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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/2024/open-access-journal-articles/s12888-023-05340-4/" 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;">Evaluation of a national clinical programme for the management of self-harm in hospital emergency departments: impact on patient outcomes and the provision of care</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:14</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Background</h3>
<p class="a-plus-plus">Emergency departments are important points of intervention, to reduce the risk of further self-harm and suicide. A national programme to standardise the management of people presenting to the emergency department with self-harm and suicidal ideation (NCPSHI) was introduced in Ireland in 2014. The aim of this study was to evaluate the impact of the NCPSHI on patient outcomes and provision of care.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Methods</h3>
<p class="a-plus-plus">Data on self-harm presentations were obtained from the National Self-Harm Registry Ireland from 2012 to 2017. The impacts of the NCPSHI on study outcomes (3-month self-harm repetition, biopsychosocial assessment provision, admission, post-discharge referral, and self-discharge) were examined at an individual and aggregate (hospital) level, using a before and after study design and interrupted time series analyses, respectively. The 15 hospitals that implemented the programme by January 2015 (of a total of 24 between 2015 and 2017) were included in the analyses.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">There were 31,970 self-harm presentations during the study period. In hospitals with no service for self-harm (n = 4), risk of patients not being assessed reduced from 31.8 to 24.7% following the introduction of the NCPSHI. Mental health referral in this hospital group increased from 42.2 to 59.0% and medical admission decreased from 27.5 to 24.3%. Signs of a reduction in self-harm repetition were observed for this hospital group, from 35.1 to 30.4% among individuals with a history of self-harm, but statistical evidence was weak. In hospitals with a pre-existing liaison psychiatry service (n = 7), risk of self-discharge was lower post-NCPSHI (17.8% vs. 14.8%). In hospitals with liaison nurse(s) pre-NCPSHI (n = 4), medical admission reduced (27.5% vs. 24.3%) and there was an increase in self-harm repetition (from 5.2 to 7.8%. for those without a self-harm history).</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Conclusion</h3>
<p class="a-plus-plus">The NCPSHI was associated with improvements in the provision of care across hospital groups, particularly those with no prior service for self-harm, highlighting the need to consider pre-existing context in implementation planning. Our evaluation emphasises the need for proper resourcing to support the implementation of clinical guidelines on the provision of care for people presenting to hospital with self-harm.</p>
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<p><a href="https://rd.springer.com/article/10.1186/s12888-023-05340-4?error=cookies_not_supported&code=5de8a036-4de0-4c4b-b624-8ba0db7e3701" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/open-access-journal-articles/s12888-023-05340-4/">Evaluation of a national clinical programme for the management of self-harm in hospital emergency departments: impact on patient outcomes and the provision of care</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/2024/meta-analyses-systematic-reviews/00208728231209476/" 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;">Developmental social work training programmes in the Global South: A scoping review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:12</div>
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<p>International Social Work, Ahead of Print. <br>In moving away from South Africa’s colonial past, social work training needs to embrace indigenised content and empower social workers to move towards practising from a developmental social work perspective. This requires a paradigm shift towards developmental social work training in South Africa. This study was conducted to look at the characteristics and challenges of developmental social work training in the Global South in order for South African social work training institutions to learn from the data and implement more an effective developmental social work training programme. The study was conducted through a scoping review. The five-step scoping review methodology was used to investigate and select recent literature on developmental social work training in the Global South. A thematic analysis was then used to scrutinise selected articles to extract core conclusions and recommendations made by authors to answer research questions. In addition to answering the research question about the characteristics and challenges to teaching developmental social work in the Global South, six main themes that should be highlighted when teaching developmental social work in the Global South were identified and are discussed in the article. These themes are critical thinking and reflective practice; political social work; field placement programmes; indigenisation; de-colonisation and historical context; economic development and empowerment and theoretical course content. For social work to stay relevant in the Global South, it is important for governments to provide universities with resources to enable them to implement effective developmental social work training.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00208728231209476?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/2024/meta-analyses-systematic-reviews/00208728231209476/">Developmental social work training programmes in the Global South: A scoping 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/2024/journal-article-abstracts/s11135-023-01796-4/" 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;">Testing structural equation model fit in psychological studies: A replication study using equivalence testing</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">This study applies equivalence testing methods on a representative sample of published empirical structural equation modeling studies in the psychological sciences and assesses the extent to which reported fit results are replicated when compared to those obtained via traditional methods. Results of 382 models from a sample of 242 articles published in 5 top ranked journals from the general field of Developmental Psychology were reported. The results indicated that a sizeable number of models designated in the original studies as ‘good’ were in fact not reproducible when examined through an equivalence testing lens. These questionable models displayed substantial discrepancy with the data and should not have qualified for further consideration because they were simply not plausible models. Implications of the results and suggestions for best modeling practices within the psychological sciences are discussed.</p>
<p><a href="https://link.springer.com/article/10.1007/s11135-023-01796-4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s11135-023-01796-4/">Testing structural equation model fit in psychological studies: A replication study using equivalence testing</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/2024/journal-article-abstracts/s00355-023-01495-x/" 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;">Animals and social welfare</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">I propose a framework to evaluate the social gains from policies regarding animals. The model considers both the welfare of animals and humans. The gains in animal welfare are estimated by considering the violations of the animals’ fundamental freedoms weighted for each species. I apply this framework to twenty policy proposals targeting wild, domestic, farmed, and laboratory animals. Although the policies benefit from widespread popular support in France (the annual willingnesses-to-pay range between 15 and 39 Euros per person per year), I show that they have very heterogeneous impacts on animal welfare (valued at between 0.013 and 3618 Euros per person per year). I further show that humans’ willingness-to-pay for policies improving animal welfare is a poor predictor of the effective impact on animal welfare of these policies. I conclude that it is essential to value animal welfare <em class="a-plus-plus">per se</em> in cost-benefit analyses in order to determine the set of welfare-increasing policies.</p>
