Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-17T13:19:12.701Z Has data issue: false hasContentIssue false

29 - Relational Practices of Care to Nurture Prosociality and Advance Policy

from Part IV - Applications

Published online by Cambridge University Press:  25 May 2023

By
Tina Malti  and
Ruth Speidel
Edited by
Tina Malti  and
Maayan Davidov
Tina Malti
Affiliation:
University of Toronto
Maayan Davidov
Affiliation:
The Hebrew University of Jerusalem
Get access

Summary

This chapter focuses on relational practices of care to nurture prosociality in children and adolescents. We begin by introducing care as an ethical stance toward another that requires attention and commitment to another, as well as sensitivity to the developmental needs and uniqueness of every child. We then outline the practices of relational care, and how they matter for efforts aimed at nurturing children and adolescents’ prosocial orientations. It is argued how recognition of and careful attention to children and adolescents and their ethical development can move humanity forward, and how true commitment to others and an ethical self can contribute to the flourishing of all children. We present examples of nurturing care, including community-based and organizational initiatives as well as existing research-based psychological programs, and we discuss implications for policy. We conclude by outlining next steps for a future agenda of transforming nurturing care for all children and adolescents.

Keywords

caringchild developmentrelational practices of careflourishing
Type
Chapter
Information
The Cambridge Handbook of Prosociality
Development, Mechanisms, Promotion
 , pp. 577 - 599
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainsworth, M. D. S. (1991). Attachments and other affectional bonds across the life cycle. In Parkes, C. M., Stevenson-Hinde, J., & Marris, P. (Eds.), Attachment across the life cycle (pp. 33–51). Routledge.Google Scholar
Aristotle. Book VI: Intellectual virtue. In Nicomachean ethics.Google Scholar
Asscheman, J. S., He, J., Koot, S., Buil, J. M., Krabbendam, L., & van Lier, P. A. (2020). Classroom peer preferences and the development of sharing behavior with friends and others. International Journal of Behavioral Development, 44(5), 412–423. https://doi.org/10.1177/0165025420911094Google Scholar
Atkins, P. W., Wilson, D. S., & Hayes, S. C. (2019). Prosocial: Using evolutionary science to build productive, equitable, and collaborative groups. Context Press/New Harbinger Publications.Google Scholar
Baldassarri, D., & Abascal, M. (2020). Diversity and prosocial behavior. Science, 369(6508), 1183–1187. https://doi.org/10.1126/science.abb2432CrossRefGoogle ScholarPubMed
Barry, C. M., & Wentzel, K. R. (2006). Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics. Developmental Psychology, 42(1), 153–163. https://doi.org/10.1037/0012-1649.42.1.153CrossRefGoogle ScholarPubMed
Battistich, V. A. (2008). The child development project: Creating caring school communities. In Nucci, L. P. & Narvaez, D. (Eds.), Handbook of moral and character education (pp. 328–351). Routledge.Google Scholar
Ben-Arieh, A., & Frønes, I. (2011). Taxonomy for child well-being indicators: A framework for the analysis of the well-being of children. Childhood, 18(4), 460–476. https://doi.org/10.1177/0907568211398159Google Scholar
Berkowitz, M. W. (2002). The science of character education. In Damon, W. (Ed.), Bringing in a new era in character education (pp. 43–63). Hoover Institution Press.Google Scholar
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), 7–10. https://doi.org/10.1111/1467-8721.00157CrossRefGoogle Scholar
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., Pinderhughes, E., & Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156–168. https://doi.org/10.1037/a0018607Google Scholar
Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence‐based programming: Sustained benefits for low‐income children. Journal of Child Psychology and Psychiatry, 58(2), 129–137. https://doi.org/10.1111/jcpp.12618CrossRefGoogle ScholarPubMed
