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<td><span style="font-family:Helvetica, sans-serif; font-size:20px;font-weight:bold;">NYU Information for Practice Daily Digest (Unofficial)</span></td>
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<td><a href="https://ifp.nyu.edu/2023/history/0957154x231196201/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Personality and mental disorders: sensitive character, melancholic type, and addenda</a>
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<p><p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/history/0957154x231196201/">Personality and mental disorders: sensitive character, melancholic type, and addenda</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p></p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10919-023-00435-8/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Raise Your Hands: The Influence of Post-Fight Nonverbal Pride on Fight Decisions</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:57</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">At the completion of martial arts competitions (e.g., boxing) between two competitors, both competitors are often observed raising their hands in victory, ostensibly to influence the judges’ decision on who won the fight. Previous research suggests that nonverbal pride is spontaneously displayed after success, including after martial arts competitions. However, no empirical work has tested whether these nonverbal behaviors influence judgements of who won the fight or whether those judged to have won garner social influence. In Study 1, 158 adults watched a video of a genuine boxing match and were randomly assigned to view one of the fighters displaying nonverbal pride while the other displayed a neutral posture after the fight ended, but before a winner was declared. Consistent with the primary hypothesis, the fighter displaying pride was significantly more likely to be perceived as winning the fight. However, contrary to the secondary hypothesis, participants were neither more willing to train with the pride displaying target, nor showed any preference for studying for an exam with him, suggesting pride displaying targets did not garner more influence. In Study 2, the generalizability of the observed effect was tested by behaviorally coding 252 videos of actual boxing matches for pride and assessing actual judges’ decisions, which revealed a strong effect, such that those showing the most pride <em class="a-plus-plus">after</em> the fight but <em class="a-plus-plus">before</em> the winner was announced were those who actually won the fight. The results of these studies suggest that post-fight behavior can have an impact on decisions of victory.</p>
<p><a href="https://link.springer.com/article/10.1007/s10919-023-00435-8" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10919-023-00435-8/">Raise Your Hands: The Influence of Post-Fight Nonverbal Pride on Fight Decisions</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10919-023-00433-w/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">How do Individuals With and Without Traumatic Brain Injury Interpret Emoji? Similarities and Differences in Perceived Valence, Arousal, and Emotion Representation</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:57</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Impaired facial affect recognition is common after traumatic brain injury (TBI) and linked to poor social outcomes. We explored whether perception of emotions depicted by emoji is also impaired after TBI. Fifty participants with TBI and 50 non-injured peers generated free-text labels to describe emotions depicted by emoji and rated their levels of valence and arousal on nine-point rating scales. We compared how the two groups’ valence and arousal ratings were clustered and examined agreement in the words participants used to describe emoji. Hierarchical clustering of affect ratings produced four emoji clusters in the non-injured group and three emoji clusters in the TBI group. Whereas the non-injured group had a strongly positive and a moderately positive cluster, the TBI group had a single positive valence cluster, undifferentiated by arousal. Despite differences in cluster numbers, hierarchical structures of the two groups’ emoji ratings were significantly correlated. Most emoji had high agreement in the words participants with and without TBI used to describe them. Participants with TBI perceived emoji similarly to non-injured peers, used similar words to describe emoji, and rated emoji similarly on the valence dimension. Individuals with TBI showed small differences in perceived arousal for a minority of emoji. Overall, results suggest that basic recognition processes do not explain challenges in computer-mediated communication reported by adults with TBI. Examining perception of emoji in context by people with TBI is an essential next step for advancing our understanding of functional communication in computer-mediated contexts after brain injury.</p>