<p><a href="https://link.springer.com/article/10.1007/s00355-023-01495-x" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s00355-023-01495-x/">Animals and social welfare</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/2024/journal-article-abstracts/s41134-023-00274-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;">Social Constructivist and Rights-Based Analysis of Global Governance of Statelessness: The Case of the Rohingya Crisis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">In Myanmar (formerly Burma), there is a long history of human rights violation against the Rohingya, an ethnic minority, predominately Muslim and stateless. The international society started giving stronger consideration after the holocaust in 2012 involving over 200 Rohingya, instigated by the majority ethnic group, Rakhine, who are predominately Buddhist. Stakeholders of global and regional governance express concerns for populations who had to flee their residential homelands, whereas stateless people are generally excluded. Typically, refugees with recognized legal nationalities have been the predominant focus of the international community. However, following Myanmar’s military attack against the Rohingya and their subsequent forced relocation in August 2017, international organizations as well as the US government openly criticized the Myanmar government for violent attacks that were labeled as “crimes against humanity,” “genocide,” and “ethnic cleansing.” In the case of the Rohingya, the statelessness status became an additional aspect of a violation of human rights. The authors analyzed the state of global governance in regard to the Rohingya Crisis with constructivist framework which focuses on multiple perspectives among stakeholders. With the results of the analysis, the authors examined the implications for social work practice, including increased sharing along with more involvement of social workers to end this long history of human rights violation.</p>
<p><a href="https://link.springer.com/article/10.1007/s41134-023-00274-z" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s41134-023-00274-z/">Social Constructivist and Rights-Based Analysis of Global Governance of Statelessness: The Case of the Rohingya Crisis</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/2024/journal-article-abstracts/s41134-023-00287-8/" 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;">Human Rights Implication of China-Africa Relationship</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">China’s footprint of development on the African continent is increasing exponentially. As a result, China is Africa’s largest trading partner and a crucial source of infrastructure investment. But, in the aftermath of the coming of China, the issues of human rights violations in Africa were intensely and frequently raised, and, the China-Africa relationship faced so many criticisms from the perspective of human rights issues. Chinese involvement in Africa is economic exploitation from a Marxist viewpoint, power and influence for realists, and cooperation and mutual gain (win–win relation) for liberalist. Therefore, this study seeks to address the effects of China’s foreign policy and relation to the human rights protection and promotion of selected African states (IGAD member states). This manuscript has used secondary sources of data, including books and journals written by different international law, political science, and political economy experts and scholars. The foreign policy of states and their relationship is governed by the national interest which each state needs to objectively achieve, protect, and govern their interaction. Hence, China’s engagement with Africa has improved the human rights conditions of millions of Africans because China stresses protecting the rights of the African people through China’s development and cooperation with Africa, its aid to Africa, and Africa’s cooperation with China based on a mutual benefit is realizing human rights beyond economic growth. Yet, China should be liberal, and African states should build their domestic economic and political power to balance their gain and loss in international relations.</p>
<p><a href="https://link.springer.com/article/10.1007/s41134-023-00287-8" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s41134-023-00287-8/">Human Rights Implication of China-Africa Relationship</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/2024/journal-article-abstracts/s41134-023-00264-1/" 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;">The Role of Autism Centers in Enhancing the Social Skills of Autistic Children From the Perspective of Social Workers in Autism Centers</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The purpose of this study is to identify the role of autism centers in enhancing the social skills of autistic children from the point of view of social workers working in autism centers as well to identify the major obstacles and needs of the autism centers to enhance the social skills of autistic children. The participants in the study consisted of 128 social workers working in autism centers in the emirates of Ajman and Sharjah in the United Arab Emirates. This descriptive study was based on a questionnaire consisting of 40 items was designed and randomly distributed to social workers at different autism centers in the emirates of Ajman and Sharjah. The results of the study revealed that social workers have a high-perspective point of view on the important role of autism centers in enhancing autistic children’s social skills, the necessity to provide social and psychological support programs for autistic children at the center, and increasing the number of competent social workers inside the autism centers. The study also showed that the role of autism centers in enhancing the social skills of autistic children varies according to the gender of social workers in favor of male social workers, and there were no statistically significant differences according to the variables of academic qualification and the experience of social workers. The study recommended more studies on children with autism and autism centers.</p>
<p><a href="https://link.springer.com/article/10.1007/s41134-023-00264-1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s41134-023-00264-1/">The Role of Autism Centers in Enhancing the Social Skills of Autistic Children From the Perspective of Social Workers in Autism Centers</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/2024/journal-article-abstracts/s40732-023-00576-8/" 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;">Disequilibrium as Determinant of Reinforcement and Punishment Effects: A Replication</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:06</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Response disequilibrium theory, an extension of the response deprivation hypothesis, proposes that behavior-change is due to disruptions in an organism’s baseline levels of responding. This theory challenges the notion of distinct stimuli as reinforcers or punishers and instead emphasizes the role of instrumental and contingent activities. The present study aimed to test the predictions of response disequilibrium theory by replicating Heth and Warren’s, <em class="a-plus-plus">Animal Learning & Behavior</em>, <em class="a-plus-plus">6</em>, 294–300, (<span class="a-plus-plus citation-ref citationid-c-r10">1978</span>) experiment using a modernized apparatus. Sixteen undergraduate psychology students participated in the experiment, which included a familiarization period, baseline periods, and a contingency period. During the contingency period, the instrumental activity was the activation of a video that resulted in a deficit or excess of audio relative to baseline. According to response disequilibrium theory, a deficit will produce a reinforcement effect whereas an excess will produce a punishment effect. The results supported the predictions of response disequilibrium theory, as instrumental video activity increased for participants in the deficit condition and decreased for participants in the excess condition. In addition, the study revealed a strong correlation between the size of disequilibrium and the magnitude of behavior change. These findings further support the use of disequilibrium models to a priori identify effective contingency arrangements in both research and practice. Informal applications of the Premack principle may be supplanted with the precision of a formal model of reinforcement and punishment in response disequilibrium theory.</p>
