Aggressive and Withdrawn Behaviour at School through the Lens of Teachers and Peers: A Qualitative Study.

We explored teachers' understanding of children with aggressive or socially withdrawn behaviour in their classes and we associated our findings with a status of rejected, neglected, or popular, as provided by peer nominations. Five kindergarten and elementary school teachers scored their 143 pupils with the Child Behaviour Checklist for Withdrawal and Aggression. Subsequently, only those children whose scores were 1 standard deviation above the mean for withdrawal or for aggression were included in the final sample (n = 46; Mage = 6.5 years, SD = 1.7; age range = 4-9 years). The final sample included 31 children (21.67%; females = 16) who were assessed as displaying withdrawn behaviour, and 15 (10.48%; females = 5) displaying aggressive behaviour. An open-ended semi-structured interview was administered to teachers, who described children with socially withdrawn behaviour as introverted and untalkative, children with aggressive behaviour as hostile, rule-breaking and highly active, and children with socially withdrawn or aggressive behaviour as isolated, even though different reasons were provided. The results of the sociometric status in children with socially withdrawn or aggressive behaviour are discussed.

Home-visiting programs based on the Brazelton approach: a scoping review.

This review maps and summarizes the quantitative studies on the main outcomes associated with home visiting (HV) programs using Brazelton methods aimed at supporting expectant and new parents. One hundred thirty-seven records were identified, and 19 records were selected. The design of our study was based on the methodological framework for conducting scoping reviews. Quality was assessed through the Jadad scale. Studies were coded for participant characteristics (number, mean age, and risk status), methodology (recruitment, home visit frequency, age of the child, Brazelton method, and research design), and intervention outcomes (on infants, parents, and home visitors). The studies mostly focused on the impact of Brazelton HV programs on infant development, the mother's psychological well-being, mother-infant interaction, and home visitor satisfaction. Experimental and quasi-experimental studies consistently have shown that parents receiving the intervention have greater knowledge of their children. Results are less conclusive regarding the intervention's impact on other domains of child development, mothers' psychological well-being, and mothers' sensitivity to the relationship with the child. Overall, the results suggest that the improvements associated with the intervention are mainly influenced by the risk status of families. Further research is needed to better understand the benefits of HV based on the Brazelton approach and the target population that may benefit most from this intervention. CONCLUSION:  Although the impact of the Brazelton home visiting intervention is not yet fully understood, there is promising evidence of its positive effects on child development, maternal well-being, and parental knowledge. Further research with consistent methodologies and larger sample sizes is needed to strengthen our understanding. However, existing findings in the literature underscore the importance of preventive interventions such as the Brazelton program in improving family well-being, with potential long-term benefits. WHAT IS KNOWN: • Home visiting programs based on the Brazelton approach aim to increase parents' knowledge and sensitivity to their children. • There is no clear picture in the literature of the effectiveness of these programs. WHAT IS NEW: • Existing studies consistently show the effectiveness of these programs to improve parents' knowledge of their children. • Findings on the impact of these programs on child development, mothers' psychological well-being and sensitivity to their child are inconclusive and may be influenced by the risk status.

Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students.

Objectives: The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student-teacher and student-student interaction, and consequently impairing students' sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students' participation in online and blended courses. Method: Four-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days. Results: Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students' adherence to the assigned practice could partially explain the effectiveness of the intervention. Conclusions: This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy. Preregistration: This study is not preregistered.

The less you judge, the better you sleep: The benefits of mindfulness and forgiveness for insomnia and sleep problems.

Mindfulness and forgiveness can contribute to decreased rumination, which in turn has been found to play an important role in sleep problems, such as insomnia and poor sleep quality. The authors explored rumination as a potential explanatory variable underlying the association of mindfulness with insomnia and sleep quality, with a model encompassing different mindfulness facets and controlling for interpersonal dispositional forgiveness. One hundred adults (74% females, Mage = 27.62, SD = 8.11) completed measures of Mindfulness, Forgivingness, Rumination, Sleep Quality, and Insomnia. Nonjudging was the main mindfulness facet contributing to better sleep quality. Rumination completely mediated the associations of nonjudgmental attitude with insomnia and sleep quality, and partially mediated the associations of dispositional forgiveness with the outcomes. These findings suggest that a mindful nonjudgmental attitude toward the self and a forgiving interpersonal disposition may reduce rumination by helping individuals let go of thoughts, mental images, and emotions, thus promoting better sleep.