Biglan, A., & Embry, D. D. (2013). A framework for intentional cultural change. Journal of Contextual Behavioral Science, 2(3–4), 95–104. https://doi.org/10.1016/j.jcbs.2013.06.001CrossRefGoogle ScholarPubMed
Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments for promoting human well-being. American Psychologist, 67(4), 257. https://doi.org/10.1037/a0026796Google Scholar
Biglan, A., & Glenn, S. S. (2013). Toward prosocial behavior and environments: Behavioral and cultural contingencies in a public health framework. In Madden, G. J., Dube, W. V., Hackenberg, T. D., Hanley, G. P., & Lattal, K. A. (Eds.), APA handbook of behavior analysis (Vol. 2, pp. 255–275). American Psychological Association.Google Scholar
Biglan, A., Johansson, M., Van Ryzin, M., & Embry, D. (2020). Scaling up and scaling out: Consilience and the evolution of more nurturing societies. Clinical Psychology Review, 81, 101893. https://doi.org/10.1016/j.cpr.2020.101893CrossRefGoogle ScholarPubMed
Blum, L. A. (1980). Friendship, altruism and morality. Routledge & Kegan Paul.Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.CrossRefGoogle Scholar
Bowlby, J. (1969). Attachment and loss. Basic Books.Google Scholar
Breitenstein, S. M., Fogg, L., Ocampo, E. V., Acosta, D. I., & Gross, D. (2016). Parent use and efficacy of a self-administered, tablet-based parent training intervention: A randomized controlled trial. JMIR mHealth and uHealth, 4(2), e5202. https://doi.org/10.2196/mhealth.5202Google Scholar
Bretherton, I., & Munholland, K. A. (2008). Internal working models in attachment relationships: Elaborating a central construct in attachment theory. In Cassidy, J. & Shaver, P. R. (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 102–127). Guilford Press.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.Google Scholar
Child Trends. (2019). State laws promoting social, emotional, and academic development leave room for improvement. Retrieved from www.childtrends.org/blog/state-laws-promoting-social-emotional-and-academic-development-leave-room-for-improvementGoogle Scholar
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2020). An examination of K-12 SEL learning competencies/standards in 18 states. Retrieved from https://casel.s3.us-east-2.amazonaws.com/CASEL-Gateway-Examining-Kthru12-Learning-Competencies.pdfGoogle Scholar
Community Safety and Well-Being Plan. Retrieved from www.mcscs.jus.gov.on.ca/english/Publications/MCSCSSSOPlanningFramework.html#Section1Google Scholar
Dahl, A., & Brownell, C. A. (2019). The social origins of human prosociality. Current Directions in Psychological Science, 28(3), 274–279. https://doi.org/10.1177/0963721419830386Google Scholar
Davis, A. N., Carlo, G. (2019). Toward an integrative conceptual model on the relations between discrimination and prosocial behaviors in US Latino/Latina youth. In Fitzgerald, H., Johnson, D., Qin, D., Villarruel, F., & Norder, J. (Eds.), Handbook of children and prejudice (pp. 375–388). Springer. https://doi.org/10.1007/978-3-030-12228-7_21Google Scholar
Dodge, K. A. (2018). Toward population impact from early childhood psychological interventions. American Psychologist, 73(9), 1117–1129. https://doi.org/10.1037/amp0000393Google Scholar
Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163–176. https://doi.org/10.1007/s12310-016-9177-0Google Scholar
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.xGoogle Scholar
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social–emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316–326. https://doi.org/10.17105/SPR-2017.0116.V47-3Google Scholar
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2016). Social-emotional learning program to promote prosocial and academic skills among middle school students with disabilities. Remedial and Special Education, 37(6), 323–332. https://doi.org/10.1177/0741932515627475CrossRefGoogle Scholar
Fink, M., & Gronemeyer, R. (2020). Namibias Kinder. Lebensbedingungen und Lebenskraefte in der Krisengesellschaft (Namibia’s children: Living conditions and vital forces in crisis society). Transcript Verlag.Google Scholar