<p><a href="https://link.springer.com/article/10.1007/s10919-023-00433-w" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10919-023-00433-w/">How do Individuals With and Without Traumatic Brain Injury Interpret Emoji? Similarities and Differences in Perceived Valence, Arousal, and Emotion Representation</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40737-023-00371-2/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Involvement of People with Intellectual Disabilities and Their Carers in Research</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:57</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The Black, Asian and/or minority ethnic (BAME) community is greatly underrepresented in research. This underrepresentation is further emphasised in the Intellectual Disability (ID) population. As people with ID (PWID) are already underrepresented in research, people with ID from BAME communities could be experiencing a double jeopardy (a disadvantage incurred from two sources at the same time). Barriers could include stigma, lack of awareness and skills among researchers, feelings of being judged, concerns about confidentiality and lack of awareness among researchers with a lack of meaningful inclusive approaches. This article describes the views of carers of PWID from BAME communities. It discusses their view of participation in research and additional support and approaches needed to promote meaningful inclusion of PWID from BAME communities. During focus groups, the Carers provided a number of suggestions which include considering diversity, additional measures to improve inclusivity and accessibility of the content of a training programme designed to involve PWID in research. Overall, the feedback gained indicates the need for a personalised approach where participants and researchers are able to get to know each other well enough before this population can openly share experiences without fear of being judged. This suggests the need for a sustained effort in creating a diverse community of PWID and their Carers who can contribute to research and service developments in a meaningful way.</p>
<p><a href="https://link.springer.com/article/10.1007/s40737-023-00371-2" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40737-023-00371-2/">Involvement of People with Intellectual Disabilities and Their Carers in Research</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40817-023-00152-6/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Improving On-Task Behavior in Children and Youth with ADHD: Wearable Technology as a Possible Solution</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:56</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The objective of this paper is to provide the rational and conceptual foundation used to develop a wearable device to improve on-task behavior. Time spent on task is a primary predictor of academic success. Difficulty sustaining attention is a core symptom of ADHD. Self-monitoring of on-task/off-task behavior has demonstrated promise as a classroom intervention that can improve time on task. Currently, available interventions for self-monitoring are often time-consuming for the teacher, stigmatizing for the student, and disruptive for the classroom. Digital interventions that provide fixed or intermittent vibration cues have been developed to improve self-monitoring, while reducing the level of stigma, but are vulnerable to habituation. To avoid habituation and optimize frequency, a new device was designed with personalized vibration cues aligned with the child’s needs in real time and over time, during the school day. In addition, the device provides coaching in the form of text messages scheduled to be delivered at the time and point of performance when the reminder is most likely to be effective. Lastly, the device continuously collects passive and active data to provide data-driven insight into the fluctuation of attention in different situations to optimize environmental interventions and treatment. These three concepts: (1) digitalization to destigmatize and optimize self-monitoring, (2) in-the-moment coaching, and (3) moment-to-moment collection of data for real-time assessment of on-task behavior form the basis of the current development of a wearable technology to improve on-task behavior. Proof of concept studies and pilot data will be addressed in future publications.</p>
<p><a href="https://link.springer.com/article/10.1007/s40817-023-00152-6" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40817-023-00152-6/">Improving On-Task Behavior in Children and Youth with ADHD: Wearable Technology as a Possible Solution</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s41347-023-00356-9/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Knowledge of Problem Solving (KOPS) Scale: Design and Evaluation of a Digitally Administered Competence Measure for a Common Practice Element in Task-Shared Youth Mental Health Interventions</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:56</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">There are few reliable and feasible quality assurance methods to support scaling up of psychological interventions delivered by non-specialist providers. This paper reports on the phased development and validation of a digitally administered Knowledge of Problem Solving (KOPS) measure to assess competencies associated with a “task-shared” problem-solving intervention for adolescents with diverse mental health problems in India. Phase 1 established key competencies required to deliver the intervention, followed by item generation for a corresponding knowledge-based competency measure that could be administered efficiently through e-learning systems. In phase 2, items were refined based on responses from an “experienced” reference sample comprising 17 existing counsellors with direct experience of the problem-solving intervention, and a “novice” sample with 14 untrained university students and NGO staff. In phase 3, we evaluated two parallel versions of the measure in a validation sample (<em class="a-plus-plus">N</em> = 277) drawn from universities