are purely cultural or stem from differences in socioeconomic status and urbanization.
The paper, “Others’ Requests May Dampen the Desire to Do Good: The Effect of Requests on Children’s Prosocial Motivation Across Five Cultures,” was authored by Anneliese Skrobanek, Patricia Kanngiesser, Jahnavi Sunderarajan, Jorge David Mantilla Salgado, Saiwa Sisa Quimbo Yacelga, Shoji Itakura, Marie M. Morita, Masanori Yamaguchi, Nadia Chernyak, Lucy M. Stowe, and Joscha Kärtner.
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #ProsocialMotivation #CrossCulturalStudy #AutonomyNeed #SelfDeterminationTheory #ChildDevelopment #ProsocialBehavior #CulturalDifferences #RequestsVsAutonomy #SharingAndHelping #DevelopmentalPsychology
-
DATE: May 23, 2026 at 04:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Being asked to help dampens the joy of doing good, according to children in multiple countries
A study of 6-11-year-old children across 5 countries found that children believed individuals are more willing to help and share when they decide to do so spontaneously compared to when it is requested of them. However, how much requests diminish this perceived willingness varied across cultures. The research was published in Developmental Psychology.
According to the Self-Determination theory, a widely used theoretical framework in psychology, humans have three basic psychological needs. Those are needs for autonomy, competence, and relatedness. Autonomy means feeling that your actions are freely chosen and personally endorsed i.e., self-determined. Competence means feeling capable, effective, and able to master challenges. Relatedness means feeling connected, cared for, and significant to other people.
While being autonomous is very important for both well-being and maintaining motivation, humans are often in situations where they face external obligations, such as expectations to reciprocate other people’s deeds or respond to their requests. Such situations might undermine their need for autonomy and a sense of self-determination i.e., the sense that their actions are freely chosen. This may reduce their motivation to perform the requested actions. However, honoring obligations plays a central role in areas of human life that are essential for social functioning, including prosocial behaviors.
Study author Anneliese Skrobanek and her colleagues hypothesized that human cultures will vary in the degree to which children’s desires to help and satisfaction with the situation will differ in situations when they are requested to do something compared to situations when they are able to do that spontaneously. They expected that these differences would be higher in individualistic cultures such as those in Germany and the United States, than in cultures that are less individualistic such as Japan, India, and Ecuador.
These authors conducted a study involving 686 children from the five mentioned countries. The children were between 6 and 11 years old. In total, there were two groups of children from Germany, a group of 91 and a group of 125 children, 110 from Ecuador, 122 from Japan, 126 from India, and 112 from the U.S. 40% of U.S. children were girls, and 58% of the Japanese children. In the other groups, girls were around 50% of the group.
Children completed an online experiment which was, depending on the group, either unmoderated (using a pre-recorded virtual agent) or moderated by an experimenter. The experiment consisted of 4 stories (vignettes), each presented as three or four pictures. Each story started with introducing the story protagonist (e.g. a girl named Emma), proceeding with explaining the scenario (e.g. they see their mother cleaning the kitchen) and ended with a prosocial behavior (e.g., the protagonist helps the mother clean).
There were versions that included a picture showing the other character requesting help or prosocial behavior from the protagonist and versions without it. The study authors wanted to see whether children’s perceptions differ when there is a request to behave prosocially.
Overall, two vignettes were about helping in the household (with cooking and cleaning), and two were about sharing a common good (a spot on a swing and a spot to watch animals). Each child viewed 2 vignettes with a request to act prosocially (one helping, one sharing), and two without such a request. After understanding the vignette, the child rated whether the protagonist felt compelled to help/share, how much the protagonist wanted to help/share, and how the protagonist felt about helping/sharing.
The study authors found that children’s ratings of the desire to help in depicted scenarios depended on their culture. German, U.S., Japanese, and Indian children attributed a lower desire to help to the story protagonist when the character was requested to help than in scenarios where the protagonist helped spontaneously. Ecuadorian children’s ratings of the protagonist’s desire to help did not differ between the two conditions. The situation was identical with children’s ratings of the protagonist’s satisfaction with helping.