<p><a href="https://link.springer.com/article/10.1007/s40732-023-00576-8" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s40732-023-00576-8/">Disequilibrium as Determinant of Reinforcement and Punishment Effects: A Replication</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/2024/journal-article-abstracts/s40732-023-00573-x/" 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;">To Dismantle or Not to Dismantle: Components of Derived Relational Responding</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The behavior-analytic approach to language and cognition is consistent with parsimony and coherence in explanatory systems within and across fields of science. Some disagreement exists regarding the appropriate composition of the conceptual tool kit that behavior analysts apply to problems in language and cognition, but ultimately these differences in perspective are minor within the context of shared goals and assumptions. This article summarizes two lines of research guided by the analyses of derived relational responding in terms of contingencies or stimulus correlations acting directly upon its components. The two lines of research eventually produced different conclusions regarding the utility of the analysis within the boundaries of the parameters that were studied. Successful prediction and control of DRR should serve to identify strength and boundaries of utility of different levels of analysis, which could lead to theoretical progress.</p>
<p><a href="https://link.springer.com/article/10.1007/s40732-023-00573-x" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s40732-023-00573-x/">To Dismantle or Not to Dismantle: Components of Derived Relational Responding</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/2024/journal-article-abstracts/s40732-023-00571-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;">Meaningful Stimuli and Equivalence Classes: The Intersection of Hedonics, Connotative, Denotative, and Discriminative Functions</a>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">An equivalence class can contain nominally meaningless stimuli that become related to each other by training and testing. It can also contain at least one meaningful stimulus. The likelihood of equivalence class formation is enhanced by the inclusion of a meaningful stimulus as a class member. It is traditional for stimulus meaningfulness to be characterized by its hedonic, denotative, and connotative properties. Thus, class enhancement can be attributed to these properties. In addition, the hedonic and connotative properties of the meaningful class member generalize to the other class members and is determined by the nodal structure of the class. Apart from hedonic, denotative, and connotative content of a meaningful stimulus, that stimulus also generates responses that are respondent and vary in topography, or are operants that are under discriminative or conditionally discriminative control. When one of these functions is acquired by a meaningless stimulus and it is then included as a member of a to-be-formed equivalence class, its inclusion also enhances likelihood of class formation, sometimes to the same degree as the inclusion of a meaningful stimulus. Thus, class enhancement typically attributed to the hedonic and connotative properties of a meaningful stimulus can be accounted for by the stimulus control functions served by that stimulus instead of their hedonic and connotative properties. Finally, denotation is considered last in the relative absence of empirical findings. In total, then, this article explores meaning from traditional and behavior analytic perspectives.</p>
<p><a href="https://link.springer.com/article/10.1007/s40732-023-00571-z" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s40732-023-00571-z/">Meaningful Stimuli and Equivalence Classes: The Intersection of Hedonics, Connotative, Denotative, and Discriminative Functions</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/2024/journal-article-abstracts/s40732-023-00574-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;">An Irreversible Effect of Response Cost on Human Fixed-Interval Responding</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Two experiments were conducted to examine the effects of point-loss response cost on the responding under fixed-interval (FI) schedules in humans. Responses by undergraduates produced points exchangeable for money arranged according to an FI 90-s schedule (Experiment 1) or a multiple FI 30-s FI 60-s FI 90-s schedule (Experiment 2). Following this baseline, a contingency of response cost, under which responses lost points, was introduced then withdrawn. Response rates with the response cost were lower than those during the baseline. Following termination of the response cost contingency, the final response rates were again lower than those during the baseline (Experiments 1 and 2). Such low-rate responding was not found for participants who were exposed only to no-cost FI schedules (Experiment 2). These results demonstrate an irreversible effect of response cost. Generality and implications of the findings were discussed in the context of the research in punishment and human schedule performance.</p>
<p><a href="https://link.springer.com/article/10.1007/s40732-023-00574-w" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s40732-023-00574-w/">An Irreversible Effect of Response Cost on Human Fixed-Interval Responding</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/2024/journal-article-abstracts/s10896-023-00677-6/" 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;">Exploring Factors Shaping Primary Health Care Readiness to Respond to Family Violence: Findings from a Rapid Evidence Assessment</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Purpose</h3>
<p class="a-plus-plus">Family violence (FV) is defined as any situation where an individual employs abusive behaviour to control and/or harm a former or current spouse, non-marital partner, or a member of their family. The health consequences of FV are vast, including a wide range of physical and mental health conditions for individuals experiencing violence or survivors, perpetrators, and their children. Primary health care (PHC) is recognized as a setting uniquely positioned to identify the risk and protective factors for FV, being an entry point into the health care system and a first, or only, point of contact for families with professionals who can facilitate access to specialist care and support.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Methods</h3>
<p class="a-plus-plus">A rapid evidence assessment of empirical studies on FV interventions in PHC was conducted to examine outcomes of effective FV interventions that promote identification, assessment, and care delivery within diverse PHC settings, factors shaping PHC provider and system readiness, and key intervention components that are important for sustaining PHC responses to FV. After completing data extraction, quality appraisal, and a hand search, a total of 49 articles were included in data synthesis and analysis.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">Several FV interventions that include multiple components such as, screening and identification of FV, training of PHC providers, advocacy, and referrals to supports, have been rigorously tested and evaluated in diverse PHC settings in rural and urban areas including primary care/family medicine practice clinics and community PHC centers. These interventions have demonstrated to be effective in identifying and responding to violence primarily experienced by women. There is a dearth of FV interventions or programs from empirical studies focused on men, children, and perpetrators. Additionally, provider and system readiness measurement tools and models have been implemented and evaluated in PHC specifically to assess physician or the health care team’s readiness to manage FV in terms of knowledge and awareness of FV. The findings highlight that there is no clear or standardized definition of provider or system “readiness” in the literature related to FV responses in PHC. Further, the findings revealed four key intervention components to facilitate PHC provider and organization readiness to address FV: (1) multidisciplinary teamwork and collaboration, (2) improving provider knowledge on the social and cultural determinants impacting FV, and (3) embedding system-level supports within PHC.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Conclusions</h3>