Efficacy of a Brazelton home-visiting program: a single-case subject analysis.

BACKGROUND: The purpose of this current study is to examine the efficacy of a one-year home-visiting Brazelton program to support at-risk families, that is based on the concept of Touchpoints and anticipatory guidance. METHODS: A single-subject analysis evaluated the treatment of a middle-class family with three children (48, 42 and 11 months) benefited from a one-year home-visiting program with a home visitor certified in the Brazelton method. Inclusion criteria, based on a pre-assessment grid, were: (a) prior use of corporal punishment in the home, (b) unavailability of support from extended family, (c) number of offspring (3). The family was constantly monitored over the course of the treatment program with a Weekly checklist and was assessed at four intervals (T1-baseline, T2-four months after, T3-end, and T4- follow up) using the M-Scale of Perceived Social Support, Protective Factors Survey, and Helping Relationship Inventory. RESULTS: The change over time analyzed by the linear regression model and the C test showed significant increase in the mother's compliance, active participation, and emotional involvement with her children and a Follow-up assessment after six months confirmed the discontinued use of the corporal punishments, indicating future directions for the efficacy of the Brazelton method for assisting at- risk parents. CONCLUSIONS: Results showed that the Brazelton method constitutes an effective approach for improving sensitive parental care and preventing future problems in their children.

Children experiencing sadness: Coping strategies and attachment relationships.

This study aimed to explore the events which are sources of sadness for children, and their coping strategies for overcoming their sadness according to their attachment security. We expected that distinct clusters would emerge, with securely attached children more likely showing constructive and successful coping strategies than insecurely attached children. Middle-class children (N = 191) aged 7-11 years old from four private elementary schools were asked to talk about a sad event they experienced using open-ended questions from the Sadness Interview. The answers were coded into different categories of sad events and associated coping strategies. Finally, children were assessed on their security attachment using the Security Scale. Cluster analyses identified a four-cluster solution. Children in the Clusters 1 and 2 were characterized by a perceived successful constructive coping strategy while describing minor events (in the first Cluster), and very painful events (in the second). Furthermore, in the third Cluster children overcame sad events using a perceived successful disengagement coping strategy, whereas children in the fourth Cluster are characterized by perceived unresolved sadness. ANCOVA testing showed that children in the first cluster had significantly higher attachment security compared to Clusters 3 and 4, which did not significantly differ from each other. The study of sadness in children may be particularly informative for clinicians and educators for understanding and supporting children's strategies of sadness management while considering the influence of their attachment relationships on their ability to cope with sadness.

Facets of adult attachment style in patients with obsessive-compulsive disorder.

Literature data did not show univocal evidence in discriminating which form of attachment insecurity is involved in obsessive-compulsive disorder (OCD): both anxiety and avoidance was related to OCD symptomatology. No study used the Attachment Style Questionnaire (ASQ) that allows for investigation of differentiated facets of attachment anxiety and of avoidance. We investigated: (1) whether individuals with OCD differed from controls in the facets of attachment security (anxiety and avoidance), (2) which attachment facets predicted a diagnosis of OCD, controlling for socio-demographics and obsessive beliefs, (3) which attachment facets predicted specific OCD symptoms, controlling for socio-demographics and obsessive beliefs. Two hundred seventy participants (135 OCD patients and 135 matched controls) completed the Obsessive-Compulsive Inventory-Revised, Obsessive Beliefs Questionnaire-46 and ASQ. OCD patients reported respectively lower and higher levels on confidence and attachment anxiety than controls. Higher need of approval was the most important predictor of OCD diagnosis beyond the other attachment facets, and even of the obsessive beliefs. Using multivariate generalised linear models, the two facets of attachment anxiety, the need for approval (that predicted higher levels of obsessing and ordering symptoms), and preoccupation with relationships (that predicted higher hoarding symptoms) seemed to explain variance over and above OCD-related beliefs and socio-demographics. Discomfort with closeness contributed to the predictions of ordering symptoms. In conclusion, the interpersonal dynamics related to attachment in OCD patients should be carefully considered during assessment and treatment of OCD patients in clinical practice.