Children’s answers in scenarios that explored the desire to share and satisfaction with sharing followed a similar pattern. German, U.S., Indian, and Japanese children believed that the story protagonist was less willing to share and less satisfied with sharing when the other characters requested it, while Ecuadorian children rated the two situations equally. Further analyses revealed that children’s responses might depend on how much they have internalized prosocial norms i.e., norms that they should help and share.
“We find that obligations decreased prosocial motivation in children from populations with common denominators such as a higher SES [socioeconomic status], urbanization, and similar parenting values. Still, there is cross-cultural variation in the sensitivity to obligations. We provide the first evidence for the role of internalization of prosocial norms in the sensitivity to obligations.”, study authors concluded.
The study contributes to the scientific understanding of prosocial motivation. However, it should be noted that study authors assessed children’s perceptions and feelings using single-item measures. This did not allow them to examine how reliable the responses are. Additionally, study authors note that the Ecuadorian group was the only group of children from a rural setting with a relatively lower socioeconomic status. Therefore, it remains unknown whether the observed differences are purely cultural or stem from differences in socioeconomic status and urbanization.
The paper, “Others’ Requests May Dampen the Desire to Do Good: The Effect of Requests on Children’s Prosocial Motivation Across Five Cultures,” was authored by Anneliese Skrobanek, Patricia Kanngiesser, Jahnavi Sunderarajan, Jorge David Mantilla Salgado, Saiwa Sisa Quimbo Yacelga, Shoji Itakura, Marie M. Morita, Masanori Yamaguchi, Nadia Chernyak, Lucy M. Stowe, and Joscha Kärtner.
-------------------------------------------------
DAILY EMAIL DIGEST: Email [email protected] -- no subject or message needed.
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
NYU Information for Practice puts out 400-500 good quality health-related research posts per week but its too much for many people, so that bot is limited to just subscribers. You can read it or subscribe at @PsychResearchBot
Since 1991 The National Psychologist has focused on keeping practicing psychologists current with news, information and items of interest. Check them out for more free articles, resources, and subscription information: https://www.nationalpsychologist.com
EMAIL DAILY DIGEST OF RSS FEEDS -- SUBSCRIBE: http://subscribe-article-digests.clinicians-exchange.org
READ ONLINE: http://read-the-rss-mega-archive.clinicians-exchange.org
It's primitive... but it works... mostly...
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #ProsocialMotivation #CrossCulturalStudy #AutonomyNeed #SelfDeterminationTheory #ChildDevelopment #ProsocialBehavior #CulturalDifferences #RequestsVsAutonomy #SharingAndHelping #DevelopmentalPsychology
-
DATE: May 23, 2026 at 04:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Being asked to help dampens the joy of doing good, according to children in multiple countries
A study of 6-11-year-old children across 5 countries found that children believed individuals are more willing to help and share when they decide to do so spontaneously compared to when it is requested of them. However, how much requests diminish this perceived willingness varied across cultures. The research was published in Developmental Psychology.
According to the Self-Determination theory, a widely used theoretical framework in psychology, humans have three basic psychological needs. Those are needs for autonomy, competence, and relatedness. Autonomy means feeling that your actions are freely chosen and personally endorsed i.e., self-determined. Competence means feeling capable, effective, and able to master challenges. Relatedness means feeling connected, cared for, and significant to other people.
While being autonomous is very important for both well-being and maintaining motivation, humans are often in situations where they face external obligations, such as expectations to reciprocate other people’s deeds or respond to their requests. Such situations might undermine their need for autonomy and a sense of self-determination i.e., the sense that their actions are freely chosen. This may reduce their motivation to perform the requested actions. However, honoring obligations plays a central role in areas of human life that are essential for social functioning, including prosocial behaviors.
Study author Anneliese Skrobanek and her colleagues hypothesized that human cultures will vary in the degree to which children’s desires to help and satisfaction with the situation will differ in situations when they are requested to do something compared to situations when they are able to do that spontaneously. They expected that these differences would be higher in individualistic cultures such as those in Germany and the United States, than in cultures that are less individualistic such as Japan, India, and Ecuador.
These authors conducted a study involving 686 children from the five mentioned countries. The children were between 6 and 11 years old. In total, there were two groups of children from Germany, a group of 91 and a group of 125 children, 110 from Ecuador, 122 from Japan, 126 from India, and 112 from the U.S. 40% of U.S. children were girls, and 58% of the Japanese children. In the other groups, girls were around 50% of the group.