<p class="a-plus-plus">FV is a serious public health concern and PHC providers have a vital role in early detection of FV and the poor health outcomes associated with violence A focus on comprehensive or multi-component FV interventions are more likely to change provider behavior, and would allow for safe, confident, and professional identification and assessment of FV within PHC.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s10896-023-00677-6" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10896-023-00677-6/">Exploring Factors Shaping Primary Health Care Readiness to Respond to Family Violence: Findings from a Rapid Evidence Assessment</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/2024/journal-article-abstracts/s12124-023-09813-9/" 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;">Correction: Inner Conflict of Personality in the Paradigm of Existential-Phenomenological Ontology</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<p>
<p><a href="https://link.springer.com/article/10.1007/s12124-023-09813-9" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s12124-023-09813-9/">Correction: Inner Conflict of Personality in the Paradigm of Existential-Phenomenological Ontology</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/2024/journal-article-abstracts/s10566-023-09787-0/" 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;">Validation of the Perceptions of Racism in Children and Youth (PRaCY) Scale in Pittsburgh: Associations with Sexual Violence Experiences</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Background</h3>
<p class="a-plus-plus">Racism is a public health crisis impacting the health and wellbeing of adolescents. Finding valid tools to measure race-based discrimination, a form of racism, is necessary to accurately assess the effectiveness of programs aimed to reduce those experiences.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Objectives</h3>
<p class="a-plus-plus">Our objective was to evaluate measurement invariance of a race-based discrimination scale by gender among a sample of youth (ages 13–19) from historically marginalized groups and to assess associations of race-based discrimination with sexual violence victimization and perpetration.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Methods</h3>
<p class="a-plus-plus">We used pooled cross-sectional baseline data from two sexual violence prevention programs from 2015 to 2019. Male and female participants were from Manhood 2.0 (a cluster randomized trial) and Sisterhood 2.0 (a quasi-experimental study), respectively. All participants were recruited through community organizations from the same neighborhoods. In this study, we included all non-white youth with completed responses to the 10-item Perceptions of Racism in Children and Youth (PRaCY) Scale. This study was approved by the University of Pittsburgh IRB.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">We conducted confirmatory factor analysis (<em class="a-plus-plus">N</em> = 749) and measurement invariance among male-identifying (<em class="a-plus-plus">n</em> = 560) and female-identifying (<em class="a-plus-plus">n</em> = 189) participants resulting in a unidimensional factor structure with weak factorial invariance by gender. Lifetime discriminatory experiences were common among all participants. Mean discrimination scores were associated with a significant increase in the odds of lifetime sexual violence victimization in males (OR = 3.03, 95%CI 1.43–6.42) and females (OR = 10.80, 95% CI 2.23–52.33), respectively.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec5"></span></p>
<h3 class="a-plus-plus">Conclusion</h3>
<p class="a-plus-plus">We confirmed construct validity of the PRaCY Scale among youth experiencing marginalization and found associations between experiences of discrimination and sexual violence victimization in both boys and girls.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s10566-023-09787-0" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10566-023-09787-0/">Validation of the Perceptions of Racism in Children and Youth (PRaCY) Scale in Pittsburgh: Associations with Sexual Violence Experiences</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/2024/journal-article-abstracts/s10566-023-09784-3/" 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;">Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:05</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Background</h3>
<p class="a-plus-plus">Individual and collective prosocial competence can be fostered through high-quality interactions with program staff in out-of-school time environments.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Objective</h3>
<p class="a-plus-plus">We explored whether the social-emotional competencies of teachers working in an out-of-school STEM program infused with social emotional learning content were associated with school children’s prosocial behavior, community engagement, and peer problems and whether these associations were moderated by social justice teaching beliefs and child gender.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Method</h3>
<p class="a-plus-plus">Participants were 126 students (72 male). Forty-one were White, 40 were Black, 34 were Latine, and 11 were Asian and most of them were third graders (<em class="a-plus-plus">M</em><sub class="a-plus-plus">age</sub> = 8.11 years). Teachers rated their emotional competence, commitment to social emotional learning, and social justice teaching beliefs. They also provided ratings of children’s prosocial behavior and peer problems. Students provided ratings of their community engagement.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">Teachers’ emotional competence was negatively associated with prosocial behavior, but only when their social justice teaching beliefs were low. However, teachers’ commitment to social emotional learning was positively related to prosocial behavior. Teachers’ emotional competence was associated positively with peer problems, but only for girls, and was also related positively to community engagement.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec5"></span></p>
<h3 class="a-plus-plus">Conclusions</h3>
<p class="a-plus-plus">Results demonstrate associations between STEM teachers’ social emotional learning competencies and social justice teaching beliefs in the development of students’ prosocial competence and community engagement and provide directions for future research.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s10566-023-09784-3" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10566-023-09784-3/">Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement</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/2024/journal-article-abstracts/s10566-023-09783-4/" 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;">A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Background</h3>
<p class="a-plus-plus">Adolescence is a critical period for social emotional development. The need to focus on social emotional competencies is exacerbated by the COVID 19 pandemic.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Objective</h3>
<p class="a-plus-plus">This systematic review paper provides a collective account of mindfulness interventions conducted exclusively with adolescent students in an educational setting (mean age 11 to 18) with the sole focus on social emotional and behavioral competencies primarily as outlined by the Collaborative for Academic, Social, and Emotional Learning (Safe and sound: an educational leader’s guide to evidence-based social and emotional learning programs, Author, Chicago, IL, 2003, 2011).</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Method</h3>
