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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/grey-literature/imagining-a-more-patient-centered-approach-to-methadone-treatment/" 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;">Imagining a More Patient-Centered Approach to Methadone Treatment</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2023/grey-literature/imagining-a-more-patient-centered-approach-to-methadone-treatment/">Imagining a More Patient-Centered Approach to Methadone Treatment</a> was curated by <a 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/psyg-13033/" 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, familiarity, and impact of the COVID‐19 pandemic on barriers to seeking mental health services among older people: a cross‐sectional study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 14:33</div>
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<h2>Aim</h2>
<p>The COVID-19 pandemic caused drastic changes in older people’s daily activities with a negative impact on their mental health, yet older people are less likely to seek mental health services. This study aims to explore the relationship between knowledge of and familiarity with mental health services, along with the impact of the COVID-19 pandemic, and barriers to seeking mental health services among older people.</p>
<h2>Methods</h2>
<p>A descriptive cross-sectional study was conducted with a convenience sample of 352 older people, recruited among community-dwelling adults who attended randomly selected postal offices and pension outlets. Three tools were used: a structured interview schedule for sociodemographic and clinical characteristics of older people, the revised version of the Knowledge and Familiarity of Mental Health Services Scale (KFFMHS-R), and the Barriers to Mental Health Services Scale Revised (BMHSS-R).</p>
<h2>Results</h2>
<p>All participants reported experiencing mental health distress during the COVID-19 pandemic. Intrinsic barriers had a higher mean score than extrinsic barriers, and 27.4% of the variance of overall barriers to seeking mental health could be explained through regression analysis by familiarity, knowledge of mental health services, and age. Overall barriers explained 24.4% of the variance of older people’s perceived distress as an impact of the COVID-19 pandemic (<i>F</i> = 22.160, <i>P</i> < 0.001).</p>
<h2>Conclusions</h2>
<p>Knowledge of mental health services was the most significant predictor of barriers to seeking mental health services during the COVID-19 pandemic. Higher barriers predicted higher distress as an impact of the COVID-19 pandemic. The results of the study suggest the need for a multidisciplinary mental health team for older people.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/psyg.13033?af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/psyg-13033/">Knowledge, familiarity, and impact of the COVID‐19 pandemic on barriers to seeking mental health services among older people: a cross‐sectional study</a> was curated by <a 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/1467-9566-13727/" 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;">Doing and undoing transgender health care: The ordering of ‘gender dysphoria’ in clinical practice</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 13:46</div>
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<h2>Abstract</h2>
<p>A formal Gender Dysphoria classification— as outlined in the fifth edition of the <i>Diagnostic and Statistical Manual of Mental Disorders</i>— is a prerequisite for the reimbursement of both gender-affirming medical care and transgender mental health care in the Netherlands. Gender Dysphoria and its conceptual precursors have always been moving targets: moving due to research, policy, care practices and activism both within and outside of medicine. This raises the question of what Gender Dysphoria <i>is</i> exactly. To elucidate this question, we turn to the people who use the concept in clinical practice to come to a diagnosis and treatment indication: mental health professionals working in gender-affirming medical care and transgender mental health care. Using a material semiotics approach, we reflect upon how Gender Dysphoria is done in clinical practice. Based on an analysis of seventeen practice-based interviews with clinicians as well as an examination of clinical guidelines and texts, we describe four modes in which Gender Dysphoria is ordered. These modes of ordering illustrate that Gender Dysphoria is not one, but multiple. We illustrate how in the mode of <i>isolating,</i> Gender Dysphoria is something which is carefully isolated from mental disorders, while in the modes <i>doing the future</i> and <i>narrating,</i> Gender Dysphoria is done as a continuous and predictable object of care. Such orderings of Gender Dysphoria potentially conflict with a fourth mode of ordering: the <i>doing of diversity</i> in transgender health care. The study’s findings provide empirical insights into how transgender health care is currently done in The Netherlands and provide a foundation on which ethical debates on what <i>good</i> transgender health care should entail.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/1467-9566.13727?af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/1467-9566-13727/">Doing and undoing transgender health care: The ordering of ‘gender dysphoria’ in clinical practice</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/15570851231213100/" 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;">Mental Disorder and Women’s Recidivism: A Meta-Analysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 13:27</div>
