Measuring social-emotional development in middle childhood: the Middle Years Development Instrument

This paper discusses the conceptualization, development, validation, and application of the Middle Years Development Instrument (MDI) – a population-based child self-report tool that assesses children\u27s social-emotional development and well-being in the context of their home, school, and neighborhood. The MDI is administered at a population-level to 4th and 7th grade students within participating public school districts across British Columbia, Canada. Children respond to items in five domains: (1) social-emotional development, (2) connectedness to peers and adults, (3) school experiences, (4) physical health and well-being, and (5) constructive use of after-school time. Results are aggregated for schools and communities and reported back in comprehensive reports and community maps to inform planning and decision making at local and regional levels. Shared testimonials exemplify how MDI results have been used by educators, community organizers, and city planners as a catalyst for promoting children\u27s social and emotional competence and facilitating collaboration between schools and communities

The Spanish version of the Psychiatric/Mental health clinical placement survey and an assessment of Spanish student attitudes towards mental health

Introduction: The encouragement of positive attitudes towards mental health is necessary in order to improve the quality of healthcare assistance. The attitudes of nursing students towards mental health are unknown, and there are no validated scales for their assessment. Aims: To adapt the Psychiatric/Mental Health Clinical Placement Survey (PMHCPS) to Spanish and examine its psychometric properties; to describe the attitudes of nursing students towards the mental health field. Method: Confirmatory factorial analysis (CFA), internal consistency and construct validity were performed. An assessment of the students' attitudes was also conducted. Results: The CFA showed appropriate fit, and total internal consistency was adequate. With regard to construct validity, knowledge was associated with practicum mark. The students achieved above mid‐range scores for all subscales, except negative stereotypes. Gender differences were observed. Discussion: The PMHCPS, translated to Spanish, enables the students' attitude towards the mental health field to be assessed, thus identifying those areas of student attitudes and competencies requiring improvement. Implications for practice: To provide Spanish nursing faculties with access to a scale, with which to assess changes in student attitudes. The assessment results may then be utilized to formulate teaching methods in order to improve the quality of health care the students might provide as future nursing professionals

Associations between school readiness and student wellbeing: a six-year follow up study

Published online: 06 August 2020It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured. The present study explored the association between teacher-rated school readiness (Mage = 5.6 years) across five developmental domains (physical, social, emotional, language and cognitive, and communication and general knowledge) and four aspects of student wellbeing (life satisfaction, optimism, sadness and worries) in Grade 6 (Mage = 11.9 years) in a sample of 3906 Australian children. After adjustment for background child and family-level factors, children’s early physical, social and emotional development were associated with all four wellbeing outcomes in Grade 6, but early language and cognitive skills and communication and general knowledge skills were only associated with internalising behaviours (sadness and worries). Mechanisms through which these different aspects of development might influence later wellbeing are discussed, as well as ways that schools and governments can support students’ social and emotional wellbeing.T. Gregory, E. Dal Grande, M. Brushe, D. Engelhardt, S. Luddy and M. Guhn ... et al

Satisfaction with Life Scale among adolescents and young adults in Portugal: extending evidence of construct validity

The paper presents three empirical studies designed to extend the test of the construct validity of the Satisfaction With Life Scale (SWLS) among Portuguese students. In the first study, the responses of 461 elementary and secondary education students were submitted to a principal component analysis. A solution of one single factor was chosen, accounting for 55.7 % of the total variance, with Cronbach alpha coefficient and inter-item correlation above .70 and .20, respectively. The second study used a sample of 317 undergraduate students and registered a similar factor solution for SWLS (/pq = 0.99), which accounted for 65.6 % of the total variance (Cronbach alpha .89 and inter-item correlation above .20). A test–retest analysis registered coefficients of .70 (T2) and .77 (T3) and no significant statistically differences between T2, T3 and T1. The third study used a sample of 107 foster care youths from elementary and secondary education. Confirmatory factor analysis results indicate adequate fit indexes for the one-factor solution (v2/df = 2.70, GFI = .96, CFI = .96), which showed convergent validity, reliability and homogeneity. In conclusion, there is psychometric evidence for the one-factor structure of the SWLS in Portugal.FCTCOMPET

Prevalence, associated factors and predictors of anxiety: a community survey in Selangor, Malaysia

Background: Anxiety is the most common mental health disorders in the general population. This study aimed to determine the prevalence of anxiety, its associated factors and the predictors of anxiety among adults in the community of Selangor, Malaysia. Methods: A cross sectional study was carried out in three districts in Selangor, Malaysia. The inclusion criteria of this study were Malaysian citizens, adults aged 18 years and above, and living in the selected living quarters based on the list provided by the Department of Statistics Malaysia (DOS). Participants completed a set of questionnaires, including the validated Malay version of Generalized Anxiety Disorder 7 (GAD 7) to detect anxiety. Results: Of the 2512 participants who were approached, 1556 of them participated in the study (61.90 %). Based on the cut-off point of 8 and above in the GAD-7, the prevalence of anxiety was 8.2 %. Based on the initial multiple logistic regression analysis, the predictors of anxiety were depression, serious problems at work, domestic violence and high perceived stress. When reanalyzed again after removing depression, low self-esteem and high perceived stress, six predictors that were identified are cancer, serious problems at work, domestic violence, unhappy relationship with family, non-organizational religious activity and intrinsic religiosity. Conclusion: This study reports the prevalence of anxiety among adults in the community of Selangor, Malaysia and also the magnitude of the associations between various factors and anxiety