Developmental Language Disorder (DLD) affects approximately 7.5% of preschool-aged children and is increasingly understood as a multifactorial condition in which family dynamics play a central role. This narrative review aims to identify and synthesize the parental psychological variables associated with DLD outcomes in children aged 3–6, with particular focus on their relevance to parent-led speech-language therapy (SLT). The search was conducted in five databases (2015–2025). Eligible studies focused on children aged 3–6 with DLD or language delay and examined parental psychological variables relevant to language outcomes or SLT effectiveness. Six core parental psychological constructs were identified: (1) parental reflective functioning (PRF) and mentalization, predicting parental sensitivity and interaction quality; (2) parental stress, undermining emotional availability and therapeutic adherence; (3) parental self-efficacy (PSE), supporting implementation of language-stimulation strategies; (4) technoference, disrupting joint attention and contingent responsiveness; (5) parental motivation and related cognitions, governing engagement in intervention; and (6) parental sensitivity and responsiveness, functioning as the primary behavioral pathway to child language outcomes. Marital satisfaction and differential paternal involvement were identified as emerging factors. Our conclusions focus on the idea that parental psychological variables should be treated as active levers of therapeutic change rather than as background covariates.
Background: Academic stress is highly prevalent among healthcare students and is frequently associated with impaired sleep quality and maladaptive eating behaviours. Universities are increasingly recognised as settings that can actively support student wellbeing through curriculum-embedded health practices, giving structured exercise programmes both clinical and educational relevance. Objective: To evaluate the effects of a 7-week kinesioprophylactic exercise programme on perceived stress, sleep quality, and eating behaviour in healthcare students, and to assess its potential as a feasible wellbeing strategy within health-professional curricula. Method: A prospective randomised controlled study with two parallel groups involved 50 second-year students (mean age 20.84 ± 0.61 years), randomly allocated to an experimental group following a supervised 7-week exercise programme (3 sessions/week, 50–60 min each) or a control group maintaining usual lifestyle. Assessments used the PSS-10, PSQI, and DEBQ at baseline and post-intervention. Results: Significant within-group reductions in perceived stress were observed in both groups (p < .001). A significant improvement in sleep quality was found within the experimental group only (p = .016). No significant between-group differences were found at post-test for any outcome. Eating behaviour remained stable across both groups. Adherence was 93%. Conclusions: A short-term kinesioprophylactic programme is feasible, safe, and well accepted by healthcare students, supporting positive trends in stress and sleep outcomes. These findings support embedding structured physical activity within health-professional curricula as part of institutional wellbeing strategies, while underscoring the need for longer interventions, larger samples, and educational outcome measures in future research.
This paper examines the impact of hatred on Romani identity. The research employs a qualitative design based on semi-structured interviews with Romani participants who described their experiences of hatred. The answer to the main research question which focuses on examining the impact of hatred on Romani identity is the creation of a model of identity disruption trajectories. This model represents a dynamic process in which the long-term and repeated effects of hatred gradually weaken individuals’ identities, increase pressure on their stability, and may lead to an identity crisis. Further development may lead either to identity resistance or to identity transformation, which may result in either a positive consolidation of identity or a permanent disruption of identity. The trajectory model suggests that experiences of hatred trigger a process of identity disruption that unfolds in five phases.
Gamification is increasingly being promoted as an innovative strategy for higher education. However, its effectiveness depends on the academic staff who implement it, and there is little evidence of their perspectives, particularly in Central and Eastern Europe. This study examines the knowledge, practices, attitudes, perceptions and behavioural intentions of academic staff regarding gamification in Romanian higher education. A quantitative survey comprising a 40-item questionnaire incorporating a validated 32-item, seven-point scale measuring attitude, perception, and intention to use gamification was conducted among 25 academic staff members of a faculty of social sciences and communication, comprising full-time and hourly-paid associate teaching staff. The data were analysed using reliability analysis, descriptive statistics and independent-samples t-tests. Given the small sample size, frequencies are reported as absolute counts rather than percentages. Despite recognising the latter almost unanimously as gamification elements, respondents reported frequent use of low-threshold mechanics such as immediate feedback (23 out of 25 respondents), points (21 out of 25 respondents), and storytelling (20 out of 25 respondents), and marginal use of badges and symbolic rewards (three out of 25 respondents each). Intention recorded the highest reliability and mean (ω = 0.913; M = 5.36), in comparison with attitudes (ω = 0.842; M = 4.31) and perceptions (ω = 0.698; M = 4.37). Gender, teaching experience and academic profile produced no significant differences. The recognition gap suggests practical rather than conceptual barriers, with implications for staff training and institutional support.
The article considers the problem of bilingual language environment influence on speech formation and development of children brought up in families of forced immigrants. The primary aim of this exploratory pilot study is to describe and analyze the parameters of speech development in displaced Ukrainian preschool children undergoing forced migration in bilingual contexts (Turkey and Germany), and to outline preliminary pedagogical recommendations for their language support. The relevance of the study is due to modern migration processes leading to an increase in the number of children involved in the conditions of early bilingual development and, very often, against the background of psycho-emotional tension and social maladaptation. Methods of theoretical analysis, synthesis and generalization of scientific sources from speech therapy, psycholinguistics and pedagogy, as well as comparative analysis of the results of modern empirical research were used during research. It was established that the combination of a bilingual environment with unfavorable socio-psychological conditions, instability of language environment and limited support for the native language can adversely affect the pace and quality of children’s speech development. Most commonly it is revealed in the form of speech development delay as well as in disorders of vocabulary formation, grammatical structure and phonetic-phonemic processes. At the same time, it is substantiated that bilingualism is not an independent reason for speech disorders; it acts as a risk factor only having additional adverse conditions in place. Findings confirm the feasibility of early detection of speech difficulties and the introduction of complex interdisciplinary support for children from forced immigrants’ families alongside with taking into account the peculiarities of their bilingual development.
