Care When It Counts: Establishing Trauma-Sensitive Care as a Preventative Approach for 0-3-Year-Old Children Suffering from Trauma and Chronic Stress.

Adverse childhood experiences are an important societal concern. Children aged 0-3 are particularly vulnerable to unpredictable chronic stress due to the critical period for brain development and attachment. Trauma-sensitive care is a preventative approach to reduce the burden of stressful experiences by committing to positive relationships. Professional caregivers are ideally placed to offer trauma-sensitive care; however, earlier research reveals that the tools they need to consciously apply trauma-sensitive care principles are missing. The current study organized living labs (co-creative research method) to present trauma-sensitive care as a preventative approach aimed at children aged 0-3. Two living labs were organized in Belgium and Hungary, where professional caregivers collaborated to create a protocol that offers guidelines on how to implement trauma-sensitive care. The resulting protocol included a theoretical foundation on trauma as well as a translation of these guidelines into practical recommendations. The protocol was evaluated by incorporating it into a training intervention delivered to 100 professional caregivers from childcare organizations across four European countries. The protocol received positive feedback from participants, with results indicating a self-reported increase in knowledge, attitude and practice of trauma-sensitive care principles. We conclude that this trauma-sensitive care protocol is a promising answer to the needs of professional caregivers working with children aged 0-3.

The Development of a Screening Tool for Childcare Professionals to Detect and Refer Infant and Toddler Maltreatment and Trauma: A Tale of Four Countries.

Child maltreatment is considered a pressing social question, compromising the present and future mental and physical health of one in four children in Europe. While children younger than three years of age are especially vulnerable, few screening instruments are available for the detection of risk in this age group. The purpose of this research was to develop a screening tool for childcare professionals working in public and private daycare settings to support them in the early identification and referral of infants and toddlers exposed to emotional and physical abuse and neglect by primary caregivers, to be used in different settings across four European countries: Belgium, Italy, Latvia, and Hungary. METHOD: A stratified process was used to create the screening tool: We started by using Living lab methodology to co-create the screening tool with its final users, which was followed by testing the tool with a total of 120 childcare professionals from the four participating countries. RESULTS: During the Living Lab phase, a screening tool with three layers was developed. The initial layer includes five "red flags" that signal particular concern and require immediate action. The second layer is a quick screener with twelve items focused on four areas: neglect of basic needs, delays in development, unusual behaviors, and interaction with caregivers. The third layer is an in-depth questionnaire that aids in formalizing a thorough observation of twenty-five items within the same four areas as the quick screener. After a one-day training session, 120 childcare professionals caring for children aged 0-3 from four countries assessed the screening tool and their overall training experience. Childcare professionals reported great satisfaction with the three-layered structure, which made the tool versatile, and agreed on its content, which was considered helpful in the daycare setting for the regular evaluation of the behavior of children and their primary caregivers, thus improving the early observation of change from the normal behavior of the infant or toddler. CONCLUSION: The three-layered screening tool was reported as feasible, practical, and with great content validity by childcare professionals working in four European countries.

Multiple influences of working memory capacity on number comprehension: The interplay with metacognition and number-specific prerequisites.

A wide literature has studied the predictors of number comprehension and early math learning by considering both domain-general and number-specific prerequisites. However, a consensus has not been reached regarding the specific contribution of these prerequisites. This study aimed to analyze the contribution and interplay of two domain-general functions, working memory (WM) and metacognitive abilities, and number-specific prerequisites in determining number comprehension. The participants, 126 Italian first-graders, were tested on two WM capacity tasks, an early metacognition questionnaire, five number-specific prerequisites tasks (e.g., quantity and/or size comparison; placement of Arabic numeral), and the Number Knowledge Test for whole-number comprehension. We hypothesized that WM capacity would predict number comprehension both directly and indirectly via metacognition and domain-specific prerequisites. This is because both metacognition and domain-specific prerequisites might place an information load on WM to establish schemes for declarative metamemory and metacognitive monitoring and for emerging counting skills, respectively. The results confirmed these hypotheses. WM capacity was positively associated with number comprehension both directly and via increased metacognition and domain-specific prerequisites. These findings offer a model for interpreting the interplay between domain-general and number-specific predictors of whole-number comprehension, but they also underline the multiple ways in which WM capacity affects it.

A developmental outlook on the role of cognition and emotions in youth volleyball and artistic gymnastics.

