This essay explores the impact of play-based learning on classroom engagement and vocabulary development in early additional language learning, with a primary focus on Key Stage 1 (KS1) learners while drawing selectively on comparable evidence from preschool and lower primary contexts. The essay first clarifies key concepts, including play-based learning, guided play, classroom engagement, and vocabulary development, before examining empirical research on learning outcomes and engagement processes. Overall, the essay suggests that play-based learning is particularly promising for enhancing classroom engagement, especially in relation to participation, enjoyment, and sustained involvement. It can also support vocabulary development, including vocabulary acquisition, retention, and contextualised understanding, although the evidence is less uniform and depends more heavily on pedagogical design and implementation. Across the reviewed studies, the most effective forms of play-based learning appear to be purposeful, language-rich, socially interactive, and carefully scaffolded by teachers while still preserving child agency. Therefore, this essay concludes that, for KS1 additional language classrooms, the value of play-based learning depends less on the mere presence of play, but in creating developmentally appropriate environments that support both meaningful participation and language learning.

Mindfulness-based cognitive therapy is an evidence-based group intervention, typically delivered in an eight-week standard protocol, which has limited accessibility, especially for Chinese adolescents. This study evaluated an intensive, one-week mindfulness-based skills training program designed to improve engagement among adolescents. Participants (N = 14, aged 12-22, Mage= 16.33, SDage= 2.53) completed standardized self-report measures of anxiety (BAI), depression (CDI), perceived stress (PSS), resilience (CD-RISC), mindfulness level (FFMQ), and mood (POMS) before and after the intervention. Paired t-tests were applied to assess psychological changes, and missing data was handled via mean imputation within subscales. Results indicated reductions in POMS tension–anxiety (p < .05, d = 0.087) and fatigue (p < .05, d = 0.285), as well as increases in FFMQ observing (p < .05, d = 0.650) and non-reactivity (p < .05, d = 0.727). However, the increase in CDI and PSS scores suggests that improved emotional awareness without sufficient coping strategies, such as acceptance and loving-kindness, may have negative effects. These findings support the hypothesis that a condensed mindfulness-based skills training program may improve specific dimensions of mindfulness and decrease mood disturbances in adolescents. The intensive treatment also has better cost-effectiveness and flexibility in time. However, effects were limited by design and sample size. The increases in distress and depression also highlight the need for adjustments in pacing and more focus on integration of skills. Given the mixed outcomes, future research should be based on a randomized controlled trial (RCT) to compare the immediate and long-term effects of the intervention with a manualized eight-week MBCT program.

Recently, there has been intense interest in the psychological processes underlying suicidality to understand possible causes. Emotion dysregulation, cognitive processing, impulsivity, and aggression play important roles in suicidality, yet few studies have combined these factors to understand this tendency. In this review, previous work will be summarised to propose an emotional-cognitive-behavioural pathway combining emotional dysregulation, constrained thinking, and impulsive behaviour with individual, developmental, and contextual factors. The results suggest that heightened emotional reactions may occur from situational stress, leading to limited cognition and poor behavioural regulation in impulsivity. Other influencing factors, such as individual variability, developmental stage and environmental context, support the idea that the framework behaves dynamically. In particular, adolescents are developing people with a high risk of suicidality, and traumatic experiences result in increased vulnerability at each stage. As a concluding comment, this article generates a comprehensive pathway to better understand the risk of suicide and suggests interventions for each stage.

As the two main perceptual modes in human cognition, vision and hearing have always been the core content of memory research. The development of experimental techniques and paradigms in cognitive science has led to a deeper understanding of memory in both visual and auditory channels in recent years. However, there is a lack of summary on the different conditions and interaction mechanisms of the dominant modes of memory in these two modalities in long-term memory and working memory. Based on recent studies and some classic literature, this paper uses a literature review to fill the research gap. The review found that visual and auditory working memory displayed a variable pattern where auditory perception predominates. That is, the dominant mode of perception changes according to the task requirements and the characteristics of the stimuli. The interaction mode of multimodal working memory was regulated by task type, attention allocation, and cognitive load. The interaction of different sensory channels in multimodal long-term memory was influenced by semantic consistency and precise identity matching.