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<p>Feminist Criminology, Ahead of Print. <br>This study quantitatively summarizes existing empirical research on the relationship between specific mental disorders and recidivism among justice-impacted women using meta-analysis. Eighteen studies were included following a comprehensive literature search. Results indicated that depression, PTSD, psychiatric history, and presence of any mental disorder (relative to no mental disorder) were independently and significantly associated with small increases in recidivism rates. Anxiety, psychosis-related and unspecified personality disorders, and self-harm/suicidality were not significantly related to recidivism. Findings support the gender-responsive position that some mental disorders are criminogenic and correctional practice should be guided by holistic, mental health- and trauma-informed approaches.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/15570851231213100?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/15570851231213100/">Mental Disorder and Women’s Recidivism: A Meta-Analysis</a> was curated by <a 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/01634372-2023-2202240/" 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;">Anti-Asian Racism and COVID-19 Impact on Older Adults: The Voices of Social Workers</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 12:47</div>
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<p>Volume 66, Issue 8, November-December 2023, Page 985-1004<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/01634372.2023.2202240?ai=1c3&mi=79r7c4&af=R" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/01634372-2023-2202240/">Anti-Asian Racism and COVID-19 Impact on Older Adults: The Voices of Social Workers</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/video/ai-regulation-balancing-risk-and-opportunity/" 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;">AI Regulation: Balancing Risk and Opportunity</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 12:26</div>
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<p>The post <a href="https://ifp.nyu.edu/2023/video/ai-regulation-balancing-risk-and-opportunity/">AI Regulation: Balancing Risk and Opportunity</a> was curated by <a 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/10775595231218177/" 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;">Affordable Housing and Neighborhood Child Maltreatment Reports</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:59</div>
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<p>Child Maltreatment, Ahead of Print. <br>Reports of child maltreatment vary by neighborhood characteristics, yet the influence of housing affordability is less understood. The current study examines the relationship between reports of suspected child maltreatment and the spatial distribution of affordable housing across 2,341 census tracts in Los Angeles County, California. Bayesian conditionally autoregressive model results indicate that neighborhoods where residents paid a greater share of their income in rent had fewer reports of suspected child maltreatment, while neighborhoods with a higher number of subsidized rental units had more reports. These findings suggest that higher cost neighborhoods provide supportive resources and amenities to families which may reduce risk of child maltreatment. Subsidized housing units are more likely to be located in high poverty, under resourced neighborhoods, thus undermining the benefits of these programs to families. These findings have implications for equitable housing policy that promotes inclusive communities as a primary prevention strategy for child maltreatment.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10775595231218177?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10775595231218177/">Affordable Housing and Neighborhood Child Maltreatment Reports</a> was curated by <a 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/0193841x231215208/" 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;">Performance Evaluation of Urban Emergency Governance: Conceptual Connotations and Empirical Research Based on the Crisis Life Cycle Theory</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:57</div>
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<p>Evaluation Review, Ahead of Print. <br>Although scholars have discussed in depth about the evaluation content and the construction of evaluation index system of emergency management and crisis management, a unified and standardized interpretation of system construction concepts and empirical research on the performance evaluation of urban emergency management is still lacking. In view of this, this paper is based on the theory of the crisis life cycle, with the four phases of urban emergency management and the content of the task as a clue, constructed a performance evaluation index system containing 12 primary indicators and 44 secondary indicators, and centered on the emergency management work situation of S city. The study reveals that emergency management underperforms in S city, with a score of 5.948, qualifying as the “defined level”. The “prevention and preparedness stage” receives poor evaluation, indicating a significant bias for crisis response instead of prevention. The report suggests the improvement of emergency material stockpile planning, the formation of grassroots emergency response teams, the emergency management publicity, and special emergency drill plans, etc., with a view to providing reference for city managers to comprehensively review and evaluate the emergency management system, and to promote the construction of a more systematic, complete and scientific urban emergency management system.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/0193841X231215208?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/0193841x231215208/">Performance Evaluation of Urban Emergency Governance: Conceptual Connotations and Empirical Research Based on the Crisis Life Cycle Theory</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p>
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<td><a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/01632787231214531/" 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;">Assessment of Medical Education on Transgender Health: A Scoping Literature Review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:56</div>
