(1) Background: One key assumption of attachment theory is the relationship between security and the development of prosocial behavior. A secure child is more likely to feel and show concern for another individual, resulting in higher levels of prosocial behaviors (defined as voluntary behavior intended to benefit others—e.g., helping, sharing, comforting). (2) Method: Using a systematic review of the literature (PROSPERO: CRD42022290706), 703 articles were identified (EBSCO databases), from which 16 were considered eligible by the first two authors (inter-reviewer agreement: 85.714%). The criteria for an article’s exclusion were as follows: samples of children/teens not living in natural contexts; studies on psychopathologies; intervention programs; qualitative designs; studies on development or the validation of measures; studies that did not reliably measure the variables studied. (3) Results and Discussion: The eligible studies revealed incongruous results about the potential associations between attachment security to mothers and fathers and prosocial behavior. More consistent and significant relationships were found between the quality of attachment and empathy, while the associations between attachment and prosocial behavior were inconsistent (e.g., nine articles revealed significant associations; seven did not). In six studies, empathy was revealed to play an important role as the mediator between attachment security and prosocial behavior. The limitations and future recommendations were discussed.

Bullying's a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully related, oppositional behaviors, excessive motor activity and ADHD index.This results alert to the importance of the educational agents’ attention given to the existing behavior in their classrooms. Not only because of the disruption created in each classroom’s environment, but also as a possible sign of an involvement in the existing bullying dynamics.

In recent years, the development of social and moral emotions (often associated to pro-social behaviors) has become the subject of increased research interest. However, the relation between these emotions and attachment is less studied. The present systematic literature review (PROSPERO: CRD42021247210) was designed to synthesize current empirical contributions that explore the link between attachment and the development of moral emotions (e.g., empathy, sympathy, altruism, and guilt) during childhood and adolescence. Article exclusion criteria included: studies with participants not living in natural contexts (e.g., institutionalized); studies on mental illness; qualitative research; research that does not reliably evaluate attachment or moral emotions; research on intervention programs; and non-peer-reviewed articles. Only 10 studies were found eligible. Results highlight a present focus on empathy and guilt and gaps regarding sympathy and altruism. The mediator role and positive effect of emotion regulation was noted. Significant positive correlations between attachment security and guilt, shame and forgiveness were emphasized. Limitations of the eligible studies included: representativeness of the participants; causality of the results; and the validity and significance of the instruments (e.g., lack of results reported by various parties involved). The present review aims to contribute to the understanding of an empathic, healthy development, in contrast to the alienation and bullying affecting the youth’s emotional, relational and academic lives.

Bullying involves aggressive behaviors with the intention to harm others, including manifestations of systematic abuse of power. Two types of bullying can be considered: physical and psychological. Students may get involved in bullying dynamics as bullies, victims, or both - aggressive victims. The literature defines bullying as a global phenomenon, affecting both girls and boys. Therefore, Portuguese schools are no exception, with several studies from North to South of the country demonstrating the presence of bullying in schools, both in elementary and middle schools. The aim of this study is to elaborate the differences and experiences by both genders, boys and girls, in the current dynamics of school bullying. Thus, answering the question - how different are girls and boys as bullies and victims? In addition, it intends to impart the acquired knowledge and raise awareness of the implications of this social context in which Portuguese children are currently involved. The results obtained from a sample of 1147 students attending the 1st cycle of Portuguese education (elementary schools) were in line with previous studies. In order to enrich the literature, bullies, victims, and aggressive victims were characterized in detail. Finally, the importance of the adults’ intervention, especially teachers, was highlighted.

Coparenting conflict and triangulation after separation or divorce are associated with poorer child adjustment when parenting gatekeeping and conflict occur. Fewer studies reported psychosocial adjustment of children under three. We explored the effects of authoritarian and permissive parenting styles and negative coparenting on child adjustment in a purpose sample of 207 Portuguese newly separated/divorced parents (50.2% mothers/49.8% fathers) with sole or joint (49.8%/50.2%) physical custody processes ongoing in court. Parents filled out the Parenting Styles Questionnaire—Parents’ report, the Coparenting Questionnaire, and the Strengths and Difficulties Questionnaire. Parenting and coparenting moderations path analysis to predict child adjustment were tested for two groups (2/3-year-old child/>3-year-old-child) and showed a good fit, followed by multigroup path analysis with similarities. Findings suggest harsh parenting and interparental conflict and triangulation as predictors for poor early child adjustment. The ongoing custody process could contribute to increased interparental conflict. The families’ unique functioning, parenting, and conflict should be considered in young children custody decisions made in a particularly stressful period when the parental responsibilities’ process is still ongoing and conflict may increase to serve the best interest of the child and promote healthy development. Future directions and practical implications are discussed.

Increasing evidence suggests that attachment plays an important role in obesity. However, few studies examined this relationship in preschool children. This study aimed to systematically examine the empirical, peer-reviewed evidence regarding the relationship between attachment quality and obesity in the preschool years. Using established guidelines, relevant peer-reviewed literature published between 2000 and July 2021 was searched through EBSCO. This yielded a total of 1124 records for review. Established inclusion criteria comprised: empirical studies published in peer-review journals; include at least one anthropometric measure and/or food consumption measure. Exclusion criteria comprised: attachment measures not following Bowlby-Ainsworth conceptualization of the construct; children in institutionalized settings; context of severe mental illness, documented substance use disorders, or eating disorders; include only a measure of the psychological aspects of eating; intervention programs. After exclusions, eight studies with a total of 9225 participants met the inclusion criteria. Results support the role of attachment in weight-related outcomes, suggesting that considering attachment in the risk of obesity could contribute to the elaboration of effective prevention and intervention programs. Limitations included the small number of studies, predominately cross-sectional designs, the diversity of methodologies, most samples not including fathers, and lack of evidence about the developmental mechanisms underlying the association between attachment and obesity. More evidence is needed to determine how attachment and obesity are linked, and the potential underlying mechanisms accounting for this relationship.