Recent years have witnessed a significant rise in the negative influence of psychological diseases on adolescents' mental health, highlighting the emergency for scientists and caregivers to understand the underlying mechanisms and behaviors. This essay explores how fear of abandonment impacts peer relationships among adolescents with borderline personality disorder (BPD), focusing on three core behavioral patterns. First, excessive reassurance-seeking, which involves repeated demands for confirmation, often leads to peer exhaustion and relational breakdown. Second, preemptive behavior pushes adolescents to cut off relationships preemptively based on imagined threats, reinforcing isolation. Third, impulsive actions triggered by fear of abandonment produce intense guilt and shame, forming a vicious cycle that deepens the original fear. According to clinical evidence and real-life examples, the discussion highlights how these behaviors, while serving short-term self-protection, ultimately damage peer bonds and worsen BPD symptoms. The essay also concludes that earlier identification of these patterns can support therapeutic engagement, help adolescents break the cycle, and improve relationship outcomes.

Domestic violence is a common social problem at present, which inflicts indelible psychological trauma on victims. More notably, many victims unconsciously displace the pain and resentment they endure onto their children, forming a harmful intergenerational transmission problem. This situation not only inflicts deeper psychological harm on children, but also makes the already broken family relationships more difficult to repair. To understand this complex psychological process, find out the underlying causes, and thus provide useful references for practical intervention work, this study specifically analyzes the psychological mechanism of domestic violence victims transferring hatred to children. The research combines case analysis and theoretical discussion methods, selects several real and representative cases for detailed analysis, and also refers to the research results of related fields such as developmental psychology, trauma theory and family system theory.It is found that victims who have been under high stress and fearful pressure for years could significantly reduce their cognitive performance, emotional control abilities and knowledge of parent-child relationship. Feeling helpless, angry and ashamed due to the traumatic experiences and wrong attributions (such as telling children that children are part of the abuser or claiming children are the source of their own pain) are the major psychological reasons behind hatred transfer. The lack of social support, the trauma of the victims themselves, and the economic pressure will further promote hatred transfer too.

In recent years, the relationship between organic brain lesions and new-onset criminal behavior has gradually attracted attention. This article reviews relevant research, and focuses on the main manifestations and possible mechanisms of new-onset criminal behavior related to organic brain lesions and its significance in responsibility identification and practical response. Existing studies show that such behaviors are heterogeneous in nature, but may be manifested as aggression, theft, traffic violations, inappropriate sexual behavior and other serious deviations, and are related to changes in behavioral regulation, impulse control, social cognition and judgment ability. This article believes that the understanding of such behavior should not be limited to the superficial judgment of whether it is illegal or not, but should be analyzed more carefully in combination with the characteristics of lesions, the process of behavioral change and the clues of neuropsychological function. The discussion of this issue not only helps to deepen the understanding of the relationship between brain pathology and abnormal behavior, but also provides some reference for judicial judgment, clinical evaluation and practical management.

Orchestral music education is an expanded curriculum of music education. Congruent schools can implement orchestral music teaching for students in a longer-term and more targeted manner. Based on the current situation of orchestral music education in congruent schools in H City, this paper investigates the functional positioning and unique advantages of orchestral music in congruent schools respectively. The study finds that the grade division of orchestras in congruent schools is characterized by stages, coherence, pertinence and selectivity, the curriculum planning is flexible and reasonable, and the teaching mode fits the characteristics of orchestra teaching. At the same time, with the rapid development of the orchestral music education industry, various problems have emerged in the actual teaching process. This paper argues that the orchestral music education in congruent schools in H City has a utilitarian tendency, which is caused by the pressure of further education, interest chains, meritocratic ideas and the imbalance of educational resources. To solve this series of problems, it is necessary to guide positive values from society and schools, and help students and parents correct their attitudes.