Children completed an online experiment which was, depending on the group, either unmoderated (using a pre-recorded virtual agent) or moderated by an experimenter. The experiment consisted of 4 stories (vignettes), each presented as three or four pictures. Each story started with introducing the story protagonist (e.g. a girl named Emma), proceeding with explaining the scenario (e.g. they see their mother cleaning the kitchen) and ended with a prosocial behavior (e.g., the protagonist helps the mother clean).
There were versions that included a picture showing the other character requesting help or prosocial behavior from the protagonist and versions without it. The study authors wanted to see whether children’s perceptions differ when there is a request to behave prosocially.
Overall, two vignettes were about helping in the household (with cooking and cleaning), and two were about sharing a common good (a spot on a swing and a spot to watch animals). Each child viewed 2 vignettes with a request to act prosocially (one helping, one sharing), and two without such a request. After understanding the vignette, the child rated whether the protagonist felt compelled to help/share, how much the protagonist wanted to help/share, and how the protagonist felt about helping/sharing.
The study authors found that children’s ratings of the desire to help in depicted scenarios depended on their culture. German, U.S., Japanese, and Indian children attributed a lower desire to help to the story protagonist when the character was requested to help than in scenarios where the protagonist helped spontaneously. Ecuadorian children’s ratings of the protagonist’s desire to help did not differ between the two conditions. The situation was identical with children’s ratings of the protagonist’s satisfaction with helping.
Children’s answers in scenarios that explored the desire to share and satisfaction with sharing followed a similar pattern. German, U.S., Indian, and Japanese children believed that the story protagonist was less willing to share and less satisfied with sharing when the other characters requested it, while Ecuadorian children rated the two situations equally. Further analyses revealed that children’s responses might depend on how much they have internalized prosocial norms i.e., norms that they should help and share.
“We find that obligations decreased prosocial motivation in children from populations with common denominators such as a higher SES [socioeconomic status], urbanization, and similar parenting values. Still, there is cross-cultural variation in the sensitivity to obligations. We provide the first evidence for the role of internalization of prosocial norms in the sensitivity to obligations.”, study authors concluded.
The study contributes to the scientific understanding of prosocial motivation. However, it should be noted that study authors assessed children’s perceptions and feelings using single-item measures. This did not allow them to examine how reliable the responses are. Additionally, study authors note that the Ecuadorian group was the only group of children from a rural setting with a relatively lower socioeconomic status. Therefore, it remains unknown whether the observed differences are purely cultural or stem from differences in socioeconomic status and urbanization.
The paper, “Others’ Requests May Dampen the Desire to Do Good: The Effect of Requests on Children’s Prosocial Motivation Across Five Cultures,” was authored by Anneliese Skrobanek, Patricia Kanngiesser, Jahnavi Sunderarajan, Jorge David Mantilla Salgado, Saiwa Sisa Quimbo Yacelga, Shoji Itakura, Marie M. Morita, Masanori Yamaguchi, Nadia Chernyak, Lucy M. Stowe, and Joscha Kärtner.
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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #ProsocialMotivation #CrossCulturalStudy #AutonomyNeed #SelfDeterminationTheory #ChildDevelopment #ProsocialBehavior #CulturalDifferences #RequestsVsAutonomy #SharingAndHelping #DevelopmentalPsychology
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DATE: May 21, 2026 at 08:27AM
SOURCE: SCIENCE DAILY MIND-BRAIN FEEDTITLE: Common pesticide linked to hidden brain damage, scientists warn
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
Scientists have uncovered alarming new evidence that a common insecticide may leave lasting marks on the developing brain before a child is even born. Researchers studying New York City children found that prenatal exposure to chlorpyrifos — a pesticide once widely used indoors and still used in agriculture — was linked to widespread brain abnormalities and weaker motor skills years later.
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
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DATE: May 21, 2026 at 08:27AM
SOURCE: SCIENCE DAILY MIND-BRAIN FEEDTITLE: Common pesticide linked to hidden brain damage, scientists warn
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
Scientists have uncovered alarming new evidence that a common insecticide may leave lasting marks on the developing brain before a child is even born. Researchers studying New York City children found that prenatal exposure to chlorpyrifos — a pesticide once widely used indoors and still used in agriculture — was linked to widespread brain abnormalities and weaker motor skills years later.
