Social network centrality is the social position of a person in a social network. The more friendships or social connections they have in the network, the higher the centrality. A low level of...Show moreSocial network centrality is the social position of a person in a social network. The more friendships or social connections they have in the network, the higher the centrality. A low level of social network centrality is often thought to be related to feelings of loneliness. Yet there is still a lot of discussion if this is also the case for children with Autism Spectrum Disorder (ASD). Thus, this study examined the level of loneliness as well as the level of social network centrality in children with ASD, compared to their peers without ASD, and the relation between these two aspects in special education settings. Children with ASD were expected to show a lower level of social network centrality than children without ASD. However it was expected that children with ASD would not feel lonelier than their peers without ASD. Thus, while it was expected that a lower level of centrality relates to a higher level of loneliness in children without ASD, this was not expected for children with ASD. This study compared a group of 47 children with ASD and a group of 52 children without ASD, aged from 8 to 13 years old (M= 10.806; SD = 1.266), in a special education primary school setting. Loneliness was measured with the Children’s Loneliness Scale, and the centrality was measured in a “Like to Play” measure and was based on the number of friendship nominations a child received. ANOVA showed that the children with ASD did not show a significantly lower level of social network centrality nor feel lonelier than their peers without ASD. A hierarchical regression showed no significant relations between social network centrality and the level of loneliness in the two groups. Based on the results of this study children with ASD in an inclusive environment might be more socially central and less lonely than expected.Show less
Approximately 46% of all children experience a traumatic event while growing up. Trauma can adversely affect several domains of a child’s life, influencing their overall quality of life. However,...Show moreApproximately 46% of all children experience a traumatic event while growing up. Trauma can adversely affect several domains of a child’s life, influencing their overall quality of life. However, most children do not experience long-lasting adverse effects. Behavioral inhibition is expected to influence differences between children regarding the adverse effects of trauma. Previous research shows that exercise-based therapies could form an alternative treatment option for children who experienced trauma but cannot find appropriate help from the current mental healthcare system due to existing barriers. However, not enough research has been done to include such therapies in the regulated treatment options. To contribute to this research gap, the moderating effect of exercise on the mediation relationship between trauma, quality of life, and behavioral inhibition was examined. Data for this research originates from a project carried out by Gemeentelijke Gezondheidsdiensten Amsterdam called ‘Jij en Je Gezondheid’, aiming to register children’s health and well-being and adjust their healthcare accordingly. Parents (n= 10957) filled in questionnaires about their 10-year-old child, measuring trauma, behavioral inhibition, quality of life, and exercise. This research had a cross-sectional design. A moderated-mediation analysis was performed to test the hypotheses. Results show that children who experience trauma have a lower reported quality of life (β = -1.946, p < .001) with a medium effect size (d= -.56). Moreover, behavior inhibition appeared to mediate this relationship (-.141, SE = .041, 95% CI[-.223, -.059]), but the effect size was small (d = -.04). Therefore, there was insufficient evidence for behavior inhibition as mediator. Overall, exercise did not significantly moderate the mediated relationship between trauma, behavioral inhibition, and quality of life (-.029, SE = .025, 95% CI[-.076, .021]). However, when children exercised an average (-.141, SE =.041, 95% CI[-.220, -.059])or high (-.189, SE =.057, 95% CI[-.297, -.079])amount, the relationship was significant. These results amplify the importance of guiding children who experience trauma to reduce adverse outcomes. It also suggests that exercise-based programs may influence the well-being of children who have experienced trauma. However, further research is crucial before implementing exercise-based interventions within the regular treatment.Show less
Prosocial behavior interventions can be implemented in high schools to increase prosocial behavior in adolescents. These interventions have shown to have a moderate positive effect on prosocial...Show moreProsocial behavior interventions can be implemented in high schools to increase prosocial behavior in adolescents. These interventions have shown to have a moderate positive effect on prosocial behavior. Research shows that an increase in prosocial behavior could lead to a decrease in depressive feelings. Since the high prevalence of depressive feelings in adolescents, accessible prevention and reduction is warranted. This study examins the effect of a prosocial behavior intervention designed by a non-profit organization called YoungImpact on a total of 104 adolescents prosocial behavior and depressive feelings. Selfreport questionnaires inquiring about their tendency towards prosocial behavior and depressive feelings were administered before and after executing a prosocial challenge. Contrary to the expectations, no effect of the intervention on prosocial behavior and depressive feelings were found. Possible explanations and implications for future research are discussed.Show less