<p class="a-plus-plus">Mindfulness literature in the past 15 years, i.e., Jan 2008–Feb 2023 was reviewed. Additionally, the type of intervention implemented, dosage, delivery, measures used, and targets of intervention were examined. All the articles were also assessed for their methodological quality using the EPHPP quality assessment tool for quantitative studies (Effective Public Health Practice Project in Quality assessment tool for quantitative studies, Effective Public Health Practice Project, Hamilton, ON, 1998. https://merst.ca/ephpp/).</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">With less than one third of the 30 included studies rated as strong, there appears to be moderate evidence for the effectiveness of MBIs on adolescent social emotional competencies. Overall, there appears to be mixed evidence for the effectiveness of MBIs on adolescents’ self-awareness, social awareness, social skills, with relatively more consistent evidence that MBIs positively impact their self-management (e.g., emotional regulation). We classify broader characteristics of the MBIs that could help explain some of the differences in effectiveness into three categories: intervention implementation related (e.g., dosage), method related (e.g., psychometric properties), and participant related (e.g., age and gender).</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec5"></span></p>
<h3 class="a-plus-plus">Conclusion</h3>
<p class="a-plus-plus">Future work on MBIs in schools needs to consider the quality of and factors known to impact effective implementation and resultant social emotional outcomes.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s10566-023-09783-4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10566-023-09783-4/">A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents</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/2024/journal-article-abstracts/s10566-023-09785-2/" 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;">The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p>
<h3 class="a-plus-plus">Abstract</h3>
<p> <span class="a-plus-plus abstract-section id-a-sec1"></span></p>
<h3 class="a-plus-plus">Background</h3>
<p class="a-plus-plus">The literature suggests that educators can use parent–educator communication to support parents with engaging their children in home learning activities (Epstein, <span class="a-plus-plus citation-ref citationid-c-r27">1995</span>; Hoover-Dempsey & Sandler, <span class="a-plus-plus citation-ref citationid-c-r37">1997</span>).</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec2"></span></p>
<h3 class="a-plus-plus">Objective</h3>
<p class="a-plus-plus">This study examines the relations between parent–educator communication and preschoolers’ numeracy, literacy, executive function, and vocabulary, and explores if the home numeracy environment (HNE) and the home literacy environment (HLE) was a better predictor of children’s outcomes than parent–educator communication.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec3"></span></p>
<h3 class="a-plus-plus">Method</h3>
<p class="a-plus-plus">Data for this study came from a larger quasi-experimental study evaluating a state-funded preschool program (<em class="a-plus-plus">n</em> = 558). Regression models were run controlling for child’s age, sex, race/ethnicity, family income, group, parental education, and baseline skill scores.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec4"></span></p>
<h3 class="a-plus-plus">Results</h3>
<p class="a-plus-plus">Analyses revealed a significant relation only between parent–educator communication and numeracy skills (β = − 0.14, <em class="a-plus-plus">p</em> = < 0.001). Unexpectedly, more frequent parent–educator communication in preschool were related to lower numeracy skills. Additionally, there was a statistically significant association between all three predictors- parent-educator communication (β = − 0.15, <em class="a-plus-plus">p</em> = < 0.001), the HNE (β = 0.14, <em class="a-plus-plus">p</em> = .016), and the HLE (β = − 0.18, <em class="a-plus-plus">p</em> = .004)- and children’s numeracy skills. Specifically, more frequent parent–educator communication and higher HLE scores in preschool predicted lower numeracy skills. Additionally, the higher quality of the HNE predicted greater numeracy skills in the spring of preschool.</p>
<p> <br><span class="a-plus-plus abstract-section id-a-sec5"></span></p>
<h3 class="a-plus-plus">Conclusion</h3>
<p class="a-plus-plus">There may be increased communication when the children are performing lower on their numeracy skills than their peers and teachers and parents are working to remediate those challenges.</p>
<p> </p>
<p><a href="https://link.springer.com/article/10.1007/s10566-023-09785-2" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10566-023-09785-2/">The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool</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/2024/journal-article-abstracts/s10826-023-02756-0/" 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;">Does Parental Support Moderate the Association Between Bullying Victimization and Anti-bullying Attitudes Among Chinese Adolescents</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">This study investigated the effects of three types of bullying victimization (relational, verbal, and physical) on attitudes toward anti-bullying, moderated by the role of parental support. The data used in this study were obtained from the Program for International Student Assessment (PISA) 2018, a survey conducted by the Organization for Economic Co-operation and Development (OECD) that included responses from 11,990 Chinese adolescents aged 15 years. Multivariate regression modeling and the Johnson–Neyman technique were used to examine the moderating effect of parental support on the relationship between the three types of bullying victimization and attitudes toward bullying. The results indicated that the three types of bullying victimization were significantly and positively correlated with students’ anti-bullying attitudes. Furthermore, parental support moderated the relationship between the three types of bullying victimization and anti-bullying attitudes. Specifically, when the value of parental support was less than 84.215, 81.728, and 69.878, relational, verbal, and physical bullying victimization, respectively, had a significant positive effect on adolescents’ anti-bullying attitudes through the moderating effect of parental support. These findings suggest that parents should provide care and support to children who are victims of bullying.</p>
<p><a href="https://link.springer.com/article/10.1007/s10826-023-02756-0" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10826-023-02756-0/">Does Parental Support Moderate the Association Between Bullying Victimization and Anti-bullying Attitudes Among Chinese Adolescents</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/2024/journal-article-abstracts/08870446-2022-2055023/" 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;">Efficacy of cognitive-behavioural therapy for lifestyle modification in metabolic syndrome: a randomised controlled trial with a 18-months follow-up</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<p>Volume 39, Issue 2, January – February 2024, Page 195-215<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/08870446.2022.2055023?ai=1ij&mi=79r7c4&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/08870446-2022-2055023/">Efficacy of cognitive-behavioural therapy for lifestyle modification in metabolic syndrome: a randomised controlled trial with a 18-months follow-up</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/2024/journal-article-abstracts/s10826-023-02747-1/" 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;">Does Social Support Promote Parental Nurturance among Asian American Immigrant Families? The Mediating Role of Parental Self-Efficacy</a>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Social support is a valuable resource for immigrant parents to maintain their parental self-efficacy and fulfill childrearing duties. Using data from a sample of first-generation Asian American immigrant parents of multiple ethnic groups who were born outside the United States (N = 670), this study examined the relationships among social support, parental self-efficacy, and nurturing parenting behaviors. The analysis revealed that positive parenting behaviors, measured by parental nurturance, were positively associated with social support. When analyzing the sources of social support separately, we found a significant association between parental nurturance and family support, but no significant associations were observed with partner or friends’ support. Parental self-efficacy played a significant mediating role in the relationship between family support and parental nurturance. These findings have important implications for clinical practice and policy interventions that address the needs of first-generation Asian American parents, the fastest growing ethnic minority group in the U.S.</p>