Developmental and cognitive psychology recently started to take an interest in the sports domain, exploring the role of either cognitive functions or emotions in youth sport. However, to the extent that cognition and emotions are inextricably linked, studying them jointly from a developmental perspective could inform on their interplay in determining performance in different sports. This research examined the role of general cognitive abilities, attentional style, and emotions (controlling for age and experience), in predicting performance in youth volleyball and artistic gymnastics. A total of 218 female participants, of which 114 volleyball players and 104 artistic gymnasts (11-17 years old) were administered two measures of working memory and six measures of executive functions (namely inhibition, updating, and shifting). They also completed an attentional style and an emotion-related questionnaire. For each volleyball player, an individual performance index based on every gesture performed during the games and controlled for the team performance was computed. As a measure of gymnasts' performance, scores in 2017-2018 competitions were used. Regression analysis showed that the main predictor of the volleyball players' performance (R2 = 0.23) was a working memory-updating factor (ß = 0.45, p = 0.001), together with experience (ß = 0.29, p = 0.030) and high-arousal unpleasant emotions (ß = 0.30, p = 0.029), which positively predicted performance. Experience (ß = 0.30, p = 0.011), age (ß = -0.036, p = 0.005) and high-arousal unpleasant emotions (ß = -0.27, p = 0.030) were the predictors of gymnasts' performance (R2 = 0.25). These results represent a first step in understanding if and how youth female athletes of open- and closed-skills sports rely on different psychological abilities. This line of research could offer insight to practitioners regarding which psychological abilities could be more relevant to train depending on the type of sport.

A Moderated Mediation Analysis of the Effects of the COVID-19 Pandemic on Well-Being and Sport Readiness of Italian Team Sports Players: The Role of Perceived Safety of the Training Environment.

BACKGROUND: The protective restrictions (e.g., lockdowns, quarantines, social and physical distancing) consequent to the global pandemic caused by COVID-19 posited new challenges to athletes practicing competitive team sports. This study aimed to gain an understanding of the impact of the ongoing COVID-19 pandemic on the well-being and sports readiness to train and to compete of competitive female and male athletes practicing outdoor (i.e., rugby, soccer) and indoor (i.e., volleyball, basketball) team sports who were active during the Italian first and second waves of COVID-19. METHODS: An online survey assessing demographic characteristics, perceived safety of the training environment, COVID-19 risk, fear of COVID-19, well-being, and sport (training and competition) readiness was administered to 619 team sports players. We examined differences by gender, previous COVID-19 experience, and team sport setting (i.e., outdoor vs. indoor). A moderated mediation analysis was conducted to assess the impact of perceived COVID-19 risk and fear of COVID-19 on athletes' well-being and sports readiness, using perceived safety of the training environment as a mediator and gender and sport setting as moderators. RESULTS: Indoor team sports and female athletes showed higher perceived COVID-19 risk, while athletes with no-COVID-19 experience reported higher fear of COVID-19. Perceived COVID-19 risk (directly and via perceived safety of the training environment) and fear of COVID-19 were negatively associated with athletes' well-being and sports readiness. CONCLUSIONS: This study highlighted an understanding of the psychological implications of the COVID-19 pandemic, emphasizing the role of the perceived safety of the training environment on athletes' well-being and sports readiness. Future studies may advance safety-based interventions to promote well-being and a safer return to sport.

Parental Support during the COVID-19 Pandemic: Friend or Foe? A Moderation Analysis of the Association between Maternal Anxiety and Children's Stress in Italian Dyads.

There is evidence that parental psychological disorders in stressful situations increase the risk of disturbance in child development. This has been investigated in disasters but not in pandemics, which are sensibly different from other types of traumatic events. We investigated the relationship between mothers' anxiety and their children's (self-reported) stress and the boundary conditions of this association during the first full COVID-19 lockdown in Italy. During the COVID-19 pandemic, mothers might have increased their protective attitudes to secure and support their children; we tested whether the relationship between mothers' anxiety and children's stress was weaker (buffer effect) or stronger (over-protection effect) when perceived parental support was high. We measured mothers' anxiety, children's perceived parental support, and children's stress in a sample of 414 8- to 11-year-old primary school children (229 females, Mage = 9.44) and 395 mothers (Mage = 42.84). Results supported the over-protection scenario and provided the first evidence for the "helicopter-parent effect" during the COVID-19 pandemic: mothers' anxiety was positively associated with children's stress only when perceived support was high. Our finding highlights the importance of educating parents (for example, via emotional training) to prevent the worst consequences of adverse events in children and promote their mental health.

Comparing story reading and video watching as two distinct forms of vicarious contact: An experimental intervention among elementary school children.

