When adolescents have positive emotions, parents' reactions that enhance or dampen the intensity or duration of adolescents' emotions have been documented to play a critical role in adolescents' emotional adjustment in Western societies. These parental reactions are theorized to be culturally embedded parenting practices in the emotion socialization process. However, research is limited in examining the implications of parents' enhancing and dampening reactions for adolescents' emotional adjustment in non-Western societies. Moreover, it remains to be explored how these parental reactions might be guided by parents' culturally shaped socialization goals for adolescents, and further influence adolescents' adjustment. To address these key issues, a two-wave longitudinal study spanning approximately 1.5 years was conducted among adolescents in China (N = 233; M age  = 12.19 years, SD = 0.60; 48% girls). Based on adolescents' reports, it was found that Chinese mothers' enhancing reactions to adolescents' positive emotions, which were related to their greater endorsement of self-development socialization goals (i.e., wanting adolescents to develop confidence, autonomy, and uniqueness), predicted adolescents' increased emotional well-being (i.e., self-esteem, vitality, and experience of positive emotions) and decreased emotional ill-being (i.e., depression, anxiety and experience of negative emotions) over time. Contrastingly, mothers' dampening reactions to adolescents' positive emotions, which were related to their less endorsement of self-development and greater endorsement of filial piety socialization goals (i.e., wanting adolescents to respect and obey parents), predicted adolescents' decreased emotional well-being over time. The findings broaden the cultural understanding of parents' emotion-related socialization practices, and provide insights into practical endeavors at optimizing parents' reactions to adolescents' positive emotions in culturally sensitive ways and ultimately promoting adolescents' mental health.
(© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Background: Interprofessionalism is considered a key component in modern health profession education. Nevertheless, there remains ongoing debate about when and where to introduce interprofessional trainings in the curriculum. We identified anatomy, a subject commonly shared among health professionals, as a practical choice for initiating early intergroup-contact between first-year medical and midwifery students. Our study examined the effects of a four-hour block course in anatomy on interprofessional socialization and valuing, as well as long-term effects on intergroup contact.
Methods: Based on different concepts and theories of learning, we implemented 12 interprofessional learning stations. Several measures were taken to foster group cohesion: (1) self-directed working in interprofessional tandems on authentic obstetric tasks, (2) competing with other tandems, (3) creating positive interdependencies during task completion, and (4) allowing room for networking. In a pre-post design with a three-month follow-up, we assessed the outcomes of this ultra-brief training with qualitative essays and quantitative scales.
Results: After training, both groups improved in interprofessionalism scores with strong effect sizes, mean difference in ISVS-21 = 0.303 [95% CI: 0.120, 0.487], P < .001, η² = 0.171, while the scales measuring uniprofessional identity were unaffected, mean difference in MCPIS = 0.033 [95% CI: -0.236, 0.249], P = .789. A follow-up indicated that these positive short-term effects on the ISVS-21 scale diminished after 12 weeks to baseline levels, yet, positive intergroup contact was still reported. The qualitative findings revealed that, at this initial stage of their professional identity development, both medical and midwifery students considered interprofessionalism, teamwork and social competencies to be of importance for their future careers.
Conclusion: This study advocates for an early implementation of interprofessional learning objectives in anatomical curricula. Young health profession students are receptive to interprofessional collaboration at this initial stage of their professional identity and derive strong advantages from a concise training approach. Yet, maintaining these gains over time may require ongoing support and reinforcement, such as through longitudinal curricula. We believe that an interprofessional socialization at an early stage can help break down barriers, and help to avoid conflicts that may arise during traditional monoprofessional curricula.
(© 2024. The Author(s).)

Picture books are often part of children's socialisation processes, contributing to the children forming images of the world, including ideas about (categories of) people, such as nurses. The study aims to explore how nurses/nursing are portrayed in children's picture books in a Swedish context. Through a systematic search, 44 books were included for analysis using thematic analysis and a theoretical lens inspired by Goffman. The results were presented in three themes: 'The costume characterised and designated nurses', 'Nurses and nursing were defined through specific activities and accessories', and 'Nurses' role as caregivers and decency practitioners'. The results showed that nurses were depicted/described in varied contexts, performing their roles mainly front stage in 'hands-on work' in close contact with patients and relatives. Nurses were attributed different accessories and personality characteristics. Nurses/nursing were generally set within a healthcare context, oftentimes within an overarching medical logic. Historical depictions of nurses' uniforms still appeared as a signifier for nurses/nursing. The presentation of nurses/nursing might have potential implications on children's understanding of and for reputations of nurses/nursing in the long term as primary socialisation and related understandings of the (sub)world(s) are deeply rooted in humans.
(© 2023 John Wiley & Sons Ltd.)