and NGOs. The resulting 17-item measure was structured around a hypothetical case, followed by multiple-choice questions that asked about the most appropriate response to a practice-based scenario. The difficulty level of the test items was well matched to the ability level of participants (i.e. most items being of moderate difficulty and few items being easy or difficult). Only one item showed a negative discrimination index and was removed from the 17-item forms. The final 16-item version of the KOPS measure provides a scalable digital method to assess key psychotherapeutic competencies among non-specialists, particularly in relation to a transdiagnostic problem-solving intervention. Similar formats could be deployed more widely alongside e-learning programmes to expand the global workforce capable of delivering evidence-based psychological interventions.</p>
<p><a href="https://link.springer.com/article/10.1007/s41347-023-00356-9" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s41347-023-00356-9/">Knowledge of Problem Solving (KOPS) Scale: Design and Evaluation of a Digitally Administered Competence Measure for a Common Practice Element in Task-Shared Youth Mental Health Interventions</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10864-023-09529-1/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">A Feasibility Study of Headsprout Reading Program in Children with Autism Spectrum Disorder and Reading Delay</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:56</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Headsprout is a commercially available, computer-based reading intervention that has been shown to be effective with children without disabilities and with children with ASD. Although recent studies that conducted a randomized clinical trial have demonstrated efficacy, they did not report specifically on feasibility. The current RCT evaluated the feasibility and preliminary efficacy of Headsprout in a sample of 16 children with ASD and reading delays (age 7. 0 to 10. 9 years). Due to the COVID-19 pandemic, some participants received in-person Headsprout intervention and other participants received telehealth Headsprout intervention. Therefore, the current study will report feasibility outcomes of conducting a RCT for both modalities. Feasibility benchmarks included accrual, attrition, attendance, data collection, treatment fidelity, and caregiver satisfaction. Despite the global pandemic, all feasibility benchmarks in the current study were successfully met and caregiver satisfaction with the intervention was high. We found positive feasibility outcomes for both in-person and telehealth-delivered Headsprout instruction. The results of the current study in combination with previous studies lend support for future large-scale studies that can aide in accomplishing community dissemination.</p>
<p><a href="https://link.springer.com/article/10.1007/s10864-023-09529-1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10864-023-09529-1/">A Feasibility Study of Headsprout Reading Program in Children with Autism Spectrum Disorder and Reading Delay</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09487-z/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Cross-Validating the Atypical Response Scale of the TSI-2 in a Sample of Motor Vehicle Collision Survivors</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:56</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">This study was designed to evaluate the utility of the Atypical Responses (ATR) scale of the Trauma Symptom Inventory – Second Edition (TSI-2) as a symptom validity test (SVT) in a medicolegal sample. Archival data were collected from a consecutive case sequence of 99 patients referred for neuropsychological evaluation following a motor vehicle collision. The ATR’s classification accuracy was computed against criterion measures consisting of composite indices based on SVTs and performance validity tests (PVTs). An ATR cutoff of ≥ 9 emerged as the optimal cutoff, producing a good combination of sensitivity (.35-.53) and specificity (.92-.95) to the criterion SVT, correctly classifying 71–79% of the sample. Predictably, classification accuracy was lower against PVTs as criterion measures (.26-.37 sensitivity at .90-.93 specificity, correctly classifying 66–69% of the sample). The originally proposed ATR cutoff (≥ 15) was prohibitively conservative, resulting in a 90–95% false negative rate. In contrast, although the more liberal alternative (≥ 8) fell short of the specificity standard (.89), it was associated with notably higher sensitivity (.43-.68) and the highest overall classification accuracy (71–82% of the sample). Non-credible symptom report was a stronger confound on the posttraumatic stress scale of the TSI-2 than that of the Personality Assessment Inventory. The ATR demonstrated its clinical utility in identifying non-credible symptom report (and to a lesser extent, invalid performance) in a medicolegal setting, with ≥ 9 emerging as the optimal cutoff. The ATR demonstrated its potential to serve as a quick (potentially stand-alone) screener for the overall credibility of neuropsychological deficits. More research is needed in patients with different clinical characteristics assessed in different settings to establish the generalizability of the findings.</p>