Traumatic Experiences of the Living Disappeared in Argentina: A Review.

Between 1976 and 1983, in Argentina, among the 30,000 individuals kidnapped and killed by armed forces, several pregnant women delivered their children in captivity, who were illegally adopted by families with close military ties. To date, 130 of these children have been identified (named Living Disappeared, LDs) and reunited with their biological families. The aim of this review was to analyze the peculiarity of their traumatic experiences the specific factors of trauma resolution. We conducted a comprehensive search of the articles that specifically deal with Argentinean LDs. Fifteen records met the inclusion criteria. Symptoms of Post-Traumatic Stress Disorder and traumatic memories were reported by LDs, both after and before learning the truth; the processing of trauma was found to be facilitated by verbalizing traumatic experiences, listening to others' narratives, and recognizing the belonging to a political community. The pathogenic relevance of the early exposure to trauma, the climate of lies, secrets, and doubts which characterized the life with the illegally adoptive parents and the conflict between two identities have been found. The findings come out on the side of the influence of the context in trauma resolution.

Attachment-Related Representations and Suicidal Ideations in Nonsuicidal Self-Injury Adolescents with and without Suicide Attempts: A Pilot Study.

OBJECTIVES: Consistent with the debate surrounding the association between nonsuicidal self-injury (NSSI), suicidal intent, and suicidal behavior, and between NSSI and dysregulation processes, we attempted to analyze suicide intent and emotion dysregulation in NSSI adolescents, in the framework of the attachment representations and exploring these clues of emotion dysregulation characteristics of insecure attachment. Furthermore, we intended to focus on these attachment-related segregated systems regarding death and suicidal ideations, to explore how differently they would characterize self-injuring adolescents with and without suicide attempts. METHODS: Thirty-four NSSI inpatient adolescents, 17 with suicide attempts, 17 without suicide attempts, and 17 healthy controls (age 11-17) were assessed using Adult Attachment Projective, which allows for the classification of attachment status and related emotion dysregulation and segregated systems. RESULTS: The majority of the NSSI group with and without suicide attempts showed unresolved (disorganized) attachment-related representations and clues of damaged reflective functions, whereas only the NSSI with suicide attempts showed clues of impaired interpersonal relationships. The two clinical groups used words expressing suicidal intent, whereas the healthy group did not. CONCLUSIONS: Therapists are encouraged not to underestimate suicidal ideation in NSSI regardless of whether or not they have already attempted suicide.

Autonomic response to the Adult Attachment Projective in anorexia nervosa.

PURPOSE: Cardiovascular complications associated with anorexia nervosa (AN) are well recognized. Whether a wide array of studies has investigated autonomic nervous system (ANS) functioning at rest in people with AN, few is yet known on their reactivity ability during stress conditions. The aim of the current study is testing ANS reactivity to a stressful task activating attachment system among adolescents with AN. METHODS: Heart rate (HR) and its variability, as derived by high-frequency-heart rate variability (HF-HRV), were continuously assessed while 13 AN patients and 12 healthy controls (HCs) responded to a set of attachment-related drawings (Adult Attachment Projective, AAP). RESULTS: Findings showed that patients with AN displayed a stronger parasympathetic activity, as indicated by generally a lower heart rate (HR) during the entire task and a higher HF-HRV for drawings eliciting dyadic interactions compared to HCs. CONCLUSION: The study findings suggest a novel understanding of cardiovascular functioning in AN. LEVEL OF EVIDENCE: Level V, descriptive study.

Attachment and attention problems: A meta-analysis.