Research has shown that vicarious contact, that is observing an interaction between ingroup and outgroup members, can improve intergroup relations. Although vicarious contact has been operationalized in different ways, mainly via story reading or video watching, an experimental comparison of these different strategies is still missing. We conducted a school intervention with the aim of comparing the two most used forms of vicarious contact, namely story reading and video watching. Elementary schoolchildren without disabilities (N = 292) were assigned to one of three different conditions: reading a story; watching a video; control. In the two vicarious contact conditions, participants read or watched the story of a child with disability becoming friends with children without disabilities; in the control condition, participants only completed the dependent measures. Results revealed that, in general, both vicarious contact conditions were equally effective in improving outgroup attitudes and behavioural intentions. In addition, they operated with the same strength through the same underlying processes (IOS, ingroup norms). We discuss theoretical and practical implications in the context of vicarious contact as a prejudice-reduction intervention.

Intergroup fears and concerns among minority and majority groups: Implications for contact and attitudes.

AIMS: Driven by the literature on pluralistic ignorance, our research investigates fear of appearing racist, being rejected, discriminated, and disinterest in intergroup contact as antecedents of contact and outgroup attitudes, focusing on attributional differences between the majority and minority group perspectives. METHODS: Questionnaires were distributed in schools in Northern Italy. Participants were 400 Italian and 141 immigrant high-school students. RESULTS: The results showed that the lack of interest in contact was the strongest predictor of contact for the majority group. For the minority group, fear of rejection emerged as the strongest predictor. The majority group attributed the minority to avoid contact most strongly due to the fear that they would be rejected, and the minority group perceived it was due to the majority not being interested in contact. CONCLUSION: Our research contributes to understanding the divergent concerns the majority and minority groups have in relation to intergroup contact and discusses the importance of tackling these concerns.

Secondary transfer effect among children: The role of social dominance orientation and outgroup attitudes.

Research has provided evidence that the effects of intergroup contact on prejudice reduction are not limited to the outgroup one has contact with (primary outgroup). Rather, they extend to secondary outgroups uninvolved in the contact situation (secondary transfer effect; Pettigrew, 2009, Social Psychology, 40, 55). We aimed to provide the first empirical evidence for the emergence of the secondary transfer effect among children. Majority (Italian) and minority (with an immigrant background) elementary schoolchildren were administered a questionnaire including measures of contact with the primary outgroup (minority children for the majority, majority children for the minority), prejudice towards the primary outgroup and towards a dissimilar secondary outgroup (disabled children), and social dominance orientation. Results revealed that among the majority group, contact with the primary outgroup had indirect associations with reduced prejudice towards the secondary outgroup. Specifically, we found evidence for sequential mediation by social dominance orientation and prejudice towards the primary outgroup. No secondary transfer effects emerged among minority group members. We discuss theoretical and practical implications of the findings, arguing for the importance of identifying the core processes driving the secondary transfer effect.

Out-group threats and distress as antecedents of common in-group identity among majority and minority group members in the aftermath of a natural disaster.

The aim of the present study was to examine the role of out-group threats in fostering one-group perceptions directly and indirectly via post-traumatic stress symptoms in the aftermath of a natural disaster. We also tested whether these relationships differ depending on the ethnic group of belonging (majority vs. minority). Participants were 589 Italians and 122 immigrants from a region strongly affected by the earthquakes that struck Northern Italy in 2012. Results revealed that among Italians threat stemming from negative out-group behaviour was associated positively with post-traumatic stress symptoms and negatively with perceptions of being a common group with immigrant survivors. Among immigrants, threat posed by the out-group for economic resources was positively associated with post-traumatic stress symptoms and, indirectly, with higher one-group perceptions.

Feeling like a group after a natural disaster: Common ingroup identity and relations with outgroup victims among majority and minority young children.

We conducted a field study to test whether the common ingroup identity model (Gaertner & Dovidio, 2000, reducing intergroup bias: The common ingroup identity model. Philadelphia, PA: Psychology Press) could be a useful tool to improve intergroup relations in the aftermath of a natural disaster. Participants were majority (Italian) and minority (immigrant) elementary school children (N = 517) living in the area struck by powerful earthquakes in May 2012. Results revealed that, among majority children, the perceived external threat represented by the earthquake was associated with greater perceptions of belonging to a common ingroup including both ingroup and outgroup. In turn, heightened one-group perceptions were associated with greater willingness to meet and help outgroup victims, both directly and indirectly via more positive outgroup attitudes. Among immigrant children, perceived disaster threat was not associated with any of the dependent variables; one-group perceptions were positively associated with outgroup attitudes, helping and contact intentions towards outgroup victims. Thus, one-group perceptions after a natural disaster may promote more positive and supporting relations between the majority and the minority group. We discuss the theoretical and practical implications of the findings.