رابطه ویژگی های شخصیتی والدین با رشد اجتماعی فرزندان

Generation Alpha (born 2010-2024) and Generation Beta (born 2025-2039) represent an unprecedented developmental archetype defined by total digital integration and ubiquitous artificial intelligence (AI). This empirical study evaluated specialized psychological adaptation mechanisms, parenting models, and mental health intervention frameworks across these cohorts. Utilizing a mixed-methods design, quantitative data were gathered from $N = 300$ parents (Gen Alpha parents and expectant/early Gen Beta parents) using the Modified Parental Stress Scale (PSS) and Child Behavior Checklist (CBCL), supplemented by qualitative interviews with $N = 20$ pediatric mental health experts. Independent samples $t$-tests confirmed that Gen Alpha/Beta display significantly higher digital dependency anxiety ($M = 38.60, p < .001$) alongside superior visual-spatial intelligence ($M = 44.10, p < .001$) relative to normative baselines. Crucially, a proactive "Digital Integration" co-navigation parenting framework yielded significantly lower parental stress ($M = 29.50$) compared to rigid "Digital Detox" restriction models ($M = 42.80, p < .001$). A preventive clinical framework focusing on Social-Emotional Learning (SEL) and cognitive impulse management is proposed.

Toilet training is an essential developmental process that fosters discipline and independence in early childhood. The acquisition of toileting skills is significantly influenced by parenting approaches. Authoritative (democratic) parenting, characterized by warmth, two-way communication, and clear boundaries, offers supportive guidance during this developmental transition. This study aimed to investigate the effect of an authoritative parenting style on toilet training ability among children aged 3–4 years. A quantitative research design with a correlational approach was employed, involving 206 parents of children aged 3–4 years selected via questionnaire distribution. Data were collected using the adapted Parenting Styles and Dimensions Questionnaire-Short Version (PSDQ-SV) and the Toilet Training Readiness Scale (TTRS), and analyzed using binary logistic regression. The results revealed a statistically significant association between authoritative parenting and toilet training outcome (p = .018, p .05), though accounting for a modest proportion of the overall variance. These findings suggest that while authoritative parenting contributes positively to early toilet training progression, consistent parental guidance and child-centered readiness factors remain vital.

The educational inclusion of students with Down syndrome requires support systems capable of addressing diversity without replacing the student's own participation or shifting the pedagogical responsibility away from the classroom teacher. This study aimed to interpret the experiences of shadow teachers in providing inclusive educational support to students with Down syndrome in General Basic Education, within the framework of the university outreach project "El nuevo desafío de la inclusión universitaria: estrategias de refuerzo académico para jóvenes con diversidad funcional (discapacidad)". The research employed a qualitative approach, grounded in an interpretive paradigm and a hermeneutic-phenomenological design. Three shadow teachers (MSA1, MSW2, and MSB3) participated, selected through purposive, criterion-based non-probability sampling. Data were collected through individual, asynchronous semi-structured interviews via WhatsApp and analyzed using initial and analytical coding, alongside interpretive memos. Thematic sufficiency was assessed across the entire dataset. The participants' experiences were then compared and triangulated with the theoretical framework. The analysis yielded eight thematic axes: the value of the experience; the reality of educational inclusion; methodology and strategies; the role of the shadow teacher; challenges in providing support; support and collaboration networks; vocation and motivation; and proposals for improvement. The experiences analyzed suggest that this support functions as a mediating pedagogical practice that fosters student autonomy, the adaptation of strategies, and collaboration between families and teachers, though challenges persist regarding resources, teacher training, school pacing, and time constraints.

Family co-responsibility links family involvement with students' socioemotional needs and with the actions carried out by the school. This study aimed to understand, from the perspective of education professionals, family co-responsibility for the socioemotional support of basic education students in public schools. A qualitative study with a descriptive design and an interpretive orientation was conducted. Data were collected through an asynchronous, self-administered open-ended questionnaire completed by three professionals with different profiles and were examined through qualitative content analysis and source triangulation. The results show heterogeneous family involvement and support practices that combine educational monitoring with emotional support. Participants distinguished between having communication channels available and sustaining ongoing coordination with families. The barriers identified were mainly located in family and socioeconomic conditions, and no barriers were explicitly attributed to the school. Family-school collaboration was recognized as relevant to addressing socioemotional needs. Based on the professionals' perceptions, the study concludes that family support integrates educational and socioemotional dimensions and gains meaning through its connection with the school, within a co-responsibility in which both settings play distinct and complementary roles.

Future orientation is an important developmental aspect for twelfth-grade senior high school students, who must decide on further study or careers after graduation. A preliminary study through interviews with the guidance and counseling teacher and an open-ended questionnaire administered to 50 twelfth-grade students of Sekolah Menengah Islam (SMI) Hidayatullah, Banjar Regency, showed that none of the respondents had clear future goals. This community service activity aimed to provide understanding and initial skills in setting future goals through the “Aku Bisa” (I Can) program, a psychoeducation-based activity consisting of an interactive lecture on goal setting, creating a “my aspirations” mind map, and a short film discussion. The one-day program was attended by 105 twelfth-grade students. Outcomes were evaluated through a pre-test and post-test based on a future orientation scale, observation during the activities, and a participant evaluation sheet. A paired sample t-test showed no significant difference between scores before and after the program (t(95) = 0.245; p = 0.807). Nevertheless, participants were able to write down their aspirations and plan how to achieve them in a mind map, and most participants rated their understanding of the material (78.10% good and very good) and the benefits of the activity (87.62% good and very good) favorably. This program can serve as an initial step in introducing future planning to students; however, longer implementation and follow-up evaluation are needed to detect meaningful changes in future orientation