Narratives of attachment in middle childhood: do gender, age, and risk-status matter for the quality of attachment?

Attachment in middle childhood increasingly attracts the interest of developmental psychologists and clinicians. Recent studies using attachment narratives elicited by story stems reported gender-specific aspects of attachment development, potentially evoked by developmental tasks during this period of the life span. There is evidence that children with risk factors present more insecure and disorganized attachment narratives compared to children without risk.

Successful implementation of a neonatal pain and sedation protocol at 2 NICUs.

Objective: To evaluate the implementation of a neonatal pain and sedation protocol at 2 ICUs.

Methods: The intervention started with the evaluation of local practice, problems, and staff satisfaction. We then developed and implemented the Vienna Protocol for Neonatal Pain and Sedation.

The impact of teacher-child relationships on child cognitive performance as explored by a priming paradigm.

The present study involved 120 kindergartners, of whom n = 60 were followed up to first grade. Upon making inquiries regarding closeness in teacher-child relationships in the classrooms, the children participated in a laboratory situation in which they were exposed to computerized tasks. These tasks challenged the cognitive processes thought to govern basic knowledge and belief systems.

Student-teacher relationships and classroom climate in first grade: how do they relate to students' stress regulation?

The present study involved 105 German students at the end of their first semester in elementary school in order to explore the stress that students may experience within the school environment, and how the relationship with the teacher buffers or exacerbates the stress. Student-teacher relationships were explored on both classroom and individual interaction levels. Classrooms were described by external observers in terms of teachers' support and classroom organization.