Bishop's University

BackgroundFostering prosociality in children, defined as acting for the benefit of others, is essential for both individual and collective well-being. According to self-determination theory, satisfying the fundamental need for relatedness plays a crucial role in motivating prosociality. Integrating interventions that combine arts and philosophical approaches reinforces socio-emotional skills fundamental to prosociality by enhancing social awareness and empathy, as well as offering an adaptable and practical approach in academic settings.AimThis study examined how children engage with social contexts that call upon socio-emotional competencies, and how these experiences relate to the development of prosociality in art-based philosophical interventions. The study was guided by the following research question: What are the perceived benefits of an art-based philosophical intervention on children's prosociality and relatedness?MethodsThis study used a descriptive qualitative design with children in a school setting. Over 10 consecutive weeks, 60-minute workshops combining arts and philosophical inquiry were conducted. Data analysis included group discussions, observations, and 21 semi-structured interviews, with results interpreted through inductive thematic analysis.ResultsThe findings indicated that the intervention fostered both connection and engagement among the students: Connection (perceived as emotional resonance) encouraged mutual respect, empathy, and admiration, whereas engagement (which offered comfort, trust, and fostered a sense of belonging) was observed through camaraderie, collaboration, and instances of disengagement.DiscussionThese findings highlight that the development of introspection, self-awareness, and autonomy through artistic and philosophical activities provided a foundation for students to act prosocially, thereby emphasizing empathy, care, and respect toward others.ImplicationsThe study demonstrates that integrating arts and philosophical inquiry in elementary education fosters prosociality, empathy, and self-awareness, supporting both academic and socio-emotional growth. It offers adaptable strategies for inclusive, cooperative classrooms and highlights implications for curriculum design and policy promoting student well-being and community.

Abstract The Vera C. Rubin Observatory’s Legacy Survey of Space and Time (LSST) will monitor tens of millions of active galactic nuclei (AGNs) for a period of 10 yr with an average cadence of 3 days in six broad photometric bands. This unprecedented data set will enable robust characterizations of AGN UV/optical variability across a wide range of AGN physical properties. However, existing tools for modeling AGN light curves are not yet capable of fully leveraging the volume, cadence, and multiband nature of LSST data. We present EzTaoX , a scalable light-curve modeling tool designed to take advantage of LSST’s multiband observations to simultaneously characterize AGN UV/optical stochastic variability and measure interband time delays. EzTaoX achieves a speed increase of ∼10 2 –10 4 × on CPUs over current tools with similar capabilities, while maintaining equal or better accuracy in recovering simulated variability properties. This performance gain enables continuum time-delay measurements for all AGNs discovered by LSST—both in the Wide Fast Deep survey and the Deep Drilling Fields—thereby opening new opportunities to probe AGN accretion-flow geometries. In addition, EzTaoX ’s multiband capability allows for robust characterization of AGN stochastic variability down to hourly timescales, facilitating the identification of accreting low-mass AGNs—such as those residing in dwarf galaxies—through their distinctive variability signatures.

ABSTRACT This paper presents findings from a small-scale qualitative study designed to examine approaches to sexuality education in kindergarten. Drawing on a critical theoretical framework informed by critical childhood studies and feminist theories, the authors examine four observations of teacher-prepared lessons for sexuality education with kindergarten students. The analysis illuminates how the ongoing hegemony of developmentalism in early childhood education can fuel a fear of going ‘too far’ when it comes to sexuality education with young learners. The authors illustrate how the lessons observed in this study facilitated a child-friendly banking model of sexuality education where students engaged in child-centred but adult-directed lessons largely focused on recalling sexuality facts and information. Drawing on critical pedagogy, the authors offer three recommendations for enabling more comprehensive and critical sexuality education with young learners.

Abstract Objectives: This pilot study sought to explore the perceived value of Arts-Based Existential Interventions to support children regarding death. We were guided by the following research question: What are children’s perceptions of an arts-based existential intervention to navigate questions, feelings, and concerns pertaining to death? Data Description: In conducting this study, we hoped to contribute to the existing clinical child psychology literature by qualitatively investigating how a developmentally adapted, creative, and dialogical workshops benefitted––or not–– a group of children exploring existential concerns related to death. Our findings indicated that although some participants were initially apprehensive towards the workshops, most participants reported feeling positively impacted by receiving the opportunity to constructively explore, reflect on, and openly discuss the topic of death. With participants disclosing that they appreciated this opportunity, our findings suggest that arts-based existential interventions could be a meaningfully constructive method for supporting children in navigating the subject of death.

:This comparative study explores the psychological effects of classical ballet and contemporary dance on female dancers, drawing on embodiment theory to explore how movement, aesthetic ideology, and training environments shape female dancers body image, self-esteem, and overall mental well-being. While dance is widely recognized for its psychological benefits, existing literature often treats it as a monolithic practice, overlooking the genre-specific pressures and affordances that influence dancers well-being. Through an in-depth theoretical and empirical analysis, this study examines the differential impact of classical ballet and contemporary dance on dancers psychological well-being. Ballets codified aesthetic ideals, hierarchical pedagogical structures, and culture of perfectionism have been linked to increased risk of body dissatisfaction, disordered eating, conditional self-worth, and psychological distress, particularly in relation to injury and identity development. In contrast, contemporary dance, characterized by its emphasis on individuality, somatic awareness, and expressive authenticity, appears to support greater psychological flexibility, body acceptance, and emotional resilience. Injuries are common in both styles but are processed differently: ballet injuries often disrupt identity and lead to emotional withdrawal, while contemporary dancers approach recovery as embodied adaptation. Contemporary dance supports more adaptive coping strategies through its emphasis on improvisation, collaboration, and personal agency, while ballets rigid structure, perfectionism, and limited emotional autonomy often result in less flexible coping mechanisms. This study not only addresses a significant gap in the literature but also offers practical insights for educators, psychologists, and dance institutions aiming to understand and support female dancers mental well-being.

In the context of the contemporary sport for development and peace (SDP) sector, the environment and climate change have proven difficult to address in both policy and practice. In this paper, by drawing on interviews with policy-makers in the sector and practitioners who design and implement programming, we attempt to tease apart the tensions shaping sport for development and peace in the Anthropocene. Reading interview data through the lens of postcolonial thought, we identify relations of power and knowledge production that have shaped discourses in and of the Anthropocene, and that produce disjointed visions of if, or how, sport may contribute to the wicked problem of climate change. We argue that these disjointed visions reinforce existing hierarchies and hinder meaningful climate action in SDP. We conclude by calling on actors in SDP policy and practice to understand and implement sport in ways that contend with both local particularities and the interconnected realities of the Anthropocene.