<p><a href="https://link.springer.com/article/10.1007/s12207-023-09487-z" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09487-z/">Cross-Validating the Atypical Response Scale of the TSI-2 in a Sample of Motor Vehicle Collision Survivors</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09488-y/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Intensification of Impairment as an Elusive Malingering Presentation: Validation of the Trauma and Disability Scale for Impairment (TDSI)</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Most studies of feigned mental disorders represent broad-based investigations of grossly exaggerated if not outright fabricated clinical presentations. In contradistinction, the current study was sharply circumscribed on “intensification of impairment” (IOI) malingering. With its laser focus on feigned impairment only, could any detection strategy for feigned mental disorders prove effective? To address this question, the study sought to validate the Trauma and Disability Scale for Impairment (TDSI) by applying a within-subject simulation design. A sample of 97 trauma-exposed inpatients completed the TDSI first under standard instructions followed by a simulation condition. Their objective was to successfully meet claims for a total disability motivated by insurance benefits. Promising results indicated that the TDSI identified most of the genuine condition but fell far short for the feigning condition. Future directions are discussed in an effort to develop a more effective TDSI for the assessment of IOI malingering.</p>
<p><a href="https://link.springer.com/article/10.1007/s12207-023-09488-y" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09488-y/">Intensification of Impairment as an Elusive Malingering Presentation: Validation of the Trauma and Disability Scale for Impairment (TDSI)</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09486-0/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Over-Reporting Detection on the Psychological Inventory of Criminal Thinking Styles (PICTS) Confusion (Cf-r) Scale in Justice-Involved Individuals</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Evaluation of criminal thinking is important in correctional assessments because of its salience to recidivism, or relapse of criminal behavior. The Psychological Inventory of Criminal Thinking Styles (PICTS) is a common instrument which assesses criminal thinking, one of the most salient risk factors of recidivism. However, little is known about the accuracy of the validity scales of this instrument. This study examines the effectiveness of the PICTS’ over-reporting validity indicator, the Confusion-revised (Cf-r) scale, using the Minnesota Multiphasic Personality Inventory-2-Restructured Form’s (MMPI-2-RF) over-reporting validity scales as criterion measures. The sample is composed of 165 mostly white (66%), mid-to-late 20 s (<em class="a-plus-plus">M</em> = 27.4 years old, SD = 8.3), males who underwent a mental health evaluation in a court-ordered residential treatment facility. All participants had a prior substance-use-disorder diagnosis and moderate to high criminal risk. Mean comparisons across MMPI-2-RF recommended over-reporting scales as well as classification accuracy analyses were conducted. The results support the use of the PICTS recommended cut-score for Cf-r, as it produced high specificity (> 0.90) and strong area under the curve (AUC) classification accuracy (AUC = 0.76, 95% CI = [0.67, 0.84]). The implications for this study are the discussions in terms of criminal-thinking evaluation.</p>
<p><a href="https://link.springer.com/article/10.1007/s12207-023-09486-0" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12207-023-09486-0/">Over-Reporting Detection on the Psychological Inventory of Criminal Thinking Styles (PICTS) Confusion (Cf-r) Scale in Justice-Involved Individuals</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12552-022-09382-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Drivers of Race Crime and the Impact of Bridging Gaps: A Dynamic Empirical Analysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Hate crimes in the US have reached their highest recorded levels in more than a decade. Greater understanding of the factors contributing to violence toward minority groups is needed to support evidence-based policies to curb race crime. This study analyzes the causes of race crime in the US using a state-level dynamic empirical model derived from the combination of well-recognized criminological theories. To our knowledge, the study provides the only empirical analyses of race crimes across the US. The paper applies a dynamic panel model to better use crime data at the aggregate level by taking advantage of the longitudinal data structure to account for unobservable factors across states. It also draws upon the dynamic panel structure to integrate the theoretical framework of social learning of crime, together with strain theory and theory of doing difference, to identify potential causal factors. The findings confirm implications derived from strain theory, theories of doing difference, and social learning theory of crime, respectively, indicating the value of an integrated framework. The results suggest “closing gaps” is key in deterring race crime. Over the recent decade, a 1% annual change in key factors that would close the economic gap, increase understanding of cultural difference, incorporate seniors into communities, and stop cascading effects of race crime would, individually, have lowered the 2019 race crime rate by an estimated 12–21% and, in combination, by approximately 28%. Potential policy interventions that merit testing include increasing cultural awareness education, improving access to credit, supporting inter-generational community programs, and appropriate training and resources to support law enforcement personnel to collect, manage, and report race crime data.</p>