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<p>Evaluation &the Health Professions, Ahead of Print. <br>Little is known about how physician learners are assessed following educational interventions about providing gender-affirming care to transgender and gender diverse (TGD) people. The inclusion of learner assessments with educational interventions is essential to understand and measure health professionals’ knowledge and skills. We seek to describe how the medical literature has approached the assessment of learners following educational interventions about TGD health. A scoping literature review was done. The guiding research question was “What are the current learner-assessment practices in medical education pedagogy about TGD health?” A total of 270 manuscripts were reviewed. 17 manuscripts were included for data extraction. Miller’s pyramid was used to categorize results. 15 used pre- and post-intervention knowledge questionaries to assess learners. Six used simulated patient encounters to assess learners. Most assessments of TGD knowledge and skills among physician learners are pre- and post-surveys. There is sparse literature on higher level assessment following educational interventions that demonstrate learner skills, behaviors, or impact on patient outcomes. Discrete, one-time interventions that are lecture or workshop-based have yet to rigorously assess learners’ ability to provide clinical care to TGD patients that is both culturally humble and clinically astute.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/01632787231214531?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/meta-analyses-systematic-reviews/01632787231214531/">Assessment of Medical Education on Transgender Health: A Scoping Literature Review</a> was curated by <a 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/00222194231211948/" 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;">Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:56</div>
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<p>Journal of Learning Disabilities, Ahead of Print. <br>More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194231211948?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/00222194231211948/">Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School</a> was curated by <a 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/00222194231211947/" 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;">Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:56</div>
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<p>Journal of Learning Disabilities, Ahead of Print. <br>This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school—an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00222194231211947?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/00222194231211947/">Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers</a> was curated by <a 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/10870547231211024/" 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 Novel Intervention to Simultaneously Address the Dual Pathologies of Breathing Disorders During Sleep and Undiagnosed Attention Deficit Hyperactivity Disorder in School-Aged Children Ages 5–12</a>
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<p>Journal of Attention Disorders, Ahead of Print. <br>Purpose:To evaluate the improvement of ADHD related symptoms in school-aged children ages 5 to 12 in treatment with a monobloc appliance (MOA) for Sleep Disordered Breathing (SDB).Methods:A retrospective review of questionnaire scores of ADHD symptoms from school-aged children being treated with a MOA for SDB. Data was obtained from parent survey questionnaires of 40 school-aged children in three dental offices in treatment with an MOA for SDB showing symptoms of ADHD yet to be confirmed with a formal diagnosis between 2019 and 2021. ADHD symptom scores were ascertained by a parent survey questionnaire completed at the initial visit before MOA treatment, and 2 to 6 months, and 7+ months during MOA treatment.Results:At the 7+ month endpoint, 17 of the 28 (61%) children ages 5 to 12 saw at least a 1-point drop in the sum of their questionnaire scores indicating an improvement in ADHD symptoms after initiating treatment with an MOA. Although there was a reduction of the overall average symptom score from the initial visit to 2 to 6 months (M = 4.06, SD ± 1.55), a statistically significant improvement in ADHD symptoms occurred at the 7+ month endpoint (M = 15.29, SD ± 4.50) during MOA treatment.Conclusions:Treatment with an MOA may be highly effective in addressing the dual pathologies of SDB and ADHD in school-age children ages 5 to 12.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547231211024?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10870547231211024/">A Novel Intervention to Simultaneously Address the Dual Pathologies of Breathing Disorders During Sleep and Undiagnosed Attention Deficit Hyperactivity Disorder in School-Aged Children Ages 5–12</a> was curated by <a 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/05333164231207821/" 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;">Witnessing—a group-specific factor and its importance in times when facts and truths are challenged</a>
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<p>Group Analysis, Ahead of Print. <br>‘Facts matter’, stated Miriam Berger in her Foulkes Lecture (Berger, 2023). They matter because, in the human world, they happen to somebody. So if they do not matter, somebody does not matter.I postulate that witnessing, as it is defined by Miriam Berger, is a group-specific factor whose value lies in allowing the emergence of ‘moments of meetings’—moments in psychotherapy changing the intersubjective architecture of the relation.The capacity to validate somebody’s experience seems to be more crucial nowadays when disregarding facts and truth has reached such an extent that it has a name: the ‘post-truth’ era.But, ‘witnessing is not a given’, says Miriam Berger. Whether this emergent property of the group will be used for ‘re-humanization in therapy and beyond’ (Berger, 2023) depends on how the conductor handles the facts: Do they matter to her/him or not? I will also reflect on what shapes the attitude of the conductors toward the facts.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/05333164231207821?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/05333164231207821/">Witnessing—a group-specific factor and its importance in times when facts and truths are challenged</a> was curated by <a 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/10870547231214001/" 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;">Sham-Controlled Neurofeedback Trials in ADHD are Appropriately Using Operant Conditioning</a>
