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.

Researchers and practitioners nowadays are convinced that social and emotional skills (SES) are a crucial element in human development. Numerous scientific research studies and international and national reports show the significance of attaining SES in the early years. Supporting the development and improvement of social and emotional skills in children from an early age increases to a great extent their chances of success in school, work, and life. This will influence on one-hand side children’s level of development as a whole, not only in the field of the social and emotional domain, but also has an influence on their families, kindergarten and school community, and the overall society. The EU-SELF project presents an innovative approach that integrates scientific knowledge and proficiency in the realm of SES with its applied implementation into educational practices. Within the framework of the project, a Europe-wide web-based platform was developed. It provides reliable, professional and user-friendly information on SES states regarding several key areas like skills development, their assessment, and approaches to interventions for early childhood education and care (ECEC) (i.e., children aged 0 to 7 years old). Some of the project outputs are (1) country-specific SES descriptions for all the European countries, (2) a program SES compendium for Europe, (3) SES assessment measure compendium, and (4) a systematic review. The EU-Self platform functions as both a repository of information and a means of communication and exchange for early childhood education and care providers, teachers, researchers, stakeholders, and experts in Europe and worldwide. It supports the achievement of EU key priorities, raises awareness and promotes SES development in children.

Background: The aim was to conduct a time-lag study on how democracy and dictatorship may influence self-esteem in adolescents. Methods: Adolescents (aged 15-16) from Sweden and Bulgaria were compared using the 'I Think I Am' questionnaire measuring self-esteem 1989-1991 (T1) when Bulgaria was a communistic dictatorship and Sweden a parliamentary democracy and 2015-16 (T2) when both countries were democracies. Results: The lower global self-esteem in Bulgaria compared to Sweden at T1 equalised at T2, which mainly was related to the sub-scales ' Relations with others' and ' Psychological well-being '. Both global self-esteem and ' Relations with others ' had a significant interaction between time and country, indicating that the country differences in self-esteem were modified by time, i.e. our proxy for governance. The differences that existed between the sexes in Sweden at T1 equalised at T2. The girls in both countries had lower results in the sub-scale ' Psychological well-being ' than the boys at both time-points. Conclusion: The prior differences in selfesteem between a democracy and a communistic dictatorship equalised over a generation of democracy. We suggest that the amelioration self-esteem in the former dictatorship is due to decrease of social stressors. This lower self-esteem related to others could be seen as 'Dictatorship damage'. Background Different forms of governance, i.e. dictatorship or democracy, form different compatriots [1-4] and how dictatorships impact the well-being among its citizens has been discussed since the time of the ancient Greeks [5]. Despite this, few studies have been conducted on the psychological impact of governance. This scarcity of studies is at least partially related to the difficulties of getting permission to examine an autocratic state as dictators tend to fear criticism and opposition [4]. A wave of democratic changes swept over Europe in the early 1990s after the fall of the Berlin wall in 1989 and the collapse of the Soviet Union in 1991. These changes cleared a path for the formation or restoration, in some cases, of liberal democratic institutions in Europe, as well as elsewhere in the world [6].Our previous study [7] compared levels of self-esteem in adolescents in Bulgaria and Sweden, two countries on either side of the Berlin Wall before it fell in 1989; the study was cross-sectional in design. In our previous study, we found that the adolescents in Bulgaria had a lower global selfesteem related to relations to others than their Swedish counterparts, which was suggested as being related to the higher presence of dictatorship-related macro-environmental stressors in the communistic dictatorship Bulgaria and to a more equal distribution between the sexes in the Bulgarians [7].Self-esteem is often defined as a personality characteristic that mirrors the level of global regard that one has for oneself as a person [8,9]. It is widely recognised that self-esteem is strongly and closely related to psychopathology in adolescents where low levels of self-estee...

The article aims to present research on the relationship between perceived maternal and paternal acceptancerejection, psychological adjustment, and perceived stress in early adulthood.The sample consists of 322 subjects between 20 and 40 years of age (M = 29.42, SD = 6.41). The sample is not gender-balanced (248 women (77%) and 74 men (23%), almost all of them Bulgarian (295, 91.6%; 1, 0.3% of Turkish origin and 26, 8.1% missing data), most of them university graduates (235, 73%), employed (239, 74.2%) and married or cohabiting with a partner (246, 76.4%).