<p><a href="https://link.springer.com/article/10.1007/s10826-023-02747-1" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10826-023-02747-1/">Does Social Support Promote Parental Nurturance among Asian American Immigrant Families? The Mediating Role of Parental Self-Efficacy</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/2024/journal-article-abstracts/07351690-2023-2277149/" 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;">Prologue: Musicality in Psychotherapy and Psychoanalysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<p>Volume 43, Issue 8, November-December 2023<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/07351690.2023.2277149?ai=21e&mi=79r7c4&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/07351690-2023-2277149/">Prologue: Musicality in Psychotherapy and Psychoanalysis</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/2024/journal-article-abstracts/s10826-023-02746-2/" 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;">Supporting Children of Incarcerated Mothers: Creating Conditions for Integrated Social Service Delivery Using Scenario-Based Workshops</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">Understanding the service delivery system for children of incarcerated mothers is crucial for developing evidence-based innovations that promote integrated social service delivery. However, the system’s complexity and invisible infrastructure pose challenges in gaining a comprehensive overview, and there is limited literature detailing methods to navigate this complexity. Our study bridges this gap by evaluating the efficacy of using fictional scenarios to foster conversations about collaboration among service providers who support the children of incarcerated mothers. In total, 21 service providers from seven agencies participated in scenario-based workshops. The workshops were audio recorded, transcribed, and qualitatively analysed. Findings indicated that the scenarios resonated with the participants and revealed details of the often invisible infrastructure within the system. The emotional resonance of the scenarios played a pivotal role, cultivating empathy, enriching the exploration of shared experiences, and prompting discussions on broader systemic issues. Importantly, the scenarios stimulated conversations about collaboration, showcasing a genuine desire among service providers for collaborative efforts and clarifying roles and responsibilities within the complex system. These findings underscore the scenario method’s effectiveness in identifying the complexities of the service system, fostering collaborative conversations, and providing crucial insights to enhance the service delivery system supporting children of incarcerated mothers. Future research should explore whether embedding this method into a more structured approach, such as a Community of Practice, could lead to measurable and sustained improvements in integrated service delivery for the children of incarcerated mothers.</p>
<p><a href="https://link.springer.com/article/10.1007/s10826-023-02746-2" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10826-023-02746-2/">Supporting Children of Incarcerated Mothers: Creating Conditions for Integrated Social Service Delivery Using Scenario-Based Workshops</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/2024/journal-article-abstracts/10481885-2023-2263056/" 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 Role of Shame in Cults, from Recruitment to Recovery</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<p>Volume 33, Issue 6, November-December 2023, Page 779-795<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/10481885.2023.2263056?ai=1ip&mi=79r7c4&af=R" target="_blank" rel="noopener" class="broken_link">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/10481885-2023-2263056/">The Role of Shame in Cults, from Recruitment to Recovery</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/2024/journal-article-abstracts/s10826-023-02752-4/" 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;">Parental Self-efficacy in School-related Performance: Development and Association with Academic Achievement during Secondary School</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 14:04</div>
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<h3 class="a-plus-plus">Abstract</h3>
<p class="a-plus-plus">The present study examined the development of perceived parental self-efficacy in school-related performance (PPSE-School; i.e., parents’ beliefs in their capabilities to positively affect their children’s academic experience) during secondary school as well as its longitudinal associations with adolescents’ academic achievement at the end of secondary school. Participants were 482 (53.9% boys) Italian adolescents and their parents (376 mothers; 106 fathers). PPSE-School was measured across three-time points over 3 years, when adolescents attended grades six (T1), seven (T2), and eight (T3) of secondary school. Adolescents’ school grades were collected at the beginning and the end of secondary school. Second Order Latent Growth Curve Modeling indicated a linear decrease in PPSE-School over the transition to secondary school. The slope of PPSE-School positively predicted students’ academic achievement in grade eight while controlling for grade six academic achievement, students’ gender, socio-economic status, and the type of school. The study implications are discussed.</p>
<p><a href="https://link.springer.com/article/10.1007/s10826-023-02752-4" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/s10826-023-02752-4/">Parental Self-efficacy in School-related Performance: Development and Association with Academic Achievement during Secondary 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/2024/journal-article-abstracts/10775595231217278/" 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;">Factors Associated With Permanency for Children in Out-Of-Home Placement: A Survival Analysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 13:59</div>
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<p>Child Maltreatment, Ahead of Print. <br>Achieving permanency is a main goal of the child welfare system. To promote timely achievement of permanency, it is important to understand the determinants associated with permanency outcomes. This study aims to examine the length of time children spend in foster care and identify factors associated with achievement of permanency using administrative data from one state spanning a six-year timeframe and including a final sample of 1,874 children. Determinants associated with achievement of permanency were examined through multivariate survival analyses using Cox proportional hazards regression models. The median length of time in days to achieve permanency was: 188 for reunification, 505 for guardianship, and 932 for adoption. Race/ethnicity, age at removal, number of placement changes, number of siblings, having a removal family team decision meeting (FTDM), and placement type were significantly associated with achievement of permanency. Given the findings, this article proposes implications for practice and policy surrounding racial disproportionality, family engagement, kinship care, and placement stability.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10775595231217278?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/2024/journal-article-abstracts/10775595231217278/">Factors Associated With Permanency for Children in Out-Of-Home Placement: A Survival 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/2024/grey-literature/exploring-impact-family-and-natural-supports-interventions-insights-youth-families-and-service/" 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;">Exploring the Impact of Family and Natural Supports Interventions: Insights from Youth, Families, and Service Providers</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 13:13</div>