<p><a href="https://link.springer.com/article/10.1007/s12552-022-09382-3" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s12552-022-09382-3/">Drivers of Race Crime and the Impact of Bridging Gaps: A Dynamic Empirical Analysis</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2176901/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Developing a natural language-based AI-chatbot for social work training: an illustrative case study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<p>Volume 16, Issue 2, July 2023, Page 121-136<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/17525098.2023.2176901?ai=2b3&mi=79r7c4&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2176901/">Developing a natural language-based AI-chatbot for social work training: an illustrative case study</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00866-1/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Instructor as Subject: An Alternative to the Self-Management Project</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Many psychology programs include a course on learning and behavior theories, and a frequent assignment used in these courses is a self-management project, where students select a behavior for change, develop strategies to change the behavior, and self-monitor the behavior across baseline and treatment conditions. This assignment has several benefits, such as effective behavior change; however, data indicate students are often dishonest about their implementation of strategies and behavioral outcomes, and the generalization of these experiences to further applications of behavior change, such as changing others’ behavior, has not been evaluated. The purpose of the current project was to develop and evaluate an alternative to the self-management project. This article describes the planning, implementation, and outcomes over two iterations of an assignment where students engaged with behavior change strategies, but with the instructor as the subject rather than the self. A comparison is made to traditional self-management projects. Data indicate students enjoyed both projects and that both projects resulted in desired behavior change. Preliminary evidence suggests the alternative project is as effective as the self-management project at producing desired behavior change. Students reported similar preferences but no differences in data falsification across projects.</p>
<p><a href="https://link.springer.com/article/10.1007/s40617-023-00866-1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00866-1/">Instructor as Subject: An Alternative to the Self-Management Project</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2214401/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Supporting older people coping in a digital society: comparing case studies in China and Finland</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<p>Volume 16, Issue 2, July 2023, Page 166-181<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/17525098.2023.2214401?ai=2b3&mi=79r7c4&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2214401/">Supporting older people coping in a digital society: comparing case studies in China and Finland</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2232821/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Defining e-research in social work: a review of strategies and challenges</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<p>Volume 16, Issue 2, July 2023, Page 137-165<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/17525098.2023.2232821?ai=2b3&mi=79r7c4&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/17525098-2023-2232821/">Defining e-research in social work: a review of strategies and challenges</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00869-y/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Comparison of Enhanced and Standard Data Sheets on Treatment Fidelity and Data Collection for Tact Training</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Specifically designed data sheets have been recommended to assist with the fidelity of implementation of treatment procedures. The present study extended previous research (e.g., Bottini et al. <em class="a-plus-plus">Behavior Analysis: Research & Practice 21</em>(2), 140–152, <span class="a-plus-plus citation-ref citationid-c-r3">2021</span>; LeBlanc et al. <em class="a-plus-plus">Behavior Analysis in Practice 13</em>(1), 53–62, <span class="a-plus-plus citation-ref citationid-c-r16">2020</span>) by comparing an enhanced data sheet (i.e., the inclusion of randomized targets, prompts for treatment components of securing attending and reinforcement) to a standard data sheet (i.e., targets not preset, no prompts for treatment components) on the fidelity of tact training of features. Ten behavior therapists participated in each condition (<em class="a-plus-plus">n</em> = 20). Participants first watched a brief instructional video explaining the teaching procedure and their assigned data sheet, followed by conducting a treatment session with a confederate serving as a child with autism spectrum disorder. The enhanced data sheet resulted in higher fidelity on multiple variables including randomizing of targets and data collection.</p>