Attachment theorists have argued that securely attached children tend to exhibit flexible attention; the attention of children with resistant attachments is centered on attachment-related worries; children with avoidant attachments defensively focus attention away from attachment-related emotions/thoughts; and children with disorganized attachments exhibit the collapse of attention and disorientation. In this meta-analysis, a relation between attachment security status and attention problems (APs) in children (18 years and younger) was found. In total, 62 studies (67 samples) met the inclusion criteria. Children with insecure attachments were higher in APs than those with a secure attachment (r = 0.21); those with avoidant or resistant attachments were higher than securely attached children (rs = 0.10 and 0.21, respectively); children with disorganized attachments were higher than those with organized attachments (r = 0.27). Effects were larger when attachment and APs were measured concurrently/closer in time (for secure versus all; disorganized versus organized attachment); for representational versus observational measures of attachment, non-parental reports of APs, and attachment assessed at an older age (for disorganized versus organized attachment); for samples with proportionally fewer boys (secure versus resistant attachment); in recent studies (secure versus avoidant attachment); and when disorganized children were in a high-risk sample or resistant children were in a low-risk condition.

Forgiving Adolescents: Far From Depression, Close to Well-Being.

Forgiveness has been proven to be an effective way of regulating negative affect and decreasing depression. This study aimed at examining the relationship among constructs particularly relevant to adolescents' well-being, including forgivingness (dispositional forgiveness) anger, depression and Hedonic Balance (HB). Specifically, using a structural equation modelling approach, the fully mediational role of the different facets of anger in the relationship between forgiveness and depression was tested in 773 adolescents, of which 69% girls. Results showed that forgivingness was positively and negatively related to, respectively, HB and depression, through a general effect of anger, suggesting that more forgiving adolescents had higher HB and lower depression as they reported a lower general tendency to experience anger. Forgivingness was also positively related both to HB and to depression through the mediation of all the facets of Anger. Moreover, only for HB, a specific effect of Anger-control was found, suggesting that more forgiving adolescents had higher HB as they reported higher strategies to control anger in a functional manner. The model invariance was supported across gender. Our results suggest that forgiveness is a significant protective factor against depression for adolescents, helping them to effectively control and manage anger, thus fostering emotional health. An important clinical implication of our study regards the potential of forgiveness as a resource for well-being in therapy: among the various possible protective factors in adolescence, forgiveness has the added advantage that it can be fostered in clinical settings, and working on forgiveness in psychotherapy or in counselling could decrease adolescent depression and improve well-being.

Theory of Mind and Sociometric Peer Status: The Mediating Role of Social Conduct.

The present study aimed at investigating the mediating role of social conduct in the relation between theory of mind (ToM) and sociometric peer status. One hundred and seventy-seven 8- to 11-year-olds filled out a battery encompassing advanced ToM skill, verbal ability and sociometric peer status, expressed in terms of social preference and social impact. A questionnaire on students' externalizing, internalizing and prosocial behaviors was administered to teachers. Only externalizing behavior mediated the link between ToM and social impact, controlling for age, gender, and verbal ability. Implications and suggestions for future research were discussed.

Forgiveness and friendship protect adolescent victims of bullying from emotional maladjustment / El perdón y la amistad protegen a los adolescentes víctimas de acoso escolar de la inadaptación emocional

BACKGROUND: Adolescent victims of bullying often present high levels of maladjustment, such as depression, anxiety, and the inability to manage anger. Both forgiveness and friendship have been found to be moderating agents for the debilitating psychological effects seen in the victims of bullying. Our aim was to explore the roles of forgiveness and friendship in the psychological adjustment of victimised youths. METHOD: The sample was composed of 2,105 adolescents (age range 13-20) recruited from central and southern Italy. We collected information on bullying, forgiveness, friendship, depression, anxiety and anger. RESULTS: We found that more victimisation and not having a best friend had an additive effect on maladjustment. Moreover, adolescents who scored lower in forgiveness were more likely to be depressed and angry. DISCUSSION: Our data provide confirmation that forgiveness is a protective factor for Italian adolescents, as is friendship, although they do not operate as interactive protective factors. Given that forgiveness is so significantly associated with wellbeing and the fact that it can be taught and enhanced in both clinical and school settings, it would be worthwhile to include work on forgiveness in prevention and treatment programmes

