Positive Lifestyle Behaviors and Mental Health Promotion in Children and Adolescents
This workshop aims to explore the significant relationships between lifestyle behaviors and mental health of children and adolescents. By providing theoretical and empirical support, the workshop will empower parents, teachers, and educators to guide children and young people in making informed lifestyle choices. The workshop will focus on key areas such as schoolwork, physical activity, sleep, and social interaction, which play a crucial role in children and adolescents’ mental health. Through interactive sessions and practical exercises, participants will gain valuable insights into the impact of lifestyle on mental health and develop strategies to promote positive lifestyle choices that support the overall well-being of children and adolescents.
Professor and doctoral supervisor of Capital Normal University
Psychologically active coping of teachers and students in the era of VUCA: a multidisciplinary study of educational practices
The world has now developed into the VUCA, which is volatility, uncertainty, complexity, ambiguity. Especially after the 2020 epidemic, complexity and uncertainty occur frequently. This experience and feeling is no different in the field of education. Today's schools, teachers, parents and students, and anyone and everything else associated with education, are meeting a variety of challenges that come their way, and the resulting educational strategies and psychological coping mechanisms are of great interest.
In this context, teachers and students in any educational system are experiencing unprecedented challenges and adversity. Teachers cope with dramatic changes in teaching styles that generate anxiety, stress, and boredom, which can lead to positive psychological changes in professional identity, job satisfaction, and well-being. Students are also prone to career decision-making difficulties, negative motivation to learn, which in turn can lead to negative career exploration, resilience, etc. Various improvement measures proposed by schools for this purpose are also constantly being tested for effectiveness. Therefore, it is necessary to be attentive to the factors that help schools to improve their effectiveness and teachers and students to deal positively with challenges and frustrations. This special issue aims to bring together original research and literature reviews to investigate the positive psychological and external influences on individuals that help teachers and students to cope positively with potential challenges and disadvantages in the education system.
Prodessor, Nanjing university of posts and telecommunications
Lecturer, Nanjing Xiaozhuang University
Mental Health and School Life of Cross-field Learners
Transitioning from other sections to the educational system, such as from the military to school, or between two divergent education systems, such as vocational and higher education, is a considerable challenge for all involved. Cross-field learners are more likely to suffer from academic, cultural, and reverse shocks than their peers taking a general shifting route, which will inevitably affect their learning outcomes, mental health, and school life.
In recent decades, the mental health of cross-field learners, such as veteran-student, worker-student, and vocational path undergraduates, has attracted extensive attention from policymakers, practitioners, educators, and academia. Adopting transition theory and field theory to develop an adequate interpretative framework for cross-field learners’ transitional process and utilizing the quantitative approach to assess their transitional outcomes in learning, life, psychology, and physiology have provided insights for clarifying their mental health condition. However, due to the significant differences in identity, experience, campus, expectation, personality, and surrounding, cross-field learners’ transitional journeys might vary, and their mental health needs further exploration.
This workshop aims to bring together researchers, educators, and students concerned about cross-field learners' transitional experiences and mental health, exchanging novel ideas and promoting multisectoral collaboration. We invite investigators to contribute to this workshop with original research articles/abstracts and comprehensive review articles addressing the recent advances and/or challenges in the impact of complex cross-field transitions on experiencers' mental health and school life. Influential research with important application value and significant theoretical results will be thoroughly discussed by participants.
We welcome submissions that approach the topic from the following angles but are not limited to:
•Challenges and responses of cross-field learners in the transition between different educational stages
•Challenges and responses of cross-field learners in transitioning from other systems to educational systems.
•Mental health (e.g., anxiety, depression, resilience, belonging, imposter, well-being, etc.) and its determinants among cross-field learners
•School life and satisfaction of cross-field learners
•Mixed methods in cross-field learner research (e.g., ethnography, focus group, narrative study, discourse analysis, etc.)