<p><a href="https://link.springer.com/article/10.1007/s40617-023-00869-y" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00869-y/">Comparison of Enhanced and Standard Data Sheets on Treatment Fidelity and Data Collection for Tact Training</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-1961210/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Using character connection journaling to develop cultural empathy</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<p>Volume 51, Issue 5, October 2023, Page 727-738<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/03069885.2021.1961210?ai=sr&mi=3icuj5&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-1961210/">Using character connection journaling to develop cultural empathy</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00870-5/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Recommendations for Working with Culturally and Linguistically Diverse Families: A Report from the Field</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:55</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Given the persistent shift in racial and ethnic demographics in the United States, board certified behavior analysts (BCBAs) will increasingly serve culturally and linguistically diverse families. There has been a recent increase in published resources to help behavior analysis practitioners navigate working with diverse populations. The purpose of this article is to add to these resources and demonstrate how these recommendations can be put into action. We outline five recommendations for working with culturally and linguistically diverse families in the context of a small company that has incorporated these practices in their own work focused on serving a large percentage of immigrant families.</p>
<p><a href="https://link.springer.com/article/10.1007/s40617-023-00870-5" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40617-023-00870-5/">Recommendations for Working with Culturally and Linguistically Diverse Families: A Report from the Field</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-1977913/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Counselling approaches to support former gang members in constructing new careers</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>
<p>Volume 51, Issue 5, October 2023, Page 781-795<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/03069885.2021.1977913?ai=sr&mi=3icuj5&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-1977913/">Counselling approaches to support former gang members in constructing new careers</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09534-z/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Maternal Mental Health in the USA</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Mothers face enormous mental health challenges that need to be addressed by counsellors. Women have higher rates of depression, anxiety, and stress due to environmental, cultural, and biological factors. Findings from a sample of 525 US mothers showed that younger mothers had higher levels of stress, anxiety, and depression, while mothers with lower incomes showed higher levels of anxiety and depression. Results also indicated that fewer mothers have levels of stress, anxiety, and depression that fall into a normal range than a normal, non-clinical population and that substantially more mothers report extremely severe levels of stress, anxiety, and depression than normal, non-mother populations. Implications for counsellors include making services accessible to low-income mothers, attending to personal gender bias, and assessing clients for anxiety, depression, and stress.</p>
<p><a href="https://link.springer.com/article/10.1007/s10447-023-09534-z" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09534-z/">Maternal Mental Health in the USA</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-2009767/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Counselling of immigrant students in schools – the development of shared understanding between advisers and students</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>
<p>Volume 51, Issue 5, October 2023, Page 820-834<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/03069885.2021.2009767?ai=sr&mi=3icuj5&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/03069885-2021-2009767/">Counselling of immigrant students in schools – the development of shared understanding between advisers and students</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09532-1/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Online Counseling After Coronavirus Pandemic: a Qualitative Study from the Perspective of Iranian Counselors and Clients</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Coronaviruses have affected the world, and mental health services are no exception. At this point, online counseling was acknowledged as being necessary, allowing the appropriate focus to be maintained on the needs of the current era in terms of mental health services. This study examined the dimensions of online counseling from the perspective of both the clients and the counselors in order to provide a paradigmatic model. Using a qualitative design based on a content analysis approach through heterogeneous purposive sampling and triangulation, data were collected in three different ways, including interviews with counselors and clients, as well as a literature review. Online counseling and the use of information technologies in the future of mental health services will be inevitable. Data analysis indicates that technological challenges and the lack of counselor training are the main causes of online counseling failure in Iran. As a result of widespread recognition of online counseling advantages, limitations, and challenges during the pandemic, professional associations could codify up-to-date guidelines and provide need-based specialized training.</p>