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<p>Journal of Attention Disorders, Ahead of Print. </p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547231214001?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10870547231214001/">Sham-Controlled Neurofeedback Trials in ADHD are Appropriately Using Operant Conditioning</a> was curated by <a 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/1476718x231213488/" 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;">Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Dec 2nd 2023, 11:54</div>
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<p>Journal of Early Childhood Research, Ahead of Print. <br>Early childhood education and care (ECEC) settings faced significant disruption during the COVID-19 pandemic, compromising the continuity, stability and quality of provision. Three years on from the first UK lockdown as pandemic-era preschoolers enter formal schooling, stakeholders are concerned about the impact of the disruption on children’s cognitive and socioemotional development, especially those from socioeconomically disadvantaged backgrounds. Using parent-report data from 171 children aged 5 to 23 months (M = 15 months) in March to June 2020 living in the UK, we investigate whether previously attested positive associations between ECEC attendance and the development of language and executive functions was maintained as early years settings navigated operational challenges over the first full year of the pandemic. In response to concerns about ‘school readiness’, we analyse the relationship between ECEC attendance and children’s communication, problem-solving and personal-social development. ECEC was associated with greater growth in receptive vocabulary over the 12-month period. In children from less advantaged backgrounds, ECEC was also associated with greater growth in expressive vocabulary. Our data suggest a similarly positive association between ECEC attendance and the communication and problem-solving skills of children from less advantaged backgrounds and between ECEC and the personal-social development of all children. Overall, results suggest that ECEC had sustained learning benefits for children growing up during the pandemic despite ongoing disruption to settings, with specific benefits for children from less affluent home environments. As pandemic-era children progress to primary school, we discuss the importance of adapting their learning conditions and adjusting the expectations placed on them.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/1476718X231213488?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/1476718x231213488/">Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19</a> was curated by <a 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/02692163231207495/" 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;">‘Thank you for loving me’: A qualitative study on perceptions of gratitude and their effects in palliative care patients and relatives</a>
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<p>Palliative Medicine, Ahead of Print. <br>Background:Empirical studies suggest that gratitude positively influence the quality of life of palliative patients and relatives. However, the literature is marked by a lack of conceptual clarity about what gratitude is and whether it can bring about individual and social benefits.Aim:This paper explores how palliative care patients and relatives understand gratitude, how discursive representations of gratitude may affect their positions, perceptions and relations, and how to conceptualise gratitude in the palliative context.Design:We examine 33 gratitude letters written by patients and relatives and 25 semi-structured interviews conducted as part of a pilot gratitude intervention study. We use a qualitative approach, thematic analysis, within a conceptual framework of discourse analysis.Settings/participants:Data were collected from 23 patients and 13 relatives recruited through three hospital palliative care services in French-speaking Switzerland.Results:Participants articulate gratitude in five ways: (1) appreciating others; (2) love; (3) need to reciprocate; (4) appreciating the little things; (5) solace amid serious illness. While some of these representations are sources of positive emotions and outlook, wellbeing and hope, others may confirm self-perceptions of powerlessness and burden. These results support a tridimensional conceptualisation of gratitude in palliative care as source of individual benefits, valuing closest relationships and moral obligation.Conclusion:Our study suggests that gratitude is a key to a good (end of) life, whilst highlighting potential negative effects. It could help healthcare professionals to better understand what gratitude means to patients and relatives, which may facilitate awareness and fostering of gratitude in palliative care.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/02692163231207495?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/02692163231207495/">‘Thank you for loving me’: A qualitative study on perceptions of gratitude and their effects in palliative care patients and relatives</a> was curated by <a 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/1476718x231210651/" 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;">“It Gave Me Some Hope.” Parent experiences with a new telehealth parent-mediated learning intervention for an autistic child</a>
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<p>Journal of Early Childhood Research, Ahead of Print. <br>Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children’s social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support. However, there are limited studies on parent experiences with this intervention approach. The present study explored parent experiences with a new telehealth parent-mediated learning intervention designed to support children’s turn taking. Thematic analysis of 10 transcribed intervention sessions revealed the benefits of a mutual parent-practitioner relationship, parental feelings of support, and parent intervention acceptability. These findings are consistent with other studies on the parent-mediated learning approach and have implications for future practices in early intervention. Further research with multiple parents may provide additional insight into this intervention model’s acceptability and supportive nature.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/1476718X231210651?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/1476718x231210651/">“It Gave Me Some Hope.” Parent experiences with a new telehealth parent-mediated learning intervention for an autistic child</a> was curated by <a 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/10944281231215119/" 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;">Resisting the Objectification of Qualitative Research: The Unsilencing of Context, Researchers, and Noninterview Data</a>