Regular family mealtimes are occasions to model food consumption and have been associated with health and well-being benefits for children. This study aimed to investigate children's mealtime food socialisation in socially diverse households. Nine families from France and five from Australia were recruited, ranging from lower middle-class to upper-class positions, with children mostly between the ages of five to eight. The data is composed of the observations of 47 mealtimes and semi-directive interviews with both parents. The results showed that food socialisation and parents' understanding of children's taste development were linked to the household's social class position as well as to the temporal, cognitive and emotional resources parents possessed at mealtimes, in a similar manner across France and Australia. The more capital and resources the parents had, the more they were able to perform an intensive food socialisation style, which led them to prepare balanced menus and get children to eat the food served. The less capital and resources the parents had, the more they engaged in a hands-off food socialisation style, leading them to serve more child-oriented and less diverse menus. Importantly, all parents strived to serve healthy food, but limited resources prevented some of them from doing so. These food socialisation styles were also connected to the development of different social skills in children: with the intensive model, children were closely managed by their parents at the table but also learnt negotiation skills, whereas with the hands-off style, children learnt to be quite autonomous in their eating. The findings presented here contribute to Hays' intensive mothering concept and to Lareau's class-based parenting models. They also challenge Bourdieu's differentiation between a taste of necessity and a taste of luxury.
Competing Interests: Declaration of competing interest The authors declare no conflict of interest. Mars Food funded in majority this study as they were interested in up-to-date research on family mealtimes to be able to communicate with stronger confidence on the conditions and effects of shared mealtimes. This research was conducted according to academic research standards. In addition to being reviewed and approved by the research ethic committees of Flinders University and Université Lyon 1, the research project from which the present paper originate was also reviewed by the Mars Food internal research ethics committee. The study design presented and approved by the different research ethics committees has been built based on the research gaps in the field of family mealtimes and according to best practice in term of sociological research. This design was constructed by the principal author of this paper, in collaboration with the scientific supervisors of this project. Mars Food did not participate in the study design, data collection, analysis, interpretation, writing and publication decisions of the results presented here.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Introduction: Black immigrant-origin (I-O) youth's well-being is at risk as the systemic mistreatment of Black people within the United States can be intensified by migration-related experiences (e.g., isolationism, xenophobia). These experiences were heightened by the sociopolitical events of 2020 that increased the salience of racism and xenophobia. The current study centered how Black I-O youth's negotiation of their bicultural socialization experiences impacted the ways in which they processed various social situations/contexts.
Methods: Grounded theory was used to conduct secondary analysis of a sub-sample (n = 26) from qualitative interviews completed between 2020 and 2021 through The 2020 Study. Participants lived in the United States, identified as Black and I-O as part of the global African Black Diaspora (M age  = 16.73, SD = 1.08), and as 80.77% female, 7.69% gender diverse, and 11.54% male.
Results: The increased salience of racial injustice throughout 2020 uniquely positioned youth's meaning-making of their ethnic/racial identity. How youth reflected on their identity and related socialization experiences informed how they focused their attention and perceptions of socialization experiences. This connected to how youth demonstrated positive adaption (e.g., cultural pride) as forms of resilience against hyper-visible anti-Blackness throughout 2020. Youth's agentic participation aligned with indicators for positive youth development and well-being.
Conclusion: By critically exploring the relationship between social competence, youth well-being, and bicultural socialization among Black I-O youth, the current study addressed a gap in the extant research regarding how affirming youth identity complexities can lead to building resilience to potential instances of risk (e.g., race-based trauma, acculturative stress).
(© 2023 Foundation for Professionals in Services to Adolescents.)