Fischer, B., & Tronto, J.C. (1990). Toward a feminist theory of care. In Abel, E. K. & Nelson, M. K. (Eds.), Circles of care: Work and identity in women’s lives. State University of New York Press.Google Scholar
Frydenberg, E., Deans, J., & Liang, R. (2019). Approaches to pre-school social emotional learning: Targeting empathy, resilience, prosocial and problem behaviour through coping strategies. In Frydenberg, E., Deans, J., & Liang, R. (Eds.), Promoting well-being in the pre-school years: Research, applications and strategies (pp. 122–140). https://doi.org/10.4324/9780429019180-8Google Scholar
Garaigordobil, M. (2008) Assessment of the effects of a cooperative play programme for children aged 10–11 years on social adaptation and on the perception that parents, teachers and peers have of children’s prosocial behaviours. Journal for the Study of Education and Development, 31(3), 303–318. https://doi.org/10.1174/021037008785702974Google Scholar
García-Carrión, R., Molina-Luque, F., & Roldán, S. M. (2018). How do vulnerable youth complete secondary education? The key role of families and the community. Journal of Youth Studies, 21(5), 701–716. https://doi.org/10.1080/13676261.2017.1406660Google Scholar
Gest, S., Graham-Bermann, S., & Hartup, W. (2001). Peer experience: Common and unique features of number of friendships, social network centrality, and sociometric status. Social Development, 10(1), 23–40. https://doi.org/10.1111/1467-9507.00146CrossRefGoogle Scholar
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 27(1), 13–32.Google Scholar
Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.Google Scholar
Irvin, D. W., Bigelow, K. M., Turcotte, A., Eastwood-Tallmon, N., & Wallisch, A. (2020). Talk around town: A mobile phone application to support parent–child talk in the community. Families in Society, 101(1), 21–33. https://doi.org/10.1177/1044389419867008Google Scholar
Jambon, M., & Malti, T. (2022). Developmental relations between children’s peer relationship quality and prosocial behavior: The mediating role of trust. The Journal of Genetic Psychology, 1–14. https://doi.org/10.1080/00221325.2022.2030293CrossRefGoogle Scholar
Jennings, B. (2018). Solidarity and care as relational practices. Bioethics, 32(9), 553–561. http://dx.doi.org/10.1111/bioe.12510Google Scholar
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The Future of Children, 27(1), 49–72.Google Scholar
Keller, M. (2004). Self in relationship. In Lapsley, D. K. & Narvaez, D. (Eds.), Morality, self, and identity: Essays in honor of Augusto Blasi (pp. 269–300). Erlbaum.Google Scholar
Khasnabis, D., & Goldin, S. (2020). Don’t be fooled, trauma is a systemic problem: Trauma as a case of weaponized educational innovation. Occasional Paper Series, 2020(43), 5. https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/5Google Scholar
Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional learning program on teacher attitudes and burnout: A mixed-methods study. School Mental Health, 13(1), 55–68. https://doi.org/10.1007/s12310-020-09406-6Google Scholar
Kirby, J. N. (2016). The role of mindfulness and compassion in enhancing nurturing family environments. Clinical Psychology: Science and Practice, 23(2), 142–157. https://doi.org/10.1111/cpsp.12149Google Scholar
Kusché, C., & Greenberg, M. T. (2012). The PATHS curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds.), The handbook of school violence and school safety: International research and practice (pp. 435–446). Routledge.Google Scholar
Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prevention Science, 20(4), 457–467. https://doi.org/10.1007/s11121-018-0953-yGoogle Scholar
Lazzari, A., Balduzzi, L., Van Laere, K., Boudry, C., Rezek, M., & Prodger, A. (2020). Sustaining warm and inclusive transitions across the early years: Insights from the START project. European Early Childhood Education Research Journal, 28(1), 43–57. https://doi.org/10.1080/1350293X.2020.1707361Google Scholar
Leech, T., Dorstyn, D., Taylor, A., & Li, W. (2021). Mental health apps for adolescents and young adults: A systematic review of randomised controlled trials. Children and Youth Services Review, 127, 106073. https://doi.org/10.1016/j.childyouth.2021.106073Google Scholar