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<p>Organizational Research Methods, Ahead of Print. <br>Based on an analysis of qualitative research papers published between 2019 and 2021 in four top-tier management journals, we outline three interrelated silences that play a role in the objectification of qualitative research: silencing of noninterview data, silencing the researcher, and silencing context. Our analysis unpacks six silencing moves: creating a hierarchy of data, marginalizing noninterview data, downplaying researcher subjectivity, weakening the value of researcher interpretation, thin description, and backgrounding context. We suggest how researchers might resist the objectification of qualitative research and regain its original promise in developing more impactful and interesting theories: noninterview data can be unsilenced by democratizing data sources and utilizing nonverbal data, the researcher can be unsilenced by leveraging engagement and crafting interpretations, and finally, context can be unsilenced by foregrounding context as an interpretative lens and contextualizing the researcher, the researched, and the research project. Overall, we contribute to current understandings of the objectification of qualitative research by both unpacking particular moves that play a role in it and delineating specific practices that help researchers embrace subjectivity and engage in inspired theorizing.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10944281231215119?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10944281231215119/">Resisting the Objectification of Qualitative Research: The Unsilencing of Context, Researchers, and Noninterview Data</a> was curated by <a 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/14713012231213911/" 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 culturally and linguistically tailored Community-Engaged Dementia Education Program (CEDEP) for the Houston Vietnamese American community</a>
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<p>Dementia, Ahead of Print. <br>Data from the Vietnamese Aging and Care Survey (VACS) showed the high prevalence of disability, depressive symptoms, and cognitive impairment in older Vietnamese immigrants and refugees. We proposed a Community-Engaged Dementia Education Program to examine the Houston Vietnamese American community’s literacy on dementia and develop a one-pager educational material. This is a cross-sectional, qualitative study (interviews and focus groups) using the Cultural Exchange Model as a conceptual framework. We interviewed fourteen Vietnamese key informants and assessed the community’s knowledge of dementia based on Edwards’ 9-stage Community Readiness Model. The community’s low literacy on dementia (Stages 2–3: Denial/resistance to vague awareness) was revealed. Approaches to introducing dementia conversations to the community and what to include in the one-pager were discussed. Based on the key informants’ insight, we developed a dementia one-pager tailored to the community by using lay language with a representative image of the target population, indicating warning signs of dementia, and encouraging them to see their doctors for cognitive check-ups. The plan for the next steps includes utilizing the local ethnic media, collaborating with the existing pillars of the Cultural Exchange model, leveraging the university students’ learning opportunities, and disseminating the culturally and linguistically tailored one-pager.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/14713012231213911?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/14713012231213911/">A culturally and linguistically tailored Community-Engaged Dementia Education Program (CEDEP) for the Houston Vietnamese American community</a> was curated by <a 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/03616843231207052/" 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;">At Least She Is Doing Something? Women Do Not Prefer a Woman Who Confronts Gender-Based Discrimination With a Distancing Motive Over a Nonconfronter</a>
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<p>Psychology of Women Quarterly, Ahead of Print. <br>We examined how female (and male) observers evaluated a woman who confronts gender-based discrimination expressing a distancing motive (distance oneself from other women) compared to different types of nondistancing motives. We were interested in the distancing motive, because it has ambivalent implications for women (opposition to discrimination and potential for prejudice reduction vs. disparaging women). In three preregistered online vignette experiments (N1 = 404 women and men; N2 = 295 women, N3 = 742 women and men; with men as control groups), participants evaluated a female professional who confronted gender-based discrimination, implying either an individual motive (improve individual situation), a group motive (improve women’s group status), or a distancing motive, all compared to a condition where the woman did not confront at all. Although women perceived distancing-motivated confrontation as more effective and beneficial for women than no confrontation, they evaluated the distancing-motivated confronter equally negatively as the nonconfronter. Furthermore, effects of gender group (Studies 1 and 2) and feminist identification (Studies 2 and 3) and comparing women’s to men’s evaluations (Studies 1 and 3) overall indicate that the confrontation motives’ implications (e.g., devaluation of women) for people’s identities (e.g., feminist women vs. feminist men) shape the evaluation of a confronter. These results encourage those who have contact with targets of gender-based discrimination to reflect on how their own identity may influence their reaction toward the target.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843231207052?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/03616843231207052/">At Least She Is Doing Something? Women Do Not Prefer a Woman Who Confronts Gender-Based Discrimination With a Distancing Motive Over a Nonconfronter</a> was curated by <a 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/10944281231213068/" 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 Vector Space Approach for Measuring Relationality and Multidimensionality of Meaning in Large Text Collections</a>
