简介：Emotionalproblemsinchildrenandadolescentsmaybegroupedintodistinctsyndromes,thoughthereisoverlapbetweenthem.

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简介：Onthesocialnetworkplatform,complaintsaboutthepublicpolicyformulationandimplementationissuesariselargely.Throughtheinformationaggregation,frequentinteraction,word-of-mouthandemotionalresonanceononlinesocialnetwork,theseinformationwillleadtotheoutbreakofthenetworkcomplaints.Itbringsdifficultiesandchallengesinpublicmanagement.Chinaisunderaperiodofsocialtransformation,andtherearevariousproblemsandcontradictions.Emergencycaneasilyarousegroupcomplaintsononlinenetwork,anditwillleadtonetworkpublicopinionthroughinducingsocialemotionalresonance,whichisharmfultosocialsecurityandstability.Thispaperhasbuilttheevaluationindexsystemfromfourdimensionswithcomplainttext’squality,transmissiontimeliness,userinteractiondegreeandemotionalresonanceexcitedbyemergency.Then,weestablishthedynamicinfluencemeasuremodelofonlinenetizenscomplaintthemebasedonanentropyweightmodel.ThemeasuremodelisprovedtobereasonableandeffectivebytheempiricalresearchofSinaWeibodata.Themodelcaneffectivelysolvethemeasureproblemofgroupcomplaintsinfluencewhentheemergenciesarousesocialemotionalresonance.Ithasimportanttheoreticalsignificanceandpracticalvalueforpublicpolicydecision-makeronlisteningtoonlinegroupcomplaints,understandingpublicopinion,andmakingpublicpolicy.

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简介：LiangJingru’s(梁静茹)collectionssellverywell.HernewMVcomesoutoneafteranother.OncesheaskedZhouJielun(周杰伦)towritesongsforher.

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简介：AbstractImportance:Parents take the lead in parent-child interactions and their emotion regulation ability and empathy during parenting may be associated with children’s emotional/behavioral problems. However, the specific mechanisms underlying these associations remain unclear.Objective:The present study aimed to explore the effect of parental empathy and emotional regulation on social competence and emotional/behavioral problems in school-age children.Methods:A questionnaire-based survey was conducted with 274 parents of 8-11-year-old children using Achenbach’s Child Behavior Checklist, the Emotion Regulation Questionnaire, and the Questionnaire of Cognitive and Affective Empathy.Results:Children with emotional/behavioral problems (n = 37) had relatively lower social competence than children in a matched control group (n = 37). Compared with the parents of children in the control group, parents of children with emotional/behavioral problems had significantly lower cognitive empathy scores, mainly manifested by low perspective-taking and online simulation abilities. Mediation analysis showed that parental cognitive empathy had an indirect effect on children’s emotional/behavioral problems through children’s social competence.Interpretation:Parental empathy may have a subtle influence on the social competence of school-aged children, which further affects the severity of children’s emotional/behavioral problems.

简介：Background:Thewell-roundeddevelopmentofthechild,includingphysical,cognitive,emotional,andsocialhealth,maybethemostefficientroutetowell-beingandacademicsuccess.Theprimarygoalwastoinvestigatethefeasibilityofimplementinga12-weekstructuredprogramofphysicalactivity(PA)incorporatingcognitive,social,andemotionalelementsinpreschool.Additionally,thisstudy,usingawithin-subjectdesign,examinedtheacuteeffectsofaPAsessiononclassroomengagementandchangesonperceivedcompetenceandpeeracceptancefromthefirsttothelastweekoftheprogram.Methods:Twenty-sevenpreschoolers(meanage=4.2years)completedthePictorialScaleofPerceivedCompetenceandSocialAcceptanceforYoungChildrenbeforeandafteratwice-weeklyPAprogram.Unobtrusiveclassroomobservationswereconductedforverbal,social,andaffectiveengagementduringthefirstandlastweekoftheprogram,bothfollowingastructuredPAsession(experimentalday)andonadaywithoutPA(controlday).Treatmentfidelitywasmonitoredtoensurethattheinterventionwasdeliveredasdesigned.Results:ThechildrenexhibitedlongerperiodsofverbalandsocialengagementduringclassroomperiodsthatfollowedPAsessionsthanonnon-PAdays.ChildrenalsoexpressedmorepositiveaffectfollowingPAsessionsduringthelastweekofthePAprogram.Despitehighbaselinescores,perceptionsofgeneralcompetenceincreasedmeaningfully(η2=0.15,p=0.05),drivenbyincreaseinperceptionsofcognitivecompetence(η2=0.15,p=0.06).Conclusion:ThisstudydemonstratesthefeasibilityofprovidingstructuredPAprogramtopreschoolers.Moreover,theseinitialfindingssuggestthatpurposelydesigned,structuredPAmayhelpadvancethesocial–emotionalengagementandperceivedcompetenceofpreschoolchildren.