Leonard, N. R., Casarjian, B., Fletcher, R. R., Prata, C., Sherpa, D., Kelemen, A., … & Gwadz, M. V. (2018). Theoretically-based emotion regulation strategies using a mobile app and wearable sensor among homeless adolescent mothers: Acceptability and feasibility study. JMIR Pediatrics and Parenting, 1(1), e9037. doi:10.2196/pediatrics.9037Google Scholar
Lewin, K. 1943. Defining the “field at a given time.” Psychological Review, 50(3), 292–310.Google Scholar
Lickona, T. (2004). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. Atria.Google Scholar
Lickona, T. (2009). Educating for character: How our schools can teach respect and responsibility. Bantam.Google Scholar
Luthar, S. S., Pao, L. S., & Kumar, N. L. (2021). COVID‐19 and resilience in schools: Implications for practice and policy. Social Policy Report, 34(3), 1–65. https://doi.org/10.1002/sop2.16Google Scholar
Malti, T. (2020). Children and violence: Nurturing social-emotional development to promote mental health. Social Policy Report (SPR), Society for Research in Child Development (SRCD), 33(2), 1–27. https://doi.org/10.1002/sop2.8Google Scholar
Malti, T. (2021). Kindness: A perspective from developmental psychology. European Journal of Developmental Psychology, 18(5), 629–657. https://doi.org/10.1080/17405629.2020.1837617Google Scholar
Malti, T., Chaparro, M. P., Zuffianò, A., & Colasante, T. (2016). School-based interventions to promote empathy-related responding in children and adolescents: A developmental analysis. Journal of Clinical Child and Adolescent Psychology, 45(6), 718–731. https://doi.org/10.1080/15374416.2015.1121822Google Scholar
Malti, T., Gummerum, M., Ongley, S. F., Chaparro, M. P., Nola, M., & Bae, N. Y. (2016). Who is worthy of my generosity? Recipient characteristics and children’s sharing behavior. International Journal of Behavioral Development, 40(1), 31–40. https://doi.org/10.1177/0165025414567007Google Scholar
Malti, T., & Noam, G. G. (Eds.). (2008). Where youth development meets mental health and education: The RALLY approach. New Directions for Youth Development, No. 120.Google Scholar
Malti, T., Peplak, J., & Zhang, L. (2020). The development of respect in children and adolescents. Monographs of the Society for Research in Child Development, 85(3), 1–93. https://doi.org/10.1111/mono.12417CrossRefGoogle ScholarPubMed
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12–31. https://doi.org/10.1111/jftr.12255Google Scholar
Mayeroff, M. (1972). On caring. Harper & Row.Google Scholar
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL Interventions in early childhood. The Future of Children, 27(1), 33–47. http://www.jstor.org/stable/44219020Google Scholar
Menting, A. T., de Castro, B. O., & Matthys, W. (2013). Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior: A meta-analytic review. Clinical Psychology Review, 33(8), 901–913. https://doi.org/10.1016/j.cpr.2013.07.006CrossRefGoogle ScholarPubMed
Mesurado, B., Distefano, M. J., Robiolo, G., & Richaud, M. C. (2019). The Hero program: Development and initial validation of an intervention program to promote prosocial behavior in adolescents. Journal of Social and Personal Relationships, 36(8), 2566–2584. https://doi.org/10.1177/0265407518793224Google Scholar
Mesurado, B., Guerra, P., Richaud, M. C., & Rodriguez, L. M. (2018). Effectiveness of prosocial behavior interventions: A meta-analysis. In Gargiulo, P. & Mesones Arroyo, H. (Eds.), Psychiatry and neuroscience (pp. 259–271). Springer. https://doi.org/10.1007/978-3-319-95360-1_21Google Scholar
Mesurado, B., Oñate, M. E., Rodriguez, L. M., Putrino, N., Guerra, P., & Vanney, C. E. (2020). Study of the efficacy of the Hero program: Cross-national evidence. PLoS ONE, 15(9), e0238442. https://doi.org/10.1371/journal.pone.0238442Google Scholar
Morawska, A., Sanders, M., Goadby, E., et al. (2011). Is the Triple P-Positive Parenting Program acceptable to parents from culturally diverse backgrounds? Journal of Child and Family Studies 20(5), 614–622. https://doi.org/10.1007/s10826-010-9436-xGoogle Scholar
