Characterizing multidimensional facial synchrony for relationship quality detection

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.

This mixed-methods study examined whether first-year teachers could improve relationships with students through Positive Behavioral Interventions and Supports (PBIS). Fifty novice teachers implemented one of three PBIS strategies: daily one-on-one conversation, verbal praise, or immediate rewards with 192 selected students over a two-week period. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) before and after the intervention. Results showed significant reductions in conflict (t(191) = 7.14, p < .001, d = 0.98) and moderate increases in closeness (t(191) = –7.11, p < .001, d = 0.67). No significant differences emerged across grade levels, teacher and student gender, or PBIS strategy type. Thematic analysis of teacher reflections highlighted improvements in engagement, cooperation, emotional regulation, and relational trust. Although the study was limited by its two-week duration and reliance on teacher self-reports, the findings demonstrate that even brief PBIS interventions can yield measurable relational benefits. Implications are discussed for teacher preparation programs and school-based practice. Keywords: teacher-student relationships, Positive Behavioral Interventions and Supports (PBIS), teacher preparation programs, first-year/novice teachers, school climate.

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.

This study examines adult romantic attachment among university students, focusing on attachment anxiety and attachment avoidance. A quantitative, descriptive, cross-sectional design was used, involving 50 students aged 18 to 28 years. Data were collected through an online questionnaire using the 12-item Experiences in Close Relationships?Short Form (ECR-S). The results showed moderate attachment anxiety (M = 3.78, SD = 1.03) and low-to-moderate attachment avoidance (M = 3.16, SD = 0.90). A weak positive correlation was observed between the two dimensions (r = .16, p = .264), but the relationship was not statistically significant. Exploratory analysis identified a statistically significant difference in attachment avoidance across years of study, while the observed gender difference in attachment anxiety was not statistically significant. These demographic findings require cautious interpretation because of the small subgroup sizes. Overall, participants reported greater concern about rejection than discomfort with emotional closeness. The findings support examining attachment anxiety and avoidance as distinct dimensions of romantic attachment. However, the small convenience sample, reliance on self-reported responses, and cross-sectional design limit the generalisability of the results. Further research involving larger and more diverse student populations is recommended to examine attachment patterns and their relationship with demographic and interpersonal factors.

Background: Caring for children with cerebral palsy places emotional, social, and practical demands on families. Objective: This study explored the lived experiences of family caregivers of children with cerebral palsy. Methods: A qualitative phenomenological study involved six family caregivers purposively selected on the basis of their direct involvement in daily care. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s method. Results: Seven themes were identified: emotional responses to the child’s condition; caregiving challenges and barriers; forms of support received; limited access to specialized services; acceptance and hopes for the child’s future; caregiving role conflicts; and changes in daily routines and sleep patterns. Conclusion: The findings indicate that caregiving is a complex process of adaptation shaped by family support, shared responsibilities, and service availability. Emotional support, caregiver education, and continuing guidance are needed to strengthen family well-being and the quality of care provided to children.