ANTECEDENTES: los adolescentes víctimas de acoso escolar presentan a menudo niveles altos de depresión y de ansiedad y problemas en el manejo de la ira. Se ha observado que tanto el perdón como la amistad funcionan como moderadores de los efectos psicológicos del acoso. Nuestro objetivo fue explorar las funciones del perdón y la amistad en la adaptación de jóvenes víctimas de acoso escolar. MÉTODO: se han utilizado datos sobre el acoso, el perdón, la amistad, la depresión y la ira de una muestra de 2.015 adolescentes, de entre 13 y 20 años, de centros de educación de Italia centro-meridional. RESULTADOS: se encuentra que el perdón y no tener un amigo afectan a la inadaptación de forma aditiva. Además, los adolescentes con puntuaciones bajas en perdón tienden a deprimirse y enfadarse. CONCLUSIONES: nuestros datos confirman que tanto el perdón como la amistad funcionan como factores de protección para los adolescentes italianos, aunque no de forma interactiva. Dada la importancia del perdón para el bienestar y puesto que se puede enseñar y potenciar en escuelas y fuera de ellas, conviene incluir el perdón en programas de prevención y tratamiento

Forgiveness and friendship protect adolescent victims of bullying from emotional maladjustment.

BACKGROUND: Adolescent victims of bullying often present high levels of maladjustment, such as depression, anxiety, and the inability to manage anger. Both forgiveness and friendship have been found to be moderating agents for the debilitating psychological effects seen in the victims of bullying. Our aim was to explore the roles of forgiveness and friendship in the psychological adjustment of victimised youths. METHOD: The sample was composed of 2,105 adolescents (age range 13-20) recruited from central and southern Italy. We collected information on bullying, forgiveness, friendship, depression, anxiety and anger. RESULTS: We found that more victimisation and not having a best friend had an additive effect on maladjustment. Moreover, adolescents who scored lower in forgiveness were more likely to be depressed and angry. DISCUSSION: Our data provide confirmation that forgiveness is a protective factor for Italian adolescents, as is friendship, although they do not operate as interactive protective factors. Given that forgiveness is so significantly associated with wellbeing and the fact that it can be taught and enhanced in both clinical and school settings, it would be worthwhile to include work on forgiveness in prevention and treatment programmes.

The relation of attachment security status to effortful self-regulation: A meta-analysis.

Secure attachment relationships have been described as having a regulatory function in regard to children's emotions, social cognition, and behavior. Although some theorists and researchers have argued that attachment affects children's self-regulation, most attachment theorists have not strongly emphasized this association. The goal of the current meta-analysis was to determine the magnitude of the relation between attachment security status and effortful control (EC)/top-down self-regulation in children up to 18 years of age. One hundred six papers met the inclusion criteria and 101 independent samples were used in analyses. When secure attachment status was compared with insecure attachment status, a significant relation (effect size [ES]) with EC favoring children with a secure attachment was found (100 studies; 20,350 participants; r = .20). A stronger relation was found when the same coder evaluated attachment than when the coder was different and when the measure of attachment was continuous; other moderators were not significant. Securely attached children were higher in EC than their avoidant (r = .10) or resistant (r = .17) counterparts. Children with organized attachments were higher in EC than those with disorganized attachments (r = .17), although this finding could be due to publication bias. For some comparisons of subgroups (B vs. A, B vs. C, and/or D vs. all others), moderation was found by source of information (higher ES for same reporter), age at assessment of EC and/or attachment (higher ES at older ages), method of attachment (lower ES for observational measures), time difference between assessments or research design (higher ESs for smaller time differences and concurrent findings), and published versus unpublished studies (higher ES for unpublished studies for A vs. B). (PsycINFO Database Record

Emotion Regulation and Empathy: Which Relation with Social Conduct?

A shared consensus among researchers deals with the positive association between the ability to effectively regulate and manage one's emotion and the engagement in empathic behavior and morally desirable actions. This study was designed to investigate how dispositional reliance on suppression and reappraisal differently impacted on the cognitive and affective components of empathy and on social conduct, distinguishing among prosocial, internalizing, and externalizing behaviors. Two hundred nineteen middle adolescents were enrolled and fulfilled self-reports assessing emotion regulation strategies, empathy, and social behaviors. The results suggest that there are important distinctions among the emotion regulation strategies and the components of empathy as they relate to one another and to prosocial behavior and problem conduct. Specifically, cognitive reappraisal was related to prosocial behavior through empathic concern. While internalizing behavior was associated with emotion regulation strategies, externalizing behavior was only related to perspective-taking ability. Delimitations and practical implications were discussed.