A/P South China Normal University
Psychological, Behavioral, and Cognitive Development of Chinese Rural Children in the Depopulation Regime
In recent decades, significant depopulation has been observed in various rural areas of China. With the rapid advancement of economic development and urbanization, a growing number of young and working-age individuals are migrating from rural to urban areas in search of better opportunities and living standards. This mass migration has left many rural areas grappling with an aging population and a dwindling number of young people, which in turn, impacts the psychological, behavioral, and cognitive development of children left behind in these areas. The lack of adequate educational and healthcare resources, limited exposure to diverse opportunities, and the absence of youthful communities contribute to the unique challenges faced by these children.
Given this context, the symposium on “Psychological, Behavioral, and Cognitive Development of Chinese Rural Children in the Depopulation Regime” holds significant importance. It aims to shed light on the multifaceted impact of depopulation on the development of rural children in China and to foster a comprehensive understanding of their unique developmental needs and challenges. By bringing together scholars, researchers, and practitioners from various fields, the symposium serves as a platform for the exchange of research findings, ideas, and experiences, and the collaborative exploration of effective strategies and interventions to support the holistic development of rural children in China. The insights and knowledge gained from this symposium will contribute to the formulation and implementation of informed policies and practices to enhance the well-being and development of rural children amidst the depopulation regime.
In this symposium, we will delve deeply into the psychological, behavioral, and cognitive development of Chinese rural children within the context of depopulation in China. Below is a brief description of the topics to be covered:
1.Psychological Development of Rural Children:
•Exploration of how depopulation and its related factors affect the psychological development of children in rural areas.
•Comprehensive analysis of the mental health issues and challenges faced by rural children, such as anxiety, depression, and other emotional disorders.
•Proposal and discussion of targeted strategies and interventions to enhance the psychological well-being of rural children, including the establishment of mental health programs and support systems.
2.Behavioral Development of Rural Children:
•Investigation into the influence of depopulation and its related factors on the behavioral development of rural children, focusing on potential behavioral disorders and social development challenges.
•Analysis of potential solutions and strategies to address behavioral problems and promote healthy behavioral development among rural children.
3.Cognitive Development of Rural Children:
•Examination of the impact factors of cognitive development of rural children, including potential learning and cognitive deficits.
•Proposal of strategies to enhance the cognitive development of rural children, including educational interventions and cognitive training programs.
4.Education and School Environment:
•Detailed analysis of the current status of schools and educational resources in rural areas, including infrastructure, teacher quality, and educational materials.
•Exploration of the impact of education and school environment on the development of rural children.
•Offering practical and actionable suggestions for improving the educational and school environment in rural areas to foster optimal child development.
•Exploration of the family dynamics in rural areas experiencing depopulation and Investigation into how depopulation affects family structures, parental roles, and the overall family environment.
•Examination of the level and impact of parental involvement and support in the development of rural children.
•Discussion of family-based interventions to enhance the development of rural children.
6.Social and Cultural Factors:
•Investigation into how social and cultural factors impact the development of rural children, including the role of community, traditions, and social norms.
•Proposal of targeted interventions and improvements to address social and cultural factors affecting rural children’s development.
7.Policy and Practice:
•Thorough analysis of current policies and practices regarding the development of rural children, including potential gaps and areas for enhancement.
•Offering well-researched recommendations for the enhancement and optimization of policies and practices to support the holistic development of rural children.
The Chinese University of Hong Kong, Shenzhen
Mindfulness-related intervention and research among different populations
This symposium comprises six high-quality mindfulness-related studies. Among them, one study employs a randomized controlled trial to investigate the effectiveness of online mindfulness interventions in alleviating depressive symptoms. Another study delves into the intervention effects of online Acceptance and Commitment Therapy on nurses experiencing obsessive-compulsive symptoms and sleep disturbances. A separate study explores the impact of a mindfulness-based combined exercise intervention on internet addiction among university students. Yet another study investigates the relationship between a decentralized technique—self-distancing—and depression in college students, along with the intervention effects and underlying mechanisms of self-distancing on depressive emotions. Furthermore, a study examines the psychometric properties of a mindfulness questionnaire in an extensive adolescent sample. Lastly, a meta-analysis synthesizes the intervention effects of mindfulness combined with exercise on depression. We eagerly anticipate scholars' presentations and discussions during this symposium, which promise to offer fresh insights for future mindfulness research and practice.
Faculty of Psychology, Beijing Normal University, China