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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/journal-article-abstracts/cbs0000346/" 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;">In action at work! Mental health self-management strategies for employees experiencing anxiety or depressive symptoms.</a>
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<p>Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, Vol 56(1), Jan 2024, 10-19; doi:10.1037/cbs0000346</p>
<p>The majority of workers experiencing anxiety or depressive symptoms remain employed, but few studies have investigated how they manage their symptoms while working. This study aims to identify the self-management strategies used by these workers to promote their functioning at work. Semistructured interviews were conducted with workers presenting symptoms of anxiety or depression (<em>n</em> = 25). A total of 54 self-management strategies that emerged from thematic analysis were grouped into three main categories: behavioural (managing tasks, worktime, workspace, and relationships; managing boundaries between work and personal life; using time off work to recover energy; taking care of one’s physical health and seeking social support), cognitive (practicing self-compassion; managing negative thoughts; adopting a positive outlook; accepting situations as they are; living the present moment; and developing self-awareness), and affective (identifying and managing emotions). The results provide a comprehensive picture of the various self-management strategies that can be included in programmes to promote mental health in the workplace and disseminated to employees experiencing symptoms of anxiety or depression. (PsycInfo Database Record (c) 2024 APA, all rights reserved)</p>
<p><a href="https://ifp.nyu.edu/?internalerror=true" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/cbs0000346/">In action at work! Mental health self-management strategies for employees experiencing anxiety or depressive symptoms.</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/infection-prevention-and-control-measures-to-reduce-the-transmission-of-mpox-a-systematic-review/" 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;">Infection prevention and control measures to reduce the transmission of mpox: A systematic review</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 22:58</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/meta-analyses-systematic-reviews/infection-prevention-and-control-measures-to-reduce-the-transmission-of-mpox-a-systematic-review/">Infection prevention and control measures to reduce the transmission of mpox: A systematic review</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/jaoc-12127/" 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 clinical trial of the Examen and mindfulness within a secular substance use disorder treatment program</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 22:09</div>
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<h2>Abstract</h2>
<p>The Examen is a 500-year-old Jesuit introspective prayer and reflection. Recent research has indicated that it has utility in psychotherapy. This study implemented the Examen as a secular cognitive–behavioral tool in the first longitudinal clinical trial of the intervention with an addiction treatment population, comparing it directly to a treatment-as-usual mindfulness intervention. The study found that Examen and mindfulness are equivalent in outcomes on depression, anxiety, stress, and substance craving. Further research should continue to investigate the Examen as an alternative to mindfulness for religious and secular populations and the factors responsible for the success of these practices.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/jaoc.12127?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/jaoc-12127/">A clinical trial of the Examen and mindfulness within a secular substance use disorder treatment program</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/clinical-trials/structural-racism-reward-related-decision-making-and-substance-use-risk/" 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;">Structural Racism, Reward Related Decision Making and Substance Use Risk</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 21:17</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/clinical-trials/structural-racism-reward-related-decision-making-and-substance-use-risk/">Structural Racism, Reward Related Decision Making and Substance Use Risk</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/mpr-2001/" 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;">Harmonisation of assessments of attention, social, emotional, and behaviour problems using the Child Behavior Checklist and the Strengths and Difficulties Questionnaire</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 21:13</div>
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<h2>Abstract</h2>
<h2>Objectives</h2>
<p>Retrospective harmonisation of data obtained through different instruments creates measurement error, even if the underlying concepts are assumed the same. We tested a novel method for item-level data harmonisation of two widely used instruments that measure emotional and behavioural problems: the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire (SDQ).</p>
<h2>Methods</h2>
<p>Item content of the CBCL and SDQ was mapped onto four dimensions: emotional problems, peer relationship problems, hyperactivity/inattention and conduct problems. A diverse test sample was drawn from four prospective longitudinal birth cohort studies in Australia and Europe who used one or both instruments. The pooled sample included 5188 data points assessing children and adolescents aged 6–13 years (<i>N</i> = 257–704 participants per cohort). Measurement invariance was assessed using latent variable multi-group confirmatory factor analysis.</p>
<h2>Results</h2>
<p>Fifteen items from the CBCL and SDQ were mapped onto four dimensions allowing for measurement invariance testing as part of a stepwise process. Partial strict invariance between CBCL and SDQ assessments was established for all four dimensions.</p>
<h2>Conclusions</h2>
<p>The harmonised dimensions of emotional, peer relationship, hyperactivity/inattention and conduct problems are invariant across the CBCL and SDQ suggesting that these dimensions can be reliably compared with limited measurement error.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/mpr.2001?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/mpr-2001/">Harmonisation of assessments of attention, social, emotional, and behaviour problems using the Child Behavior Checklist and the Strengths and Difficulties Questionnaire</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/s12981-023-00588-y/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Adolescent’s and youth’s adherence to antiretroviral therapy for better treatment outcome and its determinants: multi-center study in public health facilities</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 20:33</div>