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<p>Various interventions exist to reduce the prevalence of youth homelessness. These interventions can be broadly categorized as prevention, emergency services, transitional housing or permanent supportive housing efforts. The Family and Natural Supports (FNS) intervention is a prevention intervention that aims to strengthen the relationship between youth and their chosen natural supports and/or family members.</p>
<p>This intervention is unique because, unlike other interventions that aim to address youth homelessness, FNS focuses on strengthening existing relationships and community ties to prevent youth homelessness. This program also has a strong focus on addressing the specific needs and circumstances of each young person. FNS provides a preventive and family-centred approach to reducing the prevalence of youth homelessness. It was designed to assist youth who are either at risk of homelessness or have already experienced homelessness. </p>
<p>The FNS intervention is presently in operation at nine sites across Canada including sites in Alberta, British Columbia, Ontario, and Newfoundland. The services provided to youth differ at each site, including counselling support, crisis intervention, parenting support, and social activities. However, their collective objective remains the same. In this blog, we will discuss the experiences of youth, family members, and service providers who have participated in this intervention. </p>
<h3>Importance of evaluations</h3>
<p>Developmental evaluations provide policymakers, service providers, and community leaders with data-driven insights into the effectiveness of different interventions. By analyzing the results of these evaluations, they can make informed decisions about which strategies to implement, scale up, or discontinue. The evaluation also helps these individuals to allocate resources. Typically, they are given programs with a proven track record of success.</p>
<p>Our primary aim of evaluating the Family and Natural Supports intervention was to explore the perspectives and experiences of youth, families, and service providers engaged in the program. We also explored the effectiveness of the FNS program in preventing youth homelessness and supporting the well-being and familial relationships of young people.</p>
<p>The evaluation used a mixed-method approach, incorporating both quantitative and qualitative research methods. During this phase of our evaluation, we engaged with over 100 youth participants and 51 family members or natural supports. These individuals also participated in the baseline survey. To gain a deeper understanding of their experiences, we conveniently selected youth and family members/natural supports from each site and conducted interviews after obtaining informed consent using Zoom. During these in-depth interviews, we asked participant to discuss their experiences within the program and gathered insights on how to improve the effectiveness of this program.</p>
<p>In addition to the perspectives of youth and their families/natural supports, we also gathered insights from the service providers involved in the FNS program. This ensured a well-rounded evaluation, encompassing the viewpoints of front-line staff and supervisors actively engaged in the program’s implementation.</p>
<h3>Findings from the evaluation</h3>
<p>The majority of the youth interviewed as part of our evaluation expressed a positive overall experience with the Family and Natural Supports program. They highlighted the support and assistance provided by their case worker. For instance, one youth said: </p>
<blockquote>
<p>“Overall, it’s been pretty well, I mean, my worker’s been amazing with me. He’s, anytime I need him, he’s there right away…like it could be eight o’clock at night, and he’s answering my text messages. He’s incredible. I couldn’t say anything better than that.”. – Youth participant</p>
</blockquote>
<p>Several participants highlighted the exceptional support they received from their workers, emphasizing their availability and responsiveness, which contributed to their positive experience with the program. </p>
<blockquote>
<p>“Well, I think, like, helping me not overreact when some small things happen because I usually overreact a lot, so she helped me not do that and just understand what happened and then how to, like, avoid it again, and how to cope with it.” – Youth participant</p>
</blockquote>
<p>Another recurring theme was relationship building as expressed by one of the participants: “They asked me if I want to connect with my family… they were always there to listen, give me advice, and help me move on… help build our relationship… They put us together, and we started talking through the relationship.”</p>
<p>During our evaluations, the family and chosen natural support people involved in the program shared their overwhelmingly positive experiences with FNS. One of the family members/natural support people rated the program a perfect “10” on a 1-10 scale, highlighting the incredible support they received. The feedback from another family member/natural support person emphasized the significance of personalized support, timely intervention, and the potential for preventing youth homelessness through programs like FNS. </p>
<p>In terms of the support received through the program one family member/natural support person mentioned: “I think it’s strengthened my relationship with [youth] because last year [they weren’t] going to school…[staff in the program] really talked with [youth] and got [them] going back to school which makes me very proud.” </p>
<p>The service providers also expressed positive feedback about the program. For example, one service provider emphasized the significance of having resources as part of the FNS program, including financial support for youth and family members and receiving training to enhance their skills.</p>
<p>Another service provider stressed the essential nature of ongoing training: “I firmly believe that there is a continuous need for additional training. One critical aspect in our field, especially in an emergency shelter environment, is the recurring high turnover of staff. It’s imperative to reintroduce and re-educate our team periodically. For instance, having someone like [Program and Implementation Manager] join our staff meetings from time to time to formally present on FNS is a practice we haven’t discussed yet, but I believe it would be highly beneficial. With new employees joining our team periodically, continuous training is a must.” – Service Provider</p>
<h3>Areas for improvement and recommendations:</h3>
<p>The participants and service providers interviewed for our evaluation also highlighted areas of improvement. One of the primary areas that we have determined requires improvement is communication. We discovered that there were too many communication drop-offs and disruptions among workers, especially during staff absences due to illness, vacation, or staff shortages. </p>
<blockquote>
<p>“We haven’t had a single meeting with the worker together. There has been a notable lack of communication from [staff member], and getting a response often takes several days due to youth emergencies. I believe if I reach out, they would make an effort to connect, but scheduling can be challenging.” – Family member/natural support participant</p>
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<p>It is essential to prioritize a resolution of these communication issues to provide the appropriate assistance to those who require it. </p>
<p>Another recommendation we received was centred on increasing program awareness. Currently, youth and their family members/chosen natural supports gain entry into the program via referrals to our implementing partners, so there is an increased need for public awareness about the program through schools and social media. </p>
<blockquote>
