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Introduction & BackgroundAn estimated 4.95 billion people used social media in 2023, with the average user active on around seven platforms for over two hours per day. This widespread use leads to abundant digital footprint data around interactions with social media. These data can be collected continuously and reflect real behaviour of users in naturalistic settings. These strengths have led researchers to propose the use of social media data in digital phenotyping, where digital footprints can be used to quantify and predict health conditions. Mental health assessment in particular could benefit, as existing approaches, such as self-report questionnaires and inpatient assessment, are unable to perform the real-time monitoring that digital phenotyping could potentially achieve.
Digital phenotyping models for mental health require careful consideration of what aspects of social media data to include. Including all data users generate could result in models that are overfitted and difficult to explain. Studies are required that explore the relationship between specific aspects of social media data, such as the time course of expressed emotion, and gold-standard measures of mental health.
Objectives & ApproachWith participants' consent, we linked Twitter data to self-reported measures of mental health from the Avon Longitudinal Study of Parents and Children. We performed sentiment analysis using three different approaches—LIWC, VADER and RoBERTa—to estimate the amount, variability and instability of positive and negative emotional content in each participant's Tweets over a one-year period. We explored the association between these measures of emotion expression and self-reported scores of depressive symptoms, anxiety symptoms and wellbeing. These mental health measures are the Short Mood and Feelings Questionnaire, the Generalized Anxiety 7 and the Warwick Edinburgh Mental Wellbeing Scale.
Relevance to Digital FootprintsOur research is highly relevant to digital footprint research, as it involves the use of digital footprint data (i.e. Twitter data) to predict mental health outcomes.
Conclusions & ImplicationsThe results of our analysis will inform the development of digital footprint based phenotyping for mental health that could one day provide information to supplement clinical assessments.

AbstractChildren with Down syndrome (DS) show a significant delay in their language development, in particular in expressive language. Although many studies have described the development of spoken language skills of children with DS, not many investigated the development of gestures and spoken words more in detail. The aim of this study was to describe the expressive vocabulary development of young children with DS with regard to the nature of vocabulary growth and modality (gesture‐ and/or verbal production). In addition, the association between cognitive development and vocabulary growth was examined. The study included 26 children with DS aged between 18 and 24 months (age at start: M = 19.5, SD = 2.1). Expressive vocabulary growth (gestures and spoken words) was longitudinally followed over an 18‐month period based on monthly administrations of the Lexi questionnaire. Cognition was determined with the Cognition Scale of the Bayley‐III‐NL. First, three different vocabulary growth patterns were observed: marginal vocabulary growth (n = 8), vocabulary growth without a spurt (n = 9), and vocabulary growth spurt (n = 9). The average level of cognition of the group of children with a marginal vocabulary growth pattern was significantly lower compared to that of the other two growth pattern groups. Second, between the age of 18 and 33 months, two different modality profiles were observed: predominant use of gestures (G), and use of gestures plus spoken words (GS). Two children changed from a G profile to a GS profile, two children changed from a GS profile to a predominant spoken word (S) profile. In line with earlier studies, the present study underscores the individual variability in expressive vocabulary growth patterns, and in modality profiles of children with DS. The relation of these individual differences to the children's level of cognition, as well as the relation between the different growth patterns and the different modality profiles are discussed.

Abstract
The aim of this study was to investigate parental perception of febrile illness in their children, the most commonly applied management practices, as well as the expectations from clinicians when coping with fever in children. The study included parents of patients admitted to the Emergency and Observation Department of Children's Clinical University Hospital in Rīga, Latvia. Data were collected via semi-structured interviews. All interviews were transcribed, and the transcripts analysed by inductive thematic analysis. Thirty-four parental interviews were analysed. Six themes emerged from the study, which were: signs causing concern; beliefs regarding fever; assessment and monitoring of fever; fever management practices; help-seeking behaviour; and expectations from the healthcare personnel. Many parents believed that fever could potentially cause injuries to the nervous system, kidneys, the brain, other internal organs, and even cause death. The perceived threat of fever resulted in frequent temperature measurements and administration of antipyretics. Meeting the emotional and information needs of the parents were considered as equally important to meeting the child's medical needs. The study found that fever phobia exists among parents. Parental misconceptions of fever lead to overly zealous management practices. Parental education initiatives must be organised in order to improve parental knowledge of fever and its management in children.

The readiness of parents to raise children with intellectual disabilities is a set of emotional-motivational, cognitive and activity components, the formation of which ensures an adequate attitude of family members to the child and the choice of optimal methods of its upbringing. The article highlights the results of a study of parents' readiness for family upbringing of children with intellectual disabilities, the research methodology is described, and a detailed analysis of the results is presented. According to the results of the experiment, it was found that a significant part of parents raising child with intellectual disabilities accept the child and its disorders at the psychological level, but they are emotionally depressed that their child has developmental disabilities. The vast majority of parents are not sufficiently aware of the psychological and pedagogical characteristics of their children, the age dynamics of their development. This negatively affects the choice of tactics and methods of education, knowledge about possible problems in learning and further adult life.

"In health or education programmes designed for the welfare of infants and young children the gains that the children make vanish unless parents are closely involved."The following quotation appeared in a publication by E. M. Duvall:Thus a Child Learns.