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<p>Low-adherence to Anti-retroviral therapy (ART) negatively affects the clinical, immunological, and virologic outcomes of patients. Adherence is the most important factor in determining Antiretroviral Therapy (…</p>
<p><a href="https://aidsrestherapy.biomedcentral.com/articles/10.1186/s12981-023-00588-y" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/open-access-journal-articles/s12981-023-00588-y/">Adolescent’s and youth’s adherence to antiretroviral therapy for better treatment outcome and its determinants: multi-center study in public health facilities</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/gps-6041/" 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 risk of developing dementia in the COVID‐19 pandemic; a cohort study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 20:12</div>
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<h2>Abstract</h2>
<h2>Objectives</h2>
<p>The effects of the COVID-19 pandemic on cognitive decline are not fully understood. Higher social activity and relationships have been associated with decreased risk of dementia. We hypothesised that risk of transition to dementia would increase after the start of the first national lockdown.</p>
<h2>Methods</h2>
<p>We obtained data from the Brains for Dementia (BDR) cohort, which has collected roughly annual data on 3726 older adults with and without dementia since 2008. Data continued to be collected during the lockdowns, although by telephone and/or video call instead of in person. Individuals diagnosed with dementia at study entry were excluded from this study as were individuals with only one visit. Cognitive status was classified using the Clinical Dementia Rating (CDR) global score. Poisson regression with cubic splines to account for differences in age was used to compare the incidence of dementia before and after March 1st 2020.</p>
<h2>Results</h2>
<p>Out of 2242 individuals, 208 individuals developed dementia before and 50 developed dementia after 01/03/20. The incidence rate ratio of developing dementia after 01/03/20 was 0.847 (0.538–1.335) <i>p</i> = 0.570. In our secondary analysis we found that the positive association between mild cognitive impairment (MCI) and dementia incidence decreased after 1/3/20 (interaction effect <i>p</i> = 0.031).</p>
<h2>Conclusion</h2>
<p>The incidence of dementia as defined using the CDR global score did not change significantly after the first lockdown began, but we found evidence that lockdown decreased the positive association between MCI and dementia incidence. This may reflect that individuals were progressing to dementia more rapidly and thus missing the MCI stage or that assessing patients over the phone made diagnosing MCI more challenging.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/gps.6041?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/gps-6041/">The risk of developing dementia in the COVID‐19 pandemic; a cohort 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/2024/calls-consultations/call-for-contributions-2024-eua-funding-forum-deadline-29-april/" 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;">Call for contributions 2024 EUA Funding Forum (Deadline: 29 April)</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 19:12</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/calls-consultations/call-for-contributions-2024-eua-funding-forum-deadline-29-april/">Call for contributions 2024 EUA Funding Forum (Deadline: 29 April)</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/icd-2489/" 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;">Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 19:12</div>
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<h2>Abstract</h2>
<p>The purpose of this study was to examine how the members of children’s peer groups resemble each other in terms of behavioural and emotional strengths, academic achievement and behaviour at school. The participants were 739 9- to 10-year-old children (354 boys, 385 girls) from 30 Finnish elementary schools. 431 children (241 girls, 190 boys) were part of peer groups. Less than 5% of participants were other than Finnish origin. The children self-assessed their behavioural and emotional strengths, and teachers evaluated the children’s academic achievement and behaviour at school. Children also filled the sociometric questionnaire and sociograms were drawn to identify peer groups. Standardized beta values of regression analyses were used as indicators of effect sizes. The results showed that when observed as a strength, children’s school functioning was positively linked to both academic achievement and behaviour at school. The intraclass correlations (ICC) revealed that members of peer groups resembled each other in terms of behavioural strengths, and behaviour at school, but not in academic achievement. The gender composition of peer groups explained the variance in behaviour at school between peer groups. The results of this study highlight the importance to consider children’s peer group also when implementing behavioural interventions.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/icd.2489?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/icd-2489/">Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective</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/comprehensive-opioid-stimulant-and-substance-use-program-key-performance-indicator-report-calendar-years-2021-2022/" 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;">Comprehensive Opioid, Stimulant, And Substance Use Program Key Performance Indicator Report, Calendar Years 2021–2022</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/grey-literature/comprehensive-opioid-stimulant-and-substance-use-program-key-performance-indicator-report-calendar-years-2021-2022/">Comprehensive Opioid, Stimulant, And Substance Use Program Key Performance Indicator Report, Calendar Years 2021–2022</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/jep-13957/" 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;">Approaching religious fatalism in cancer screening education</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 18:11</div>
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<h2>Abstract</h2>
<h2>Rationale</h2>
<p>Religious fatalism has for decades been pointed out as a barrier to cancer screening attendance and several studies suggest interventions to decrease fatalism, given its negative impact on the uptake of cancer screening.</p>
<h2>Aims and Objectives</h2>
<p>Our objective in this interdisciplinary exploration on religious fatalism in the context of cancer screening is to contribute to the increasing academic discussion on religious fatalism and cancer screening as well as the broader context of the intersection of religion and bioethics.</p>