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<p>Organizational Research Methods, Ahead of Print. <br>In this article, we develop a methodological approach for organizational research regarding the construction of multidimensional and relational similarity measures by using the vector space model in natural language processing (NLP). Our vector space approach draws on the well-established premise in organizational research that texts provide a window into social reality and allow measuring theory-based constructs (e.g., organizations’ self-representations). Using a vector space approach allows capturing the multidimensionality of these theory-based constructs and computing relational similarities between organizational entities (e.g., organizations, their members, and subunits) in social spaces and with their environments, such as the organization itself, industries, or countries. Thus, our methodological approach contributes to the recent trend in organizational research to use the potential inherent in big (textual) data by using NLP. In an example, we provide guidance for organizational scholars by illustrating how they can ensure validity when applying our methodological contribution in concrete research practice.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10944281231213068?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10944281231213068/">A Vector Space Approach for Measuring Relationality and Multidimensionality of Meaning in Large Text Collections</a> was curated by <a 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/10944281231210558/" 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 Quotes to Present Claims: Practices for the Writing Stages of Qualitative Research</a>
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<p>Organizational Research Methods, Ahead of Print. <br>While there has been a great deal of guidance on qualitative research methodology, such scholarship has focused almost exclusively on the first three parts of the qualitative process: study design, data gathering, and coding/analysis. We suggest that writing findings is a fourth stage that involves pre-writing and composing. Our intent is to provide practices for this phase for those who are using qualitative data as the evidentiary basis for their claims. The pre-writing phase is strengthened by structuring claims and storyboarding findings, while the composing phase is improved by critically evaluating how to insert the author’s voice. Practices surrounding qualitative writing are discussed, such as which quotes to include, where to place quotes, and how to edit quotes. Annotated examples are also provided that show both recommended and nonrecommended ways of inserting the author’s voice into a findings section. A sample structure for writing a claim—a claim table—and a sample storyboard are provided.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10944281231210558?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10944281231210558/">Using Quotes to Present Claims: Practices for the Writing Stages of Qualitative Research</a> was curated by <a 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/03616843231214208/" 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;">Book Review: >Mary Climbs In: The Journeys of Bruce Springsteen’s Women Fans by Mangione, L., & Luff, D.</a>
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<p>Psychology of Women Quarterly, Ahead of Print. </p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/03616843231214208?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/03616843231214208/">Book Review: >Mary Climbs In: The Journeys of Bruce Springsteen’s Women Fans by Mangione, L., & Luff, D.</a> was curated by <a 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/14713012231214299/" 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;">Vascular cognitive impairment: When memory loss is not the biggest challenge</a>
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<p>Dementia, Ahead of Print. <br>ObjectivesVascular cognitive impairment is the second most common type of cognitive impairment. Care needs of community-dwelling people with vascular cognitive impairment and their caregivers have not been thoroughly studied. Therefore, we aimed to explore care needs of people with vascular cognitive impairment and their family caregivers.DesignA qualitative interview study.Setting and participantsParticipants were purposefully sampled community-dwelling people with vascular cognitive impairment and their family caregivers.MethodsInterviews were audiotaped and transcribed verbatim. Analysis and data collection followed an iterative process, until data saturation was achieved. We conducted 18 interviews (nine people with vascular cognitive impairment and nine caregivers), concerning 13 unique people with vascular cognitive impairment. We analyzed the data using inductive thematic analysis following the Braun & Clark method. The study was reported in accordance with the COREQ criteria.FindingsFive themes were identified in the care needs reported by people with vascular cognitive impairment and family caregivers: (1) Specific information need with subtheme (1A) No memory problem, no dementia? (2) Being respected as a person, (3) Differing concerns about the future, (4) The roles of the caregiver and (5) Decisiveness from professional healthcare.Conclusions and implicationsThe care needs of people with vascular cognitive impairment and their caregivers were affected by (a lack of knowledge about) the characteristic symptoms of this condition. Participants equated cognitive impairment or dementia to memory loss (“Alzheimerization”), although memory loss was not their biggest challenge. People with vascular cognitive impairment and caregivers preferred resolute and decisive healthcare professionals. These professionals activate the person with vascular cognitive impairment who lacks initiative and diminishe role conflict of the caregiver. Care for people with vascular cognitive impairment and their caregivers could be improved by providing tailored information, promoting awareness of neuropsychiatric symptoms, particularly apathy, and by healthcare professionals providing more guidance in decision-making.