<p><a href="https://link.springer.com/article/10.1007/s10447-023-09532-1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09532-1/">Online Counseling After Coronavirus Pandemic: a Qualitative Study from the Perspective of Iranian Counselors and Clients</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2021-1874030-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Clinician Perspectives of the Evidence Underpinning Suicide Risk Assessment: A Mixed Methods Study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>Volume 76, Issue 4, October 2023<br>. </p>
<p><a href="https://www.informahealthcare.com/doi/full/10.1080/0312407X.2021.1874030?ai=117&mi=79r7c4&af=R&cookieSet=1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2021-1874030-3/">Clinician Perspectives of the Evidence Underpinning Suicide Risk Assessment: A Mixed Methods Study</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09533-0/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Experiences of Confucian Asian College Students with Third-Culture-Kid Backgrounds</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Third culture kids (TCKs), defined as those who have spent their childhood and adolescence outside of their home countries, have increased due to globalization in recent years. This population has attracted researchers over time. However, few researchers have studied Confucian Asian adult TCKs (CAATCKs), who face unique challenges because of their cultural values and high mobile backgrounds during their adult lives. The present transcendental phenomenological study focused on how CAATCKs (<em class="a-plus-plus">N</em> = 11) develop their sense of belonging in college. We generated three themes to capture the experience of this population including connection and belonging, disconnection, and identity.</p>
<p><a href="https://link.springer.com/article/10.1007/s10447-023-09533-0" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s10447-023-09533-0/">Experiences of Confucian Asian College Students with Third-Culture-Kid Backgrounds</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2021-1874031-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Values, Beliefs, and Attitudes About Reflective Practice in Australian Social Work Education and Practice</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>
<p>Volume 76, Issue 4, October 2023<br>. </p>
<p><a href="https://www.informahealthcare.com/doi/full/10.1080/0312407X.2021.1874031?ai=117&mi=79r7c4&af=R&cookieSet=1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2021-1874031-3/">Values, Beliefs, and Attitudes About Reflective Practice in Australian Social Work Education and Practice</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40653-023-00576-4/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Adverse Childhood Experiences and Health Outcomes Among Sexual and Gender Minorities: A Systematic Review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Current research indicates a strong association between adverse childhood experiences (ACEs) and adverse health outcomes. Participants in frequently cited ACE research are predominantly heterosexual and cis gendered; the extent to which ACEs affect health outcomes among sexual and gender minorities (SGMs) is unclear. This systematic review examined the frequency of, and relationship between, ACEs and negative health outcomes among SGM. CINAHL, MEDLINE, PsycARTICLES, PsycINFO, Scopus, and PubMed databases were searched with no date restriction. After eliminating duplicates, titles and abstracts were reviewed resulting in 22 articles to be critiqued using the Joanna Briggs Institute Critical Appraisal Checklist for Analytical Cross-Sectional Studies. A total of 22 studies met final inclusion criteria. The frequency of reporting at least one ACE among SGMs ranged from 51.4 to 91.6%, while the frequency of reporting four or more ACEs ranged from 18.1 to 60.7%. SGMs reported a higher frequency of ACEs than non-SGM. ACEs were associated with poorer mental and physical health outcomes, as well as increased risky behavior among SGMs. SGMs report a high frequency of ACEs, but current studies did not include data regarding ongoing stigma and adversities that may further contribute to their negative health outcomes. Further research is needed to fully understand the impact of adversities experienced due to the sexual and/or gender orientation of this minority group.</p>
<p><a href="https://link.springer.com/article/10.1007/s40653-023-00576-4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40653-023-00576-4/">Adverse Childhood Experiences and Health Outcomes Among Sexual and Gender Minorities: A Systematic Review</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2022-2102431-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Social Work Students’ Perceptions of Eco-Social Work in the Curriculum</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<p>
<p>Volume 76, Issue 4, October 2023<br>. </p>