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
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DATE: May 21, 2026 at 08:27AM
SOURCE: SCIENCE DAILY MIND-BRAIN FEEDTITLE: Common pesticide linked to hidden brain damage, scientists warn
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
Scientists have uncovered alarming new evidence that a common insecticide may leave lasting marks on the developing brain before a child is even born. Researchers studying New York City children found that prenatal exposure to chlorpyrifos — a pesticide once widely used indoors and still used in agriculture — was linked to widespread brain abnormalities and weaker motor skills years later.
URL: https://www.sciencedaily.com/releases/2026/05/260520233218.htm
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Bedtime battles are different for neurodivergent children 😴💛
It’s not about 'trying harder' but understanding how their brains and bodies process sleep.
Support over struggle can change everything. Insights shared by The Neuroverse.Read more here:https://zurl.co/2xzJx
#BabyYumYum #BYY #Neurodivergent #ParentingTips #SleepSupport #AutismAwareness #ADHDSupport #ParentingJourney #ChildDevelopment #Neurodiversity
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It’s not just a moment; it can shape how they see themselves.
Here’s how to support them with empathy, not panic 💛.Read more here:https://zurl.co/Ni9VW
#BabyYumYum #BYY #ParentingTips #ChildDevelopment #MomLife #ParentingSupport #RaisingConfidentKids #EmotionalWellbeing
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DATE: May 18, 2026 at 02:00PM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Prenatal air pollution linked to ADHD symptoms in school-age children, but not clinical diagnosis
A study of children from Tarragona, Spain, found that higher prenatal exposure to air pollution (PM10 and PMcoarse particles, NO2, and NOx gases) was associated with modestly higher teacher-reported ADHD symptom scores in school-age participants. However, the study did not find an association between air pollution exposure and a clinical ADHD diagnosis. The paper was published in Research on Child and Adolescent Psychopathology.
Air pollution is the presence of harmful substances in the air, such as gases, particles, smoke, and chemical pollutants. It can come from traffic, factories, power plants, heating systems, agriculture, fires, and natural sources such as dust storms. Air pollution is typically described in terms of the substances that comprise it and the size of the particles in the air.
For example, PM2.5 refers to very small airborne particles with a diameter of 2.5 micrometers or less. These particles are especially concerning because they can enter deep into the lungs and may even pass into the bloodstream. PM10 refers to particles with a diameter of 10 micrometers or less, including dust, pollen, soot, and other larger particles. PMcoarse usually refers to the larger part of PM10, often particles between 2.5 and 10 micrometers in diameter.
NO2, or nitrogen dioxide, is a harmful gas produced mainly by combustion, especially from vehicles and power generation. NOx refers to nitrogen oxides as a group, mainly nitric oxide and nitrogen dioxide, both of which are produced when fuel is burned at high temperatures. These pollutants can irritate the lungs, worsen asthma, increase the risk of respiratory and cardiovascular diseases, and contribute to premature death.
Study author Sharanpreet Kaur and his colleagues investigated the association between prenatal exposure to air pollutants (while a child is still in the womb) and the likelihood of ADHD symptoms in an area of Spain with high petrochemical activity. They considered specific symptoms of ADHD and the levels of exposure to air pollutants during different trimesters of pregnancy. These researchers hypothesized that higher exposure to air pollutants would be associated with more severe symptoms of ADHD, and that the association would be stronger in boys than in girls.
They analyzed data from the Neurodevelopmental Disorders Epidemiological Project (EPINED), a study carried out in the region of Tarragona, a province in the north-eastern part of Spain. The data were collected between 2014 and 2019.
The study consisted of two phases. In the first phase, a total of 6,894 children were screened for symptoms of ADHD. Of these, 54% of families consented to participate in the study, resulting in 3,727 children becoming study participants (1,929 were girls). The participating children belonged to two age groups: a preschool group, aged 4-5 years, and a school-age group, aged 10-11 years. Parents and teachers completed questionnaires about the presence of ADHD symptoms in these children. Ultimately, 334 children exceeded the ADHD classification threshold, indicating a high risk that they suffer from ADHD.