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/14713012231214299?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/14713012231214299/">Vascular cognitive impairment: When memory loss is not the biggest challenge</a> was curated by <a 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/14713012231213419/" 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;">Enhancing post-diagnostic care in Australian memory clinics: Health professionals’ insights into current practices, barriers and facilitators, and desirable support</a>
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<p>Dementia, Ahead of Print. <br>IntroductionProviding integrated and evidence-based support to individuals and families following a diagnosis of dementia is essential in order to optimise their quality of life and assist them to live well. Memory clinics provide multidisciplinary services specialising in the assessment and post-diagnostic treatment of people with dementia. This study sought to identify current practices, barriers and facilitators to provision of postdiagnostic support and to obtain health professionals’ opinion of ideal post-diagnostic support to be offered in Australian memory clinics.MethodologyThis was a cross-sectional qualitative exploratory study. Data was collected from health professionals familiar with the process of diagnosis and post-diagnostic support through two expert panel meetings (n = 22). In addition, 5 focus groups (n = 22) were conducted including health professionals who are employed in Australian memory clinics. Data was collected between October 2020 and November 2021. Reflexive thematic analysis was undertaken.ResultsSeven themes and three subthemes were identified under the three topics: Current Practices, Barriers and Facilitators, and Desirable Support. Themes relating to Current Practices were: Tailored Communication and feedback about diagnosis; Prescription of medications and follow-up; and Referrals to health and community services. Themes relating to Barriers and Facilitators were: The structure of the current system; Lack of funding; Lack of resources; Call for government investment. Themes relating to Desirable support were: A key/single point of support; Cognitive interventions; and Counselling and education.ConclusionPost-diagnostic support in Australian memory clinics focused primarily on ensuring people understood their diagnosis, information about postdiagnostic support was provided, and dementia medications were prescribed. There were notable differences in practices in metropolitan compared to regional areas. A key concern was the need for increased funding, particularly to support the establishment of a single point of contact to facilitate continuity of care.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/14713012231213419?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/14713012231213419/">Enhancing post-diagnostic care in Australian memory clinics: Health professionals’ insights into current practices, barriers and facilitators, and desirable support</a> was curated by <a 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/17423953231209377/" 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;">Insights into the epidemiology and clinical aspects of post-COVID-19 conditions in adult</a>
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<p>Chronic Illness, Ahead of Print. <br>ObjectivesWhile most individuals infected with COVID-19 recover completely within a few weeks, some continue to experience lingering symptoms. This study was conducted to identify and describe the clinical and subclinical manifestations of adult patients from the long-term effects of COVID-19.MethodsThe study analyzed 205 medical records of inpatients (age ≥ 16 years, ≥ 4 weeks post-COVID-19 recovery, and a negative SARS-CoV-2 status at enrollment) at Thong Nhat Hospital, Vietnam, from 6 September 2021 to 26 August 2022, using R language software.ResultsThe majority of patients hospitalized with long COVID-19 symptoms (92.68%) had normal consciousness. The most common symptoms on admission were fatigue (59.02%), dyspnea (52.68%), and cough (42.93%). In total, 80% of patients observed respiratory symptoms, primarily dyspnea, while 42.44% reported neurological symptoms, with sleep disturbance being the most common. Noticeably, 42.93% of patients experienced respiratory failure in the post-COVID-19 period, resembling acute respiratory distress syndrome.DiscussionThese findings provide crucial insights into the epidemiology, clinical, and subclinical aspects of post-COVID-19 conditions, shedding light on the prevalence of common symptoms and the demographic distribution of affected patients. Understanding these manifestations is vital for patient well-being, improved clinical practice, and targeted healthcare planning, potentially leading to better patient care, management, and future interventions.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/17423953231209377?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/17423953231209377/">Insights into the epidemiology and clinical aspects of post-COVID-19 conditions in adult</a> was curated by <a 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/14713012231216768/" 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;">Competency development for a volunteer navigation program to support caregivers of people living with dementia: A modified e-Delphi method</a>