Morris, A. S., Robinson, L. R., Hays‐Grudo, J., Claussen, A. H., Hartwig, S. A., & Treat, A. E. (2017). Targeting parenting in early childhood: A public health approach to improve outcomes for children living in poverty. Child Development, 88(2), 388–397. https://doi.org/10.1111/cdev.12743Google Scholar
Moustakas, C. E. (1959). Psychotherapy with children: The living relationship. Ballantine Books.Google Scholar
Nai, J., Narayanan, J., Hernandez, I., & Savani, K. (2018). People in more racially diverse neighborhoods are more prosocial. Journal of Personality and Social Psychology, 114(4), 497–515. https://doi.org/10.1037/pspa0000103Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2016). Parenting matters: Supporting parents of children ages 0–8. National Academies Press. https://doi.org/10.17226/21868Google Scholar
Neaman, A., Otto, S., & Vinokur, E. (2018). Toward an integrated approach to environmental and prosocial education. Sustainability, 10(3), 583. https://doi.org/10.3390/su10030583CrossRefGoogle Scholar
Nhat Hanh, T. (2020). Interbeing (4th ed.). Parallax Press.Google Scholar
O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: Outcomes for different student populations and settings (part 4 of 4). REL 2017-248, Regional Educational Laboratory Mid-Atlantic, Fairfax, VA.Google Scholar
OECD. (2017). Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education, Starting Strong, OECD Publishing, Paris. https://dx.doi.org/10.1787/9789264276253-en.Google Scholar
Padilla‐Walker, L. M., Fraser, A. M., Black, B. B., & Bean, R. A. (2015). Associations between friendship, sympathy, and prosocial behavior toward friends. Journal of Research on Adolescence, 25(1), 28–35. https://doi.org/10.1111/jora.12108Google Scholar
Paiva, A. (2019). The importance of trauma-informed schools for maltreated children. BU Journal of Graduate Studies in Education, 11(1), 22–28.Google Scholar
Portwood, S. G., Lawler, M. J., & Roberts, M. C. (Eds.). (2021). Adverse childhood experiences: Translating research to action. Special Issue. American Psychologist, 76(2), 181–390.CrossRefGoogle Scholar
Puig de la Bellacasa, M. (2017a). Matters of care: Speculative ethics in more than human worlds. Minneapolis: University of Minnesota Press.Google Scholar
Puig de la Bellacasa, M. (2017b). Matters of care in technoscience: Assembling neglected things. Social Studies of Science, 41(1), 85–106.Google Scholar
Pyscher, T., & Crampton, A. (2020). Issue 43: Possibilities and problems in trauma-based and social emotional learning programs. Occasional Paper Series: 2020 (43). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2020/iss43/1Google Scholar
Reinders, H., & Youniss, J. (2006). School-based required community service and civic development in adolescents. Applied Developmental Science, 10(1), 2–12. https://doi.org/10.1207/s1532480xads1001_1Google Scholar
Rosa, H. (2016). Resonanz: Eine Soziologie der Weltbeziehung (Resonance: A sociology of our relationship to the world). Suhrkamp.Google Scholar
Ross, W. D., & Brown, L. (Eds.). Oxford world’s classics: Aristotle: The Nicomachean ethics, book VI (revised ed.). Oxford University Press.Google Scholar
Rowe, M. L., Turco Guzman, R., & Blatt, J. H. (2021). Can interactive apps promote parent-child conversations? Journal of Applied Developmental Psychology, 76. https://doi.org/10.1016/j.appdev.2021.101326Google Scholar
Saleme, P., Pang, B., Dietrich, T., & Parkinson, J. (2020). Prosocial digital games for youth: A systematic review of interventions. Computers in Human Behavior Reports, 2, 100039. https://doi.org/10.1016/j.chbr.2020.100039Google Scholar
Samuels, W. E. (2018). Nurturing kindness naturally: A humane education program’s effect on the prosocial behavior of first and second graders across China. International Journal of Educational Research, 91, 49–64. https://doi.org/10.1016/j.ijer.2018.08.001Google Scholar
Sebanc, A. M. (2003). The friendship features of preschool children: Links with prosocial behavior and aggression. Social Development, 12(2), 249–268. https://doi.org/10.1111/1467-9507.00232CrossRefGoogle Scholar