The development of sociotechnical codes by the legal system acts as a marker of good citizens and development of self where social norms matter. In most cases, despite cultural differences, socialization plays an important role in making sense of law. The question is, 'how does law come to mind and what is the role of brain? This question will be dealt keeping the debate on brain determinism and free will critically at the forefront.
(© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

We aimed to develop a culturally appropriate psychometrically robust measure for assessing interprofessional socialization for health practitioners and students in Indonesia. The COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) were used as guidelines. Our study was organized in three phases (a) translation, (b) cross-cultural validation by evaluating the content validity and internal structure of the translated instrument (i.e. structural validity, internal consistency reliability, and measurement invariances), and (c) hypotheses testing for construct validity. A total of 266 health practitioners and 206 students from various professional backgrounds participated. The Indonesian ISVS-19 was confirmed unidimensional. Content validity evaluation confirmed the inclusion of relevant, understandable items and was comprehensive. Factor analysis supported removal of two items. Configural, metric, and scalar tests confirmed the invariance of the 1-Factor 19-Items model in practitioner and student cohorts. Age was a differentiating factor in both cohorts; length of work was only significant for practitioners, and educational background was significant for students (80% of assumptions were accepted, fulfilling COSMIN requirement for construct validity). The Indonesian ISVS-19 has good psychometric properties regarding content validity, internal structure, and construct validity and, therefore, is a psychometrically robust measure for assessing interprofessional socialization for health practitioners and students in Indonesia.

There is a critical need for research examining how neural vulnerabilities associated with obesity, including lower executive control, interact with family factors to impact weight trajectories across adolescence. Utilizing a longitudinal design, the present study investigated caregivers' emotion socialization practices as a moderator of the association between preschool executive control and adolescent body mass index (BMI) trajectories. Participants were 229 youth (M age  = 5.24, SD = 0.03; 47.2% assigned female at birth; 73.8% White, 3.9% Black, 0.4% Asian American, 21.8% multiracial; 12.7% Hispanic) enrolled in a longitudinal study. At preschool-age, participants completed performance-based executive control tasks, and their caregivers reported on their typical emotion-related socialization behaviors (i.e., supportive and nonsupportive responses to children's negative emotions). Participants returned for annual laboratory visits at ages 14 through 17, during which their height and weight were measured to calculate BMI. Although neither preschool executive control nor caregiver emotion-related socialization behaviors were directly associated with BMI growth in adolescence, supportive responses moderated the association between executive control and BMI trajectories. The expected negative association between lower preschool executive control and greater BMI growth was present at below average levels of supportive responses, suggesting that external regulation afforded by supportive responses might reduce risk for adolescent overweight and obesity among children with lower internal self-regulatory resources during preschool. Findings highlight the importance of efforts to bolster executive control early in development and targeted interventions to promote effective caregiver emotion socialization (i.e., more supportive responses) for youth with lower internal self-regulatory abilities to mitigate risk for overweight and obesity and promote health across childhood and adolescence.
(© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p  < .001, 95%], CCSAC [t (286) = 13.8, p  < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p  < .001, 95%], knowledge [t (285) = 9.5, p  < .001, 95%], and skills [t (286) = 13.3, p  < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.

Although parent-child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence. We designed a guided racism discussion task for U.S. White parents and their 8-12-year-old White children. We explored whether children's and parents' (a) pro-White implicit biases changed pre to postconversation, (b) racial socialization messages (color conscious, external attributions for prejudiced behavior and colorblind racial ideology [CBRI]) predicted changes in each other's implicit biases, and (c) associations varied by the type of racism (subtle vs. blatant) discussed. Children's and parents' biases significantly declined, pre to postdiscussion. Parents' color conscious messages predicted greater declines and messages reflecting CBRI and external attributions predicted smaller declines in children's bias. These patterns were observed during discussions of subtle, but not blatant bias. Effects of children's messages on parents' bias were mixed. Our findings suggest that color conscious parent-child discussions may effectively reduce implicit pro-White bias in White children. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Existing work on newcomer adjustment and socialization typically assumes that selected employees are the first choice for a role or job. However, this is not always the case. To address this oversight, we introduce and examine the phenomenon of alternate choices: Employees who are selected for a role but perceive or discover that they were not the first choice. Drawing on social identity theory, we contend that alternate choices seek less feedback directly from others due to experiencing less social integration and examine whether leader inclusion offsets these effects. Our studies cycling between experimental and field survey designs support the proposed theory. Taken together, we illuminate how selection processes and decisions made before role entry can impact employees' subsequent work experiences and behavior after they enter the role, providing insights for theory and research on socialization, feedback seeking, and inclusion at work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).