Parallel Changes in Positive Youth Development and Self-awareness: the Role of Emotional Self-regulation, Self-esteem, and Self-reflection.

The aim of the present study was to examine whether early adolescents' positive development (i.e., resilience and psychological wellbeing) could be enhanced by stimulating three dimensions of self-awareness: emotional self-regulation, self-esteem, and self-reflection.

The Role of Classmates' Modeling and Reinforcement in Adolescents' Perceived Classroom Peer Context.

Experiences with classmates can affect adolescents' academic, emotional, and social development. The aim was to examine whether changes in classmates' modeling and reinforcement, induced by an intervention, affected changes in adolescents' perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; M = 12.

Components of School-Based Interventions Stimulating Students' Intrapersonal and Interpersonal Domains: A Meta-analysis.

Many universal school-based interventions aim to stimulate students' intrapersonal (e.g., self-esteem) and interpersonal (e.

Web-based depression treatment: associations of clients' word use with adherence and outcome.

Background: The growing number of web-based psychological treatments, based on textual communication, generates a wealth of data that can contribute to knowledge of online and face-to-face treatments. We investigated whether clients' language use predicted treatment outcomes and adherence in Master Your Mood (MYM), an online group course for young adults with depressive symptoms.

Methods: Among 234 participants from a randomised controlled trial of MYM, we tested whether their word use on course application forms predicted baseline levels of depression, anxiety and mastery, or subsequent treatment adherence.

Effectiveness of an individual school-based intervention for children with aggressive behaviour: a randomized controlled trial.

Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems.

Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills.

Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score>60), randomly assigned to the intervention or no-intervention control condition.

Attachment, cognitive, and motor development in adopted children: short-term outcomes after international adoption.

Objective: To examine infant attachment and developmental functioning shortly after international adoption.

Methods: At 14 months, infant-mother attachment and mental (MDI) and psychomotor (PDI) development were assessed in 70 internationally adopted children. Mean age at arrival was 5.