Slater, J. (2021). Things were getting better for kids. Here’s how to boost their well-being. New York Times, December 28. Retrieved from www.nytimes.com/2021/12/28/opinion/children-teenagers-omicron.htmlGoogle Scholar
Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 1–13. https://doi.org/10.1080/20590776.2020.1839883Google Scholar
Spinrad, T. L., & Gal, D. E. (2018). Fostering prosocial behavior and empathy in young children. Current Opinion in Psychology, 20, 40–44. https://doi.org/10.1016/j.copsyc.2017.08.004Google Scholar
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884. Substance Abuse and Mental Health Services Administration.Google Scholar
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. Norton.Google Scholar
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behavior: From instrumental to empathic to altruistic helping. Child Development, 81(6), 1814–1827. https://doi.org/10.1111/j.1467-8624.2010.01512.xGoogle Scholar
Taylor, L. K. (2020). The Developmental Peacebuilding Model (DPM) of children’s prosocial behaviors in settings of intergroup conflict. Child Development Perspectives, 14(3), 127–134. https://doi.org/10.1111/cdep.12377Google Scholar
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864Google Scholar
Tronto, J. (2013). Caring democracy: Markets, equity, and justice. New York University Press.Google Scholar
Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. Routledge.Google Scholar
Turner, K. M. T., Singhal, M., McIlduff, C., Singh, S., & Sanders, M. R. (2020). Evidence-based parenting support across cultures: The Triple P-Positive Parenting Program experience. In Vijver, F. & Halford, W. K. (Eds.), Cross-cultural family research and practice (pp. 603–644). Elsevier. https://doi.org/10.1016/B978-0-12-815493-9.00019-3Google Scholar
United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2021). Right from the start: Build inclusive societies through inclusive early childhood education. Retrieved from https://en.unesco.org/gem-report/rightfromthestartGoogle Scholar
Valero, D., Redondo-Sama, G., & Elboj, C. (2017). Interactive groups for immigrant students: A factor for success in the path of immigrant students. International Journal of Inclusive Education, 22, 787–802. https://doi.org/10.1080/13603116.2017.1408712Google Scholar
Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: How diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43, 17–33. https://doi.org/10.1080/0305764X.2012.749213CrossRefGoogle Scholar
Van Heerden, A., Sen, D., Desmond, C., Louw, J., & Richter, L. (2017). App-supported promotion of child growth and development by community health workers in Kenya: Feasibility and acceptability study. JMIR mHealth uHealth, 5(12), e182. doi:10.2196/mhealth.6911Google Scholar
VanderWeele, T. J. (2019). Measures of community well-being: A template. International Journal of Community Well-Being, 2(3), 253–275. https://doi.org/10.1007/s42413-019-00036-8Google Scholar
Villardón-Gallego, L., García-Carrión, R., Yáñez-Marquina, L., & Estévez, A. (2018). Impact of the interactive learning environments in children’s prosocial behavior. Sustainability, 10(7), 2138. https://doi.org/10.3390/su10072138Google Scholar
Webster-Stratton, C. (2001). The incredible years: Parents, teachers, and children training series. Residential Treatment for Children & Youth, 18(3), 31–45. https://doi.org/10.1300/J007v18n03_04CrossRefGoogle Scholar
Werner, E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. McGraw Hill.Google Scholar
White, R., & Shin, T. S. (2017). Integrative character education (ICE): Grounding facilitated prosocial development in a humanistic perspective for a multicultural world. Multicultural Education Review, 9(1), 44–74. https://doi.org/10.1080/2005615X.2016.1276670Google Scholar
Whitney, D. G., & Peterson, M. D. (2019). US national and state-level prevalence of mental health disorders and disparities of mental health care use in children. JAMA Pediatrics, 173(4), 389–391. https://doi.org/10.1001/jamapediatrics.2018.5399Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×