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<p>Dementia, Ahead of Print. <br>Caregivers of people living with dementia are pillars of the care community. Providing them with adequate support throughout their caregiving journey is essential to their quality of life and may also contribute to improving the care of people living with dementia. Nav-CARE (Navigation – Connecting, Advocating, Resourcing, Engaging) is a volunteer-led navigation program that provides support to older adults with life-limiting illnesses who are living in the community. However, Nav-CARE does not provide support directly to caregivers of people living with dementia. To adapt Nav-CARE to support caregivers, we needed to establish caregivers’ needs and the competencies volunteer navigators should be trained in to support caregivers to meet these needs. To do so, a modified e-Delphi method was utilized, which consisted of administering three sequential questionnaires to a panel of 35 individuals with expertise in a variety of dementia related domains. Through this, two final lists of 46 caregivers’ needs and 41 volunteer competencies were established to inform the development of volunteer navigator training curriculum. Findings suggest that trained volunteer navigators may be able to support caregivers of people living with dementia throughout the disease trajectory and can be used to inform the development of future dementia navigation programs.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/14713012231216768?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/14713012231216768/">Competency development for a volunteer navigation program to support caregivers of people living with dementia: A modified e-Delphi method</a> was curated by <a 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/07435584231212397/" 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;">The Experience of Maternity Group Homes: A Qualitative Study of Mothers and Providers</a>
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<p>Journal of Adolescent Research, Ahead of Print. <br>Foster teens are particularly vulnerable to the negative consequences of pregnancy. Maternity group homes (MGHs) aim to mitigate risks and promote stability among pregnant and parenting teens. This study applied the stage-environment fit and emerging adulthood frameworks to explore MGH experiences and exit outcomes from the perspectives of residents and providers. Mothers were 18 to 25 years old. Most participants were non-Hispanic, Black (64%) with the remaining mothers identifying as Hispanic (20%) or non-Hispanic white (16%). Mothers averaged 5 years in foster care, and 75% experienced 5+ placements. Qualitative interview data were collected from mothers aging out of care with MGH experience (N = 25) and MGH providers (N = 16) throughout one state. Using thematic and narrative analytic techniques, emerging themes were mapped onto dominant narratives explaining circumstances entering, living in, and leaving MGHs. Mothers’ experiences were shaped by their situations leading to placement; perceptions of individualized care; and level of openness to change. These conditions shaped how they navigated the MGH environment, their exit outcomes, and subsequent residential stability. Dominant narratives indicate the importance of individualizing care and connecting house responsibilities with independence when developing relationships and delivering services.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/07435584231212397?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/07435584231212397/">The Experience of Maternity Group Homes: A Qualitative Study of Mothers and Providers</a> was curated by <a 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/10982140231214709/" 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;">Book Review: Cost-Inclusive Evaluation: Planning It, Doing It, Using It by Nadini Persaud & Brian T. Yates</a>
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<p>American Journal of Evaluation, Ahead of Print. </p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10982140231214709?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/10982140231214709/">Book Review: Cost-Inclusive Evaluation: Planning It, Doing It, Using It by Nadini Persaud & Brian T. Yates</a> was curated by <a 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/17423953231213853/" 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 the health consequences of heavy alcohol consumption among individuals with different substance use statuses: A cross-sectional analysis of 2019 HINT Survey</a>
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<p>Chronic Illness, Ahead of Print. <br>ObjectiveThe aim of this study was to assess and compare knowledge of the health consequences of heavy alcohol consumption among individuals with different substance use statuses.MethodsWe used a cross-sectional study design to analyze the Health Information National Trends Survey (HINTS) 5, Cycle 3 (2019). Participants were classified into four categories based on their substance use status: (a) nonsmoker and nondrinkers; (b) nonsmokers but drinkers; (c) smokers but nondrinkers; and (d) smokers and drinkers. Weighted logistic regression models were utilized to evaluate the association between knowledge of heavy alcohol consumption and health conditions by participants’ substance use status.ResultsMore than 79% of participants were aware that drinking too much alcohol causes liver disease. However, less than 40% of them realized that heavy alcohol consumption also contributes to cancer. The odds of correctly identifying heavy alcohol consumption as a risk factor for diabetes were 3.00 times (95% confidence interval (CI): 1.29,7.00) higher among smokers but nondrinkers than smokers and alcohol drinkers. Education level was significantly associated with participants’ awareness of risk factor (p < 0.01).DiscussionThere is an urgent need for targeted educational campaigns and interventions to increase understanding of the impact of heavy alcohol consumption on cancer risk.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/17423953231213853?ai=2b4&mi=ehikzz&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2023/journal-article-abstracts/17423953231213853/">Knowledge of the health consequences of heavy alcohol consumption among individuals with different substance use statuses: A cross-sectional analysis of 2019 HINT Survey</a> was curated by <a 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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