<p>“I believe we should promote the program more effectively so that young people can become aware of it and participate. This way, they can access all the support they require.” – Youth participant</p>
</blockquote>
<p>The recommendations stemming from our evaluation of the FNS program are crucial for its sustained success. This evaluation provides a compelling case for the positive impact of the FNS intervention and can be used to inform future strategies and decision-making pertaining to youth homelessness prevention.</p>
<p>_____</p>
<p>This post is part of our #CAEH23 blog series which highlights research on preventing and ending homelessness that is being presented at the 2023 National Conference on Ending Homelessness, November 8-10 in Halifax, NS. Learn more about the authors’ work through their presentation in the Preventing Youth Homelessness session on Wednesday, November 8th at 1:30 pm </p>
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<p><span property="dc:title" content="Exploring the Impact of Family and Natural Supports Interventions: Insights from Youth, Families, and Service Providers" class="rdf-meta element-hidden"></span></p>
<p><a href="https://www.homelesshub.ca/blog/exploring-impact-family-and-natural-supports-interventions-insights-youth-families-and-service" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/grey-literature/exploring-impact-family-and-natural-supports-interventions-insights-youth-families-and-service/">Exploring the Impact of Family and Natural Supports Interventions: Insights from Youth, Families, and Service 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/2024/meta-analyses-systematic-reviews/10870547231211021/" 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;">Promoting Medication Adherence in Children with Attention Deficit Hyperactivity Disorder: A Mixed-Methods Systematic Review with Meta-analysis and Qualitative Comparative Analysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 12:09</div>
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<p>Journal of Attention Disorders, Ahead of Print. <br>Objective:To evaluate the efficacy of ADHD medication adherence interventions and explore the pathways to effectiveness.Methods:A systematic review was conducted using multiple databases to identify relevant randomized controlled trials (RCTs). Pooled effect sizes were calculated for medication adherence and ADHD symptom outcomes. Qualitative Comparative Analysis (QCA) was used to identify pathways to effectiveness.Results:Six RCTs were included. The interventions significantly improved medication adherence (OR = 2.39, 95% CI [1.19, 4.79]) and ADHD symptoms (Hedges’ g = −0.96, 95% CI [−1.38, −0.54]). Multi-regression analysis showed a positive relationship between medication adherence and ADHD symptom reduction. QCA revealed two paths for effectiveness: (1) Presence of ADHD drug education and absence of reminder and (2) Presence of tracking and absence of reminder.Conclusion:ADHD medication adherence interventions have a positive impact on both medication adherence and ADHD symptoms. Interventions should consider including ADHD drug education or tracking to maximize effectiveness.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547231211021?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/2024/meta-analyses-systematic-reviews/10870547231211021/">Promoting Medication Adherence in Children with Attention Deficit Hyperactivity Disorder: A Mixed-Methods Systematic Review with Meta-analysis and Qualitative Comparative 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/2024/open-access-journal-articles/connectivity-patterns-of-the-core-resting-state-networks-associated-with-apathy-in-late-life-depression/" 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;">Connectivity patterns of the core resting-state networks associated with apathy in late-life depression</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 12:04</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/open-access-journal-articles/connectivity-patterns-of-the-core-resting-state-networks-associated-with-apathy-in-late-life-depression/">Connectivity patterns of the core resting-state networks associated with apathy in late-life depression</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/2024/journal-article-abstracts/00016993231214925/" 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;">Constellation research and sociology of philosophy</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 11:58</div>
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<p>Acta Sociologica, Ahead of Print. <br>Sociology of philosophy is the name of a theory-based, empirical sociological subdivision, whose basic approach is praxeological: doing philosophy involves a variety of socially situated practices that in some cases result in philosophical arguments and doctrines fixed in text. Constellation research is an approach developed by the German philosopher Dieter Henrich (1927–2022) for investigations into the history of philosophy. It combines a historical and a systematic intent and interest. Constellation research has primarily been tried out on the rapid development of post-Kantian idealism in Germany in the 1790s. The approach has some obvious similarities with different approaches within the sociology of philosophy. The article first gives a condensed presentation of constellation research as a research program. In a second step, it tries to sort out similarities and dissimilarities with key concepts, topics and approaches within the sociology of philosophy. The argument put forward is that constellation research can provide the sociology of philosophy with some novel ideas and that the sociology of philosophy may prove to be a useful resource to constellation research. In short, there is a potential for cross-fertilization between the two approaches.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/00016993231214925?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/2024/journal-article-abstracts/00016993231214925/">Constellation research and sociology of philosophy</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/2024/journal-article-abstracts/10870547231211360/" 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 Prospective Study of an Early Prediction Model of Attention Deficit Hyperactivity Disorder Based on Artificial Intelligence</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Jan 2nd 2024, 11:51</div>
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<p>Journal of Attention Disorders, Ahead of Print. <br>Objective:To explore the relationship between the Parent Symptom Questionnaire (PSQ) and attention deficit hyperactivity disorder (ADHD) in China, and the application value of PSQ questionnaire.Method:Two hundred two children aged 3 to 14 years were enrolled in this study. Statistical methods were used to screen characteristic factors and explore the relationship between PSQ items and ADHD. Machine learning algorithms were used to evaluate the clinical application value of PSQ in screening ADHD.Results:By Mean-Whitney U test, LASSO regression and decision tree, 44, 24 and 12 items were screened out from PSQ with high correlation with ADHD. Then the above items were classified, and the accuracy reached more than 90%. Moreover, the items of ADHD hyperactivity index of PSQ under artificial intelligence algorithm are different from those of PSQ.Conclusion:There are some differences in the items of hyperactivity index between the PSQ and ADHD in China. The artificial intelligence algorithm model of ADHD children based on PSQ scale has a high accuracy.</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10870547231211360?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/2024/journal-article-abstracts/10870547231211360/">A Prospective Study of an Early Prediction Model of Attention Deficit Hyperactivity Disorder Based on Artificial Intelligence</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>
<p><strong>This information is taken from free public RSS feeds published by each organization for the purpose of public distribution. Readers are linked back to the article content on each organization's website. This email is an unaffiliated unofficial redistribution of this freely provided content from the publishers. </strong></p>
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