<p><a href="https://www.informahealthcare.com/doi/full/10.1080/0312407X.2022.2102431?mi=79r7c4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/0312407x-2022-2102431-3/">Social Work Students’ Perceptions of Eco-Social Work in the Curriculum</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40653-023-00575-5/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">State of the Evidence of Attachment Regulation and Competency Framework and Adaptions: A Rapid Scoping Review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:54</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The majority of children with traumatic experiences who seek treatment have had multiple traumatic experiences resulting in complex trauma. Complex trauma is associated with multiple adverse outcomes for children and caregivers. Treating complex trauma has the potential to significantly improve child mental and physical health, caregiver mental health, and reduce family conflict. One promising approach is the Attachment, Regulation, and Competency (ARC) Framework. Yet, there is limited research on the effectiveness of interventions using the ARC framework. The purpose of this rapid scoping review was to assess the state of the evidence of ARC and ARC adaptations. The databases APA PsycINFO, Social Work Abstracts, and Applied Social Sciences Index & Abstracts were searched. The search was limited to articles involving interventions using the ARC framework and written in English. To be as comprehensive as possible quantitative, qualitative and mixed methods designs were included and there was no date restriction. Ten articles were included in the review. Results show all studies were quasi experimental, half did not include a comparison group, and interventions using the ARC framework varied in duration (12-180 sessions), setting (outpatient therapy, residential treatment, community outreach and school-based intervention) and age (birth-22). Findings indicate the ARC framework shows promise in reducing children’s trauma related symptoms including post-traumatic stress disorder (PTSD), externalizing, and internalizing problems, and improving trauma sensitive classroom environments. Additional outcomes included increased permanent placements, reduced caregiver stress and increased caregiver functioning. Future research is needed utilizing randomized controlled trials to establish efficacy of this promising intervention.</p>
<p><a href="https://link.springer.com/article/10.1007/s40653-023-00575-5" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s40653-023-00575-5/">State of the Evidence of Attachment Regulation and Competency Framework and Adaptions: A Rapid Scoping Review</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10901981231199710/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Fathers’ Perspectives on Fatherhood and Paternal Involvement During Pregnancy and Childbirth</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:49</div>
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<p>Health Education &Behavior, Ahead of Print. <br>There is limited research that specifically explores paternal involvement during pregnancy and childbirth. To address this gap, we completed a series of focus groups with fathers to examine social, cultural, and environmental factors that influence behaviors among new fathers while also providing community perspectives on men’s experiences seeking care pre- and postdelivery. We used a phenomenological thematic approach to analyze data from 10 focus groups from five of the six Alliance for Innovation on Maternal Health-Community Care Initiative pilot sites collected between November 2021 and April 2022. The average age of fathers was 33.9 years (range = 24–61 years). The majority (86.25%) of men were African American, and approximately one sixth of focus group participants (16.25%) were Hispanic or Latino. Four key themes emerged: the importance and meaning of fatherhood, accessibility during pregnancy and childbirth, engagement during pregnancy and childbirth, and responsibility of fathers during pregnancy and childbirth. These fathers not only understood and embraced the awesome responsibility they had for their unborn child, but they also recognized and were invested in being present, accessible, engaged, and responsible to the pregnant woman during the pregnancy. Practitioners and policy makers should work to engage fathers as early in the pregnancy as possible; monitor father’s mental health and financial stress; provide resources to educate fathers on maternal health, pregnancy, and childbirth; and emphasize fathers’ rights, roles, and responsibilities.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10901981231199710?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/10901981231199710/">Fathers’ Perspectives on Fatherhood and Paternal Involvement During Pregnancy and Childbirth</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/journal-article-abstracts/s0022440523000791/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Formative behavioral assessment across eight constructs: Dependability of direct behavior ratings and formative behavior rating measures</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Oct 27th 2023, 17:23</div>
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<p>Publication date: December 2023</p>
<p><b>Source:</b> Journal of School Psychology, Volume 101</p>
<p>Author(s): Robert J. Volpe, Michael Matta, Amy M. Briesch, Julie S. Owens</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S0022440523000791?dgcid=rss_sd_all" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a rel="nofollow" href="https://ifp.nyu.edu/2023/journal-article-abstracts/s0022440523000791/">Formative behavioral assessment across eight constructs: Dependability of direct behavior ratings and formative behavior rating measures</a> was curated by <a rel="nofollow" href="https://ifp.nyu.edu">information for practice</a>.</p>
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<p><strong>Forwarded by:<br />
Michael Reeder LCPC<br />
Baltimore, MD</strong></p>
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