This study assesses interpersonal acceptance-rejection theory’s (IPARTheory’s) prediction that adults’ (both men’s and women’s) remembrances of parental (both maternal and paternal) rejection in childhood are likely to be associated with adults’ fear of intimacy, as mediated by adults’ psychological maladjustment and relationship anxiety. The study also assesses the prediction that these associations will not vary significantly by gender, ethnicity, language, culture, or other such defining conditions. To test these predictions a sample of 3,483 young adults in 13 nations responded to the mother and father versions of the Adult Parental Acceptance-Rejection Questionnaire (short forms), Adult Personality Assessment Questionnaire (short form), the Interpersonal Relationship Anxiety Questionnaire, the Fear of Intimacy Scale, and the Revised Personal Information Form. Results of multigroup analyses showed that adults’ remembrances of both maternal and paternal rejection in childhood independently predicted men’s and women’s fear of intimacy in all 13 countries. However, remembered maternal rejection was a significantly stronger predictor of adults’ fear of intimacy than was remembered paternal rejection. Results also confirmed the prediction in all 13 countries and across both genders that both maternal and paternal rejection independently predicted adults’ psychological maladjustment and relationship anxiety, which in turn predicted fear of intimacy. In addition, psychological maladjustment partially mediated the relation between remembrances of maternal and paternal rejection, and adults’ fear of intimacy in all 13 countries and both genders.

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The preschool years presents an important opportunity to support children’s social and emotional development. Social and emotional learning (SEL) programs in early childhood education and care (ECEC) have gained an increased interest due to its potential to improve child health and educational outcomes. We aimed to identify existing systematic reviews on universal, curriculum-based SEL interventions in ECEC settings (children aged 0 to 7 years), assess their risk of bias, synthesize the findings and identify knowledge gaps. We undertook a systematic literature search in seven different databases. Reviews of studies without control groups were excluded. Each abstract and full text article was assessed independently, and disagreements were solved in consensus. Relevant reviews were assessed for bias using the ROBIS tool. Of 4912 records identified through database searches, two systematic reviews met the inclusion criteria. Both reviews were assessed as having a high risk of bias. The results were used to summarize existing knowledge and knowledge gaps. In conclusion, SEL interventions in preschool settings must be considered knowledge gaps. There is a need for more high-quality primary studies and further systematic reviews that adhere to strict scientific methods and address the overwhelming heterogeneity in field, in terms of interventions, settings and outcomes.

The information process is considered a core element in decision- making and an obligatory matter of concern for the health professional. Rather than information per se, we should perhaps mention the need for communication between the health professional and the patient, which should be appropriate to each specific case and situation. Interaction and communication during the relationship generates a degree of trust that contributes to improving care quality and health-related results. The aim of this study is to know the perception of professionals on the quality of communication and its impact on the decision-making process of the patient and the degree of involvement of health professionals in the process of communication with the patient. A sample of 2186 health professionals (1578 nurses, 586 physicians, and 22 pharmacists) was studied. A questionnaire composed of 20 items dealing with the process of communication with the patient and obtaining informed consent was administered. Our study revealed the high consideration that professionals hold of their communication skills with patients since almost 80% of those surveyed, think they are sufficiently skilled in this area. Professionals refers that nurses are most skilled at communicating with patients. Communication in the clinical relationship must not only serve as a way for the professional to obtain information from the patient on their pathology, but also as a means to inform patients so that they understand their illness. Patients also like to feel that they are being listened to and are co-participants in the care process. Communication should be a continuous object of study for all health professionals, both in primary and specialised attention.Significance for public healthPatient-health professional communication is considered an essential element of high-quality healthcare and is accepted as a core element in decision- making. Interaction and communication during the relationship generates a degree of trust which contributes to improving care quality and better medical outcomes. Ideally, communication is a balanced exchange of information, ideas and preferences, and, as such, helps promotes patient autonomy. Knowing the perceptions of professionals about the quality of communication may be useful for identifying deficiencies and the repercussion of the same in the decision-making process and health care in general. Promoting strategies of communication in the health system is of great value for preventing errors and failures in health care. Increasingly, effective communication is considered as one of the basic competences to be imparted in university training, and should remain a continuous subject of study for all health professionals.