Journal of Child Development, Exceptionality and Education

Postpartum Comfort and Mother-Infant Bonding: A Descriptive Cross-Sectional Study

2026-05-02T09:09:39+00:00

This descriptive cross-sectional study aimed to examine postpartum comfort levels and mother-infant bonding among mothers admitted to the Obstetrics Unit of Ege University Medical Faculty Hospital (EUMFH), and to identify factors influencing these outcomes. The sample consisted of 153 mothers who met the inclusion criteria and gave birth within the preceding three days. Data were collected using the Mother-Infant Introductory Information Form, the Postpartum Comfort Scale (PCS), and the Mother-Infant Bonding Scale (MIBS). The mean total PCS score was 95.37±39.05, indicating a moderate-to-low postpartum comfort level. Positive bonding scores averaged 1.86±0.91 and negative bonding scores averaged 0.79±0.61. Statistically significant differences were found between postpartum comfort and maternal age (p<0.001), number of pregnancies (p<0.001), number of living children (p<0.001), intentionality of pregnancy (p<0.001), and type of anesthesia (p<0.05). Mothers aged 38–47 years reported the lowest comfort levels. Primigravid mothers demonstrated significantly higher comfort and positive bonding scores compared to multigravid mothers. These findings underscore the importance of individualized care in the postpartum period to optimize maternal comfort and strengthen mother-infant attachment.

Giftedness and mirror neurons

2026-06-28T12:41:44+00:00

This article explores the strong connection between giftedness and hyperactivity of mirror neurons (hypermirroring). It challenges the widespread prejudice — still prevalent even among educators and psychologists — that high cognitive ability is frequently accompanied by emotional underdevelopment. Drawing on neuroscience, the author argues that many characteristics of gifted individuals, including heightened empathy, emotional intensity, rapid observational learning, overexcitabilities (Dabrowski), asynchronous development, and sensory hypersensitivity, can be largely explained by an exceptionally active mirror neuron system. This system enables gifted people to automatically and intensely “mirror” the actions, emotions, and intentions of others, leading to superior social intuition and emotional intelligence on one hand, but also to emotional overload, hyper-empathy, and vulnerability to emotional contagion on the other. The discussion further links hypermirroring to misophonia, presenting it as over-mirroring of orofacial actions rather than a simple sound-processing disorder. Supporting evidence from key studies (Kumar et al., 2021; Stoeckl-Drax, 2020, 2021) is presented, including fMRI and EEG findings. The author concludes that cognitive giftedness and high emotional intelligence are often complementary rather than contradictory. Proper understanding of the mirror neuron mechanism can help parents, educators, and professionals better support gifted children and adults, moving beyond outdated stereotypes toward more effective educational and emotional interventions.

A comparative analysis of Norwegian and Finnish regulations on the concept of safe school within the axis of child's social development

2026-06-28T12:42:58+00:00

Prevention Programme (OBPP) and the Finnish-origin KiVa models—both globally recognised as benchmarks for establishing safe learning environments in educational institutions—in the light of current strategies for 2026. Conducted using the multiple-case study design within qualitative research methods, the study examines Norway’s climate-focused approach, which is based on ‘relational leadership’ and a disciplinary framework characterised by supportive rather than punitive attitudes and clear boundaries. In contrast, Finland’s KiVa model defines bullying as a “group process” fuelled by social rewards and extends the intervention to the entire group by transforming peer roles (assistant, reinforcer, defender). The research discusses the limits of technology in the 2026 educational ecosystem through the findings of the “Digital Paradox”, highlighting the inadequacy of the traditional “repetition” criterion in defining cyberbullying. The findings indicate that bullying must be redefined not so much by the frequency of incidents but through the student’s “subjective sense of security” and “legal rights”. Consequently, the study proposes a hybrid model synthesising Norway’s legal framework and disciplinary resolve with Finland’s empathetic peer management and digital integration. For Turkey’s educational vision, the integration of AI-supported early warning systems into platforms and the adoption of the “Relational Leadership” model in teacher training are presented as strategic solutions.

The role of emotion regulation in mitigating work stress among shadow teachers in inclusive schools

2026-06-28T12:43:18+00:00

Shadow teachers play a vital role in supporting students with special educational needs in inclusive schools. High job demands, intensive emotional involvement, and continuous support responsibilities may increase their vulnerability to work-related stress. This study aimed to examine the effect of emotion regulation on work stress among shadow teachers in inclusive schools. A quantitative non-experimental correlational design was employed. Participants consisted of 255 shadow teachers who actively supported students with special educational needs and were selected using purposive sampling. Data were collected using an Emotion Regulation Scale based on Gross’s theory and the Job Stress Scale adapted from Parker and DeCotiis. Data were analyzed using simple linear regression. The results indicated that emotion regulation significantly predicted work stress among shadow teachers (β = .541, t = 10.228, p = .001). The coefficient of determination (R² = .293) showed that emotion regulation accounted for 29.3% of the variance in work stress, while the remaining 70.7% was explained by other factors outside the study. Descriptive findings revealed that most participants reported moderate levels of emotion regulation (60%) and work stress (66%). These findings suggest that emotion regulation plays an important role in the work stress experienced by shadow teachers. Therefore, strengthening emotion regulation competencies and providing psychological support within inclusive schools may help improve the well-being and professional effectiveness of shadow teachers.

Workload and job stress among special assistant teachers in inclusive schools: Examining the moderating role of work competence

2026-06-28T12:42:37+00:00

This study aims to analyze the effect of workload on job stress and examine the role of work competence as a moderating variable. Inclusive education requires qualified educational personnel who are capable of addressing the diverse needs of students with special educational needs (SEN). Among these professionals, Special Assistant Teachers (SATs) play a critical role in supporting students’ academic, behavioral, and social development. However, the multifaceted responsibilities associated with this role often increase workload and may contribute to elevated levels of job stress. While previous studies have identified workload as a significant predictor of occupational stress, limited research has examined the moderating role of work competence among SATs in inclusive educational settings. Therefore, this study aimed to investigate the effect of workload on job stress and examine whether work competence moderates this relationship. A quantitative correlational design was employed involving 40 Special Assistant Teachers working in inclusive schools. Participants were selected using purposive sampling. Data were collected through standardized questionnaires measuring workload, job stress, and work competence. The data were analyzed using descriptive statistics, reliability and validity testing, simple linear regression, and Moderated Regression Analysis (MRA). The results revealed that workload had a positive and significant effect on job stress (β = .621, t = 4.292, p < .001), explaining 32.7% of the variance in job stress. Furthermore, the moderation analysis demonstrated that work competence significantly moderated the relationship between workload and job stress (β = −.045, t = −3.210, p = .003). The negative interaction coefficient indicates that higher levels of work competence weaken the positive effect of workload on job stress. These findings suggest that work competence functions as an important personal resource that buffers the adverse psychological consequences of excessive workload. Strengthening professional competence through continuous training and professional development programs may therefore contribute to reducing job stress and enhancing the effectiveness of inclusive education services.