In the second phase, 781 of the participating children (a mix of high-risk and low-risk kids) were individually evaluated by two qualified psychiatrists and psychologists for ADHD. Children diagnosed with autism were excluded from the analysis. Therefore, a total of 723 children were included in the diagnostic analyses this study is based on. Of these children, 174 suffered from clinical ADHD, and 549 did not.
The study authors combined parent-reported data on where they lived when their children were born with data from the European Study of Cohorts for Air Pollution Effects (ESCAPE) project. This allowed them to estimate the parents’ exposure to air pollution—in the form of different types of particles and gases—during their pregnancies.
The results showed that higher prenatal exposure to PM10 and PMcoarse particles, as well as NO2 and NOx gases, was associated with more severe teacher-reported ADHD symptoms in the group of school-age children (from the first phase of the study). In contrast, in the group of preschool children, only prenatal exposure to higher levels of O3 (ozone, considered an air pollutant when found near the ground) was found to be associated with teacher-reported emotional lability symptoms.
Further analyses dividing the pregnancies by trimester revealed a critical window of vulnerability. Exposure to PM2.5, PM10, PMcoarse, NO2, and NOx during the first and second trimesters of pregnancy was associated with increased inattention. Furthermore, as the researchers hypothesized, these associations were significantly stronger in males than in females.
However, the study did not find any association between exposure to air pollutants and a formal ADHD diagnosis or a specific pattern of ADHD symptoms.
“Our findings suggest that even modest increases in ADHD symptoms may reflect subtle neurodevelopmental effects of prenatal air pollution exposure. These results highlight early gestation as a vulnerable period and the need for further research on long-term impacts,” the study authors concluded.
The study contributes to the scientific understanding of the links between environmental factors and ADHD symptoms. However, it should be noted that the study design does not allow any definitive causal inferences to be derived from the results. Also, the strength of the observed associations was modest and found only for teacher-reported symptoms, not parent-reported symptoms or clinical diagnoses.
Finally, the air pollutants associated with ADHD symptom scores differed between the school-aged and preschool children. The researchers suggest this is likely due to developmental shifts; preschoolers are rapidly developing emotional regulation (which appears sensitive to ozone), whereas older children face greater cognitive demands in school, making executive function deficits (driven by particulate matter and nitrogen gases) more apparent.
The paper, “Prenatal Exposure to Air Pollution and Risk for Attention-Deficit/ hyperactivity Disorder in Children,” was authored by Sharanpreet Kaur, Josefa Canals-Sans, Paula Morales-Hidalgo, Mònica Guxens, Sami Petricola, and Victoria Arija.
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-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #PrenatalAirPollution #ADHDsymptoms #AirPollutionHealth #NO2 #NOx #PM10 #PMcoarse #childdevelopment #environmentalhealth #t Tarragona ADHD study
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PR Newswire: EBSCO Information Services Unveils New Full-Text Database for Child and Adolescent Studies (PRESS RELEASE). “EBSCO Information Services (EBSCO) announces the release of Child & Adolescent Studies Source, a comprehensive full-text database covering the latest research in child and adolescent growth and development.”
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PR Newswire: EBSCO Information Services Unveils New Full-Text Database for Child and Adolescent Studies (PRESS RELEASE). “EBSCO Information Services (EBSCO) announces the release of Child & Adolescent Studies Source, a comprehensive full-text database covering the latest research in child and adolescent growth and development.”
https://rbfirehose.com/2026/05/17/pr-newswire-ebsco-information-services-unveils-new-full-text-database-for-child-and-adolescent-studies-press-release/ -
PR Newswire: EBSCO Information Services Unveils New Full-Text Database for Child and Adolescent Studies (PRESS RELEASE). “EBSCO Information Services (EBSCO) announces the release of Child & Adolescent Studies Source, a comprehensive full-text database covering the latest research in child and adolescent growth and development.”
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PR Newswire: EBSCO Information Services Unveils New Full-Text Database for Child and Adolescent Studies (PRESS RELEASE). “EBSCO Information Services (EBSCO) announces the release of Child & Adolescent Studies Source, a comprehensive full-text database covering the latest research in child and adolescent growth and development.”
