Evidence suggests that parental mind-mindedness is important for children’s social-emotional development; however, almost all research exploring mind-mindedness has been conducted with families from Western backgrounds. The current study explored cross-cultural differences in mind-mindedness based on observed real-time interactions between urban Australian ( N = 50, M age = 30.34 years, SD = 3.14) and urban mainland Chinese ( N = 50, M age = 29.18 years, SD = 4.14) mothers and their toddlers (Australian: M age = 18.98 months, SD = 0.87; Chinese: M age = 18.50 months, SD = 2.25). Controlling for education, the Australian mothers used a higher proportion of appropriate mind-related comments and were less likely to use non-attuned mind-related comments than their Chinese counterparts, adjusting for total number of comments. Transcript analysis showed that the Australian mothers used more mental state terms referring to desires and preferences than Chinese mothers. Findings are discussed in relation to cultural influences in child-rearing goals, beliefs, and values and the need for cross-cultural validation of the mind-mindedness construct.

ObjectivesTo engage children and young people with conditions that impair learning, their parents/carers and the health, education, social work and third sector professionals to identify and prioritise research questions for learning difficulties.DesignProspective surveys and consensus meeting guided by methods advocated by the James Lind Alliance.SettingScotland.MethodsThe Priority Setting Partnership came together through discussion and collaboration between the University of Edinburgh, Scottish charity The Salvesen Mindroom Centre and partners in the National Health Service, education services and the third sector. A steering group was established. Charity and professional organisations were recruited. Suggested questions were gathered in an open survey and from research recommendations by the National Institute for Health and Care Excellence and Scottish Intercollegiate Guidelines Network Guidance. Suggested questions and recommendations were summarised into 40 indicative research questions. These indicative questions were verified as uncertainties from research evidence. Respondents each nominated up to 10 questions as research priorities in an interim survey. The 25 highest-ranked questions from the interim survey were prioritised at the final priority setting workshop.Participants367 people submitted suggestions (29 individuals affected by learning difficulties, 147 parents/carers and 191 professionals). 361 people participated in the interim prioritisation (41 individuals, 125 parents/carers and 195 professionals). 25 took part in the final workshop (5 young people, 6 parents and 14 professionals).ResultsTop three research priorities related to (1) upskilling education professionals, (2) best education and community environment and (3) multidisciplinary practice and working with parents. Top 10 included best early interventions, upskilling health, social and third sector professionals, support for families, identifying early signs and symptoms, effective assessments and strategies against stigma and bullying and to live independent lives.ConclusionsResults will now be a resource for researchers and funders to understand and resolve learning difficulties and improve the lives of those affected with childhood onset conditions that result in learning difficulties.

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Relations between maternal mind-mindedness, parenting stress and obstetric history were investigated in a Chinese sample comprising of 96 mother-infant dyads (infants' mean age = 15.95 months, mean maternal age = 30 years). Parenting stress and obstetric history were assessed through questionnaires while mind-mindedness was observed through a 10minute video recording of mother-infant interactions. Results indicated that among mothers who perceived the pregnancy to have been difficult, those who had planned to conceive were more likely to comment appropriately on their infants' mental states than those who had unplanned conceptions. Appropriate mind-related and non-attuned comments were unrelated to mothers' recollections of their first contact with their newborns. Mothers who displayed a highly emotional reaction of an exclusively positive nature were in the lower parent distress category and experienced lower total parenting stress scores than those who responded neutrally when their babies were first given to them. Controlling for maternal education and income, mothers who were more mind-mindedness had lower levels of parenting stress. Main carer status and daily time spent with child were related to parenting stress. The results are discussed in relation to the need to consider socio-cultural factors that might shape antenatal Maternal Mind-Mindedness Among Chinese Mothers 3 perceptions and influence parenting stress which in turn affect a mother's relationship with her child.

This paper summarizes the determinants for future e-Health network and IT infrastructures in the health care environment. The paper bases on observations conducted as part of a larger study at a university hospital in Munich, and summarizes ongoing discussions, key determinants from relevant white papers, and challenges of the domain. The objective of the paper is to provide a broad overview over the implications of the e-Health domain to provide inputs in ongoing discussion on 5G characteristics.