Abstract
The current double issue of the IJDS combines a series of regular articles with a section featuring papers resulting from the 28th Workshop on Aggression, hosted by NTU Psychology in Nottingham during 21st and 22nd November 2024 (Betts et al., 2026). Hu et al. (2026) examine inconsistencies in large-scale studies on the prevalence of bullying and cyberbullying and the variation across different countries. Asayama and Toyama (2026) investigate whether two perspectives - the narrative perspective and the essentialist perspective - represent distinct facets of past self-continuity. Gielen and Feltzer (2026) outline a new comprehensive model of socio-emotional development (SED) for the age range from 0 to 25 years, guided by the premises of the Dynamic Systems Approach. In their scoping review, Mecklenburg and Scheithauer (2026) summarize the literature on critical digital literacy in early childhood (i.e., children aged < 8 years). Al-Ja’afreh et al. (2026) present study results on the effectiveness of the “Friendship Program,” a psychosocial intervention designed to increase perceived social support and psychological resilience among elderly individuals in institutional settings in Jordan. Finally, Sandhagen and Greve (2026) report results from three studies, in which several tasks measured five- to ten-year-old children's abilities to consider generalized others’ perspectives to investigate the Concept of Generalized Other Minds (CoGOM). This issue thus features a wide variety of articles that effectively represent the breadth of research in the field of developmental science. We would like to thank all the authors for their interesting submissions, the guest editors for their work on the special section, and the reviewers for their valuable feedback.