Indonesia has been participating in the Children's Worlds international project on conducting a survey of children's well-being. A new context-free multi-item scale named CW-SWBS (Children's Worlds Subjective Well-Being Scale) has been used on this survey. Since the original version of the scale was in English, the scale required to be translated into Indonesian language. The aim of this article is to explain the translation process. Method used in this study including testing the translated scale for legibility and how children understood the wording, conducting Focus Group Discussion (FGD) with children, working on back translation, and sent the back translated scale to Children's Worlds coordination secretariat to be reviewed. This process has been done in the pilot testing of Indonesian version of the CW-SWBS in children age 8, 10, 12 year-olds (N = 425) in Bandung, West Java. Result findings showed the Indonesian version of CW-SWBS has been translated excellently and was understood by children age 8, 10, and 12 year-olds.

Perilaku bullying merupakan salah satu perilaku agresif yang di dalamnya memiliki aspek kesengajaan untuk mendominasi, menyakiti, atau menyingkirkan. Di dalamnya juga terdapat ketidakseimbangan kekuatan fisik maupun mental, keterampilan, status sosial, dan kemampuan kognitif, dimana perilaku agresif ini dilakukan secara berulangkali oleh seseorang atau sekelompok orang kepada anak atau beberapa anak yang lainnya (Olweus,

According to the Indonesian Child Protection Commission (KPAI), bullying in Indonesia ranks fourth in child abuse cases. In accordance with McManis, highest prevalence of abuse cases occurred in early adolescence stage that equivalent to the level of junior high school in Indonesia. This study aims to obtain exploratory data on abuse classification that experienced by students and its occurrence frequency. This study was conducted on five junior high schools in Bandung that have the most students according to the 2016 New Student Admission page. Around 1261 students filled out questionnaire regarding their abuse experience. Data was processed by qualitative and quantitative methods and presented through cross table tabulation. Results showed that 49.3% of total respondents had experienced abuse and entered frequency category from 'quite often' to 'often'. Then, 16% of them experienced abuse at school and 13% experienced in classroom. This result was used as basis in psychological intervention programs designing that adjusted to type of abuse and other subjective experiences faced by students, so that handling traumatic impacts on victim can be right on target.

Parenting needs a calm and aware state regarding what parents might be facing at that moment. Also, it requires parents to be mindful; thus, they are more aware of their emotions, accept situation, and improve quality of their interaction. This is called mindful parenting. This type of parenting becomes more understood by parents today. More evidence supports mindfulness in parenting, this study analysed and described mindful parenting of pre-schoolers' parents in Bandung City, Indonesia. The total of 163 parents completed selfreported questionnaires using Mindfulness in Parenting Questionnaire developed by McCaffrey, Reitman, and Black [1]. The demographic data, including age, sex, education background, monthly income, and number of children were reported by respondents. Sample of this research was preschools in centre region of Bandung. The range of mindful parenting was divided into "high" and "low". Most of parents with preschool children had high level of mindful parenting. Total of 12 fathers had high mindfulness in parenting and 123 mothers were also categorized high on mindful parenting. Previous research found that parents' age becomes one of several factors affecting mindfulness, particularly in period of late adulthood. This result was in contrast with data which found that higher score of mindful parenting was distributed in all range of ages. In line with age, education was found as one contributing factor in mindful parenting. According to this result, high score of mindfulness in parenting was spread in all range of parents' education, starting from elementary school to master's degree.

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </span></p></div></div></div>