<h2>Method</h2>
<p>Through an analysis of religious fatalism in light of the notion of rationality and images of God, we find resources and suggest trajectories for a more seriously and constructively approach to religious fatalism in cancer education.</p>
<h2>Results and Conclusion</h2>
<p>Our main thesis is that interventions do not necessarily have to decrease religious fatalism to increase screening.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/jep.13957?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/jep-13957/">Approaching religious fatalism in cancer screening education</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/10502556-2023-2288371/" 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;">Interparental Conflict in Stepfather Families and Emerging Adults’ Mental Health and Aggression</a>
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<p>Volume 64, Issue 7-8, November 2023, Page 235-253<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/10502556.2023.2288371?ai=1cu&mi=3icuj5&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/10502556-2023-2288371/">Interparental Conflict in Stepfather Families and Emerging Adults’ Mental Health and Aggression</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/history/7577461/" 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;">Knowing Pain: A History of Sensation, Emotion, and Experience</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 17:18</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/history/7577461/">Knowing Pain: A History of Sensation, Emotion, and Experience</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/open-access-journal-articles/s13011-024-00594-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;">Steering the energy with music: hermeneutic phenomenological study of user perspectives of music and music therapy for co-occurring ADHD and substance use problems</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 16:36</div>
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<p>User perspectives and involvement are crucial for improving substance use treatment service provision. First-hand accounts provide rich perspectives on how users experience change within therapeutic approaches…</p>
<p><a href="https://substanceabusepolicy.biomedcentral.com/articles/10.1186/s13011-024-00594-x" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/open-access-journal-articles/s13011-024-00594-x/">Steering the energy with music: hermeneutic phenomenological study of user perspectives of music and music therapy for co-occurring ADHD and substance use problems</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/news/what-happens-when-we-stop-remembering/" 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;">What Happens When We Stop Remembering?</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 16:16</div>
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<p>SHIFTING BASELINES is the idea that each successive generation will accept as “normal” an increasingly degraded and disorganized ecology, until at some point in the future, no one will remember what a healthy ecology looks and feels like. Absent any personal or societal accounting of migrating butterflies, winter snowfall, or spawning salmon, future generations will have tolerated so many small losses in population, abundance, and habitat that eventually they won’t know what they’re missing. Worse, they may not even care. </p>
<p>The post <a href="https://ifp.nyu.edu/2024/news/what-happens-when-we-stop-remembering/">What Happens When We Stop Remembering?</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/pen-2023-13/" 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;">Whither dominance? An enduring evolutionary legacy of primate sociality</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 15:58</div>
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<p>This article discusses dominance personality dimensions found in primates, particularly in the great apes, and how they compare to dominance in humans. Dominance traits are seen in virtually all primate species, and these dimensions reflect how adept an individual is at ascending within a social hierarchy. Among great apes, dominance is one of the most prominent personality factors but, in humans, dominance is usually modeled as a facet of extraversion. Social, cultural, and cognitive differences between humans and our closest ape relatives are explored, alongside humanity’s hierarchical and egalitarian heritage. The basic characteristics of dominance in humans and nonhuman great apes are then described, alongside the similarities and differences between great apes. African apes live in societies each with its own hierarchical organization. Humans were a possible exception for some of our history, but more recently, hierarchies have dominated. The general characteristics of high-dominance humans, particularly those living in industrialized nations, are described. Dominance itself can be subdivided into correlated subfactors: domineering, prestige, and leadership. Various explanations have been posed for why dominance has declined in prominence within human personality factor structures, and several possibilities are evaluated. The value of dominance in personality research is discussed: dominance has links to, for instance, age, sex, aggression, self-esteem, locus of control, stress, health, and multiple socioeconomic status indicators. The piece concludes with recommendations for researchers who wish to assess dominance in personality.</p>
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<p><a href="https://www.cambridge.org/core/journals/personality-neuroscience/article/whither-dominance-an-enduring-evolutionary-legacy-of-primate-sociality/5BD3B2FA055F4FAEF773B32E750911F2" target="_blank" rel="noopener">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2024/journal-article-abstracts/pen-2023-13/">Whither dominance? An enduring evolutionary legacy of primate sociality</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/infographics/proximity-in-practice-education-considering-two-different-models-of-social-work-practice-education/" 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;">Proximity in Practice Education: Considering two different models of social work practice education</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 23rd 2024, 15:28</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2024/infographics/proximity-in-practice-education-considering-two-different-models-of-social-work-practice-education/">Proximity in Practice Education: Considering two different models of social work practice education</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></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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