Bullying and the detrimental role of un-forgiveness in adolescents' wellbeing.

BACKGROUND: Many studies have shown that victimisation by bullies is linked with psychopathology. Research has also demonstrated that forgiveness is associated with the mental health of victims of bullying. METHOD: Our objective was to explore the multiple components of forgiveness (i.e., benevolence, decreased avoidance of the perpetrator and diminished desire for revenge) as mediators of the negative mental health effects of bullying in Italian adolescents. Our hypothesis was that those who forgive their bullies would show lower levels of depression, state anger, and behaviour problems than those who did not forgive. Participants were 319 students ages 14 to 22 from two schools in Southern Italy who completed five self-report questionnaires measuring levels of victimisation, forgiveness, depression, anger, and total behaviour problems. RESULTS: The results varied according to the components of forgiveness: although benevolence toward the victim was not a significant correlate of outcome, harbouring a desire for revenge and avoiding the perpetrator emerged as very maladaptive. CONCLUSIONS: Our study indicates that is it important for those working with adolescents to help victims of bullying overcome the negative mental health effects of the victimisation by letting go of un-forgiveness.

Unresolved attachment and agency in women victims of intimate partner violence: A case-control study.

OBJECTIVES: Women victims of IPV are more likely insecurely attached and have experienced childhood abuse, which according to the attachment theory is deeply related to disorganized attachment. This case-control study was performed with the aim to compare the attachment status and the defensive processing patterns of women victims of IPV (cases) with women with no experiences of IPV (controls). METHODS: Cases were 16 women with an age range from 26 years to 51 years. The control group included 16 women with an age range from 26 years to 59 years. Women's states of mind in regard to attachment were evaluated with the Adult Attachment Projective Picture System, which allows classifying attachment status and defensive mechanisms. RESULTS: Compared with control group, most IPV women resulted having an unresolved attachment status and describing characters less capable to draw upon internal resources, that is, internalized secure base, and less capable to act than controls. Women victims of IPV used significantly more words referring danger and failed protection than controls. CONCLUSIONS: The results evidenced the strong effectiveness of the AAP on analysing the psychological attitudes of women victims of IPV. The dramatic events lived by the women victims of IPV are so dominant in their minds that they invade their stories. This could represent a clue of emotional dysregulation. PRACTITIONER POINTS: The use of AAP improves the understanding of the agency of self and of the specific levels of trauma experienced by IPV victims, on clarifying their frightening/frightened dynamic, typical of the disorganized attachment relationship, which undermines their activity of mentalization. The therapist will assume the stance of a secure base and then both promoting exploration and contrasting impotence, humiliation, and subordination that IPV women have experienced. This therapeutic interpersonal context will be functional to reach two different but related therapeutic goals: (1) to facilitate the rebuilding of agency (through an activation of subject to explore concrete strategies for exiting from IPV), (2) to explore attachment-related segregated systems from awareness, and to integrate them in memory.

"Why Did You Want to See Me?": Teachers' Reactions to a Student's Request as a Function of Teachers' Personal Early Experiences of Attachment.

This study attempts to demonstrate the relationship between teachers' personal early experiences of attachment with their parents and their emotional, cognitive, and behavioral reactions to a hypothetical student's request to speak with them, expressed in short or detailed form. A similar procedure has been used by Perrine and Steele King for students, and now has been used for teachers. For this purpose, self-report questionnaires were administered to a sample of 395 female teachers. The results showed a significant relationship between parental bonding experiences and behavioral and emotional, but not cognitive, reactions to an hypothetical student's request. The optimal parenting group reported more positive emotional and behavioral reactions, while the affectionate control group reported more negative emotional reactions to the hypothetical student's request than the other groups. These results offer useful implications to be utilized in teachers' training programs.