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PR Newswire: EBSCO Information Services Unveils New Full-Text Database for Child and Adolescent Studies (PRESS RELEASE). “EBSCO Information Services (EBSCO) announces the release of Child & Adolescent Studies Source, a comprehensive full-text database covering the latest research in child and adolescent growth and development.”
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Who really gets to use the term ‘neurodivergent’? 🧠💬
Discover when and how it can help families approach differences with empathy and understanding — insights from specialist paediatrician Dr Raphaela Itzikowitz.Read more here:https://zurl.co/Iys30
#Neurodivergent #ParentingTips #ChildDevelopment #InclusionMatters #FamilySupport #Neurodiversity #UnderstandingKids
-
Who really gets to use the term ‘neurodivergent’? 🧠💬
Discover when and how it can help families approach differences with empathy and understanding — insights from specialist paediatrician Dr Raphaela Itzikowitz.Read more here:https://zurl.co/Iys30
#Neurodivergent #ParentingTips #ChildDevelopment #InclusionMatters #FamilySupport #Neurodiversity #UnderstandingKids
-
Who really gets to use the term ‘neurodivergent’? 🧠💬
Discover when and how it can help families approach differences with empathy and understanding — insights from specialist paediatrician Dr Raphaela Itzikowitz.Read more here:https://zurl.co/Iys30
#Neurodivergent #ParentingTips #ChildDevelopment #InclusionMatters #FamilySupport #Neurodiversity #UnderstandingKids
-
Who really gets to use the term ‘neurodivergent’? 🧠💬
Discover when and how it can help families approach differences with empathy and understanding — insights from specialist paediatrician Dr Raphaela Itzikowitz.Read more here:https://zurl.co/Iys30
#Neurodivergent #ParentingTips #ChildDevelopment #InclusionMatters #FamilySupport #Neurodiversity #UnderstandingKids
-
Who really gets to use the term ‘neurodivergent’? 🧠💬
Discover when and how it can help families approach differences with empathy and understanding — insights from specialist paediatrician Dr Raphaela Itzikowitz.Read more here:https://zurl.co/Iys30
#Neurodivergent #ParentingTips #ChildDevelopment #InclusionMatters #FamilySupport #Neurodiversity #UnderstandingKids
-
Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
Naming What You Feel: Emotional Literacy for Children. It provides a detailed overview of how understanding emotions helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards on the web.
Read the full analysis here:
https://www.dannasouthwellauthor.com/naming-what-you-feel-emotional-literacy/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
-
Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
-
Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
-
Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
-
Wordle Limericks Books Explore the 5 Love Languages of Children. It provides a detailed overview of how creative wordplay serves as an intellectual foundation, helping the next generation develop the discernment necessary to navigate hidden digital risks and maintain safe decision-making standards.
Read here:
https://www.wordlelimericks.com/wordle-limericks-books-explore-the-5-love-languages-of-children/#Education #ChildDevelopment #Literacy #PublicInterest #Mindfulness #Pedagogy
-
Life lessons often come through simple stories.
“A Tall Story: Life Lessons Children’s Stories” uses imaginative tales to teach values, emotions, and everyday wisdom.
#KidsStories #LifeLessons #ChildDevelopment
Read here:
https://www.dannasouthwellauthor.com/a-tall-story-life-lessons-childrens-stories/ -
Life lessons often come through simple stories.
“A Tall Story: Life Lessons Children’s Stories” uses imaginative tales to teach values, emotions, and everyday wisdom.
#KidsStories #LifeLessons #ChildDevelopment
Read here:
https://www.dannasouthwellauthor.com/a-tall-story-life-lessons-childrens-stories/ -
The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
-
The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy
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The role of narrative in fostering emotional literacy is a vital area of study for modern caregivers and educators.
Keeping Your Cool: Emotional Literacy and Storytelling. It provides a detailed overview of how storytelling helps children develop the discernment necessary to navigate hidden risks and maintain safe decision-making standards online and off.
Read here:
https://www.dannasouthwellauthor.com/keeping-your-cool-emotional-literacy-storytelling/#Education #DannaSouthwell #ChildDevelopment #EmotionalLiteracy #PublicInterest #Mindfulness #Pedagogy