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<td><span style="font-family:Helvetica, sans-serif; font-size:20px;font-weight:bold;">information for practice</span></td>
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<td><a href="https://ifp.nyu.edu/2026/news/mass-governor-proposes-eliminating-statute-of-limitations-for-rape-when-dna-evidence-exists/" 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;">Governor proposes eliminating statute of limitations for rape when DNA evidence exists</a>
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<p><p>An investigation last year by WBUR and ProPublica found that nearly all other states allow more time to charge rapes or similar assaults of adults than Massachusetts. Many of those 47 states extended their deadlines in recent decades as DNA technology helped solve old cases and as evidence mounted that police had failed to fully investigate rapes. Above: Gov. Maura Healey </p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/mass-governor-proposes-eliminating-statute-of-limitations-for-rape-when-dna-evidence-exists/">Governor proposes eliminating statute of limitations for rape when DNA evidence exists</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/2026/video/ssscregistered-a-qualified-workforce-vilmantas-story/" 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;">#SSSCregistered – a qualified workforce: Vilmantas’ story</a>
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<p><p></p>
<p>The post <a href="https://ifp.nyu.edu/2026/video/ssscregistered-a-qualified-workforce-vilmantas-story/">#SSSCregistered – a qualified workforce: Vilmantas’ story</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/2026/guidelines-plus/who-updated-recommendations-on-hiv-clinical-management-recommendations-for-a-public-health-approach/" 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;">WHO updated recommendations on HIV clinical management: recommendations for a public health approach</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 10:01</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/guidelines-plus/who-updated-recommendations-on-hiv-clinical-management-recommendations-for-a-public-health-approach/">WHO updated recommendations on HIV clinical management: recommendations for a public health approach</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/2026/journal-article-abstracts/spol-70041/" 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;">Welfare Conditionality as Administrative Burden: The Perceived Costs of (Potential) Sanctions and How Welfare Claimants Cope With It</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 09:58</div>
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<p><h2>ABSTRACT</h2>
<p>In many welfare programmes, non-compliance with requirements such as attending appointments with caseworkers or providing evidence of job search efforts can lead to (partial) benefit reductions. Sanctions have consequences for labour market outcomes, but their impact on welfare claimants is broader. Drawing on research into administrative burden, street-level bureaucracy and citizens’ behaviour in dealing with public administration, this study examines the costs that welfare claimants perceive in relation to welfare conditionality, and how they respond to and cope with these costs. The study focuses on the German basic income support for jobseekers, a minimum income scheme that serves as the primary social protection system for needy working-age individuals and their families. The empirical basis is interviews with welfare claimants. We show that behavioural requirements that lead to benefit reductions in the event of non-compliance are associated with compliance costs, learning costs and psychological costs. Coping with welfare conditionality involves behavioural coping, such as negotiation, learning and occasional resistance. Cognitive responses that rely on claimants distancing themselves from sanctions and downplaying the associated personal consequences are an alternative way of coping. Cognitive and communicative skills are important resources for coping with welfare conditionality, but barriers may hinder claimants from using them in interactions with the job centre. These barriers may arise, for example, from mental health problems, exhaustion or discouragement.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/spol.70041?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/spol-70041/">Welfare Conditionality as Administrative Burden: The Perceived Costs of (Potential) Sanctions and How Welfare Claimants Cope With It</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/2026/open-access-journal-articles/abstract-factory-research-culture-harming-medical-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;">Abstract Factory—Research Culture Harming Medical Education</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/abstract-factory-research-culture-harming-medical-education/">Abstract Factory—Research Culture Harming Medical Education</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/2026/grey-literature/written-statement-report-compliance-duty-under-section-1-rights-children-and-young-persons-wales-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;">Rights of children and young persons: compliance report (April 2023 to September 2025)</a>
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<p><p><a href="https://www.gov.wales/written-statement-report-compliance-duty-under-section-1-rights-children-and-young-persons-wales-0?utm_source=rss-announcements&utm_medium=rss-feed&utm_campaign=announcements-Written+Statement:+Report+on+compliance+with+the+duty+under+section+1+of+the+Rights+of+Children+and+Young+Persons+%28Wales%29+Measure+2011" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/written-statement-report-compliance-duty-under-section-1-rights-children-and-young-persons-wales-0/">Rights of children and young persons: compliance report (April 2023 to September 2025)</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/2026/journal-article-abstracts/02615479-2024-2423692/" 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 women’s lived experiences of substance use and social work to inform social work education and practice, an Irish perspective</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 09:11</div>
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<p><p>Volume 44, Issue 7, October 2025, Page 1737-1752<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/02615479.2024.2423692?ai=2be&mi=754lm4&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/02615479-2024-2423692/">Exploring women’s lived experiences of substance use and social work to inform social work education and practice, an Irish perspective</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/2026/journal-article-abstracts/hequ-70097/" 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;">Scientific Misconduct in the Era of Artificial Intelligence: Insights From the Global South</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 08:16</div>
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<p><h2>ABSTRACT</h2>
<p>This study examines scientific misconduct in the Global South amid technological change and institutional pressures, proposing strategies to foster a sustainable culture of research integrity. Adopting a systematic review design guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, this study ensures methodological rigour, transparency, and reproducibility of the findings. Relevant literature was retrieved from Scopus and Web of Science, applying inclusion and exclusion criteria that yielded 60 eligible articles. These studies were critically synthesised using a six-stage thematic analysis to identify regional patterns, drivers of misconduct, and effective mitigation strategies. Misconduct is shaped by structural, cultural, and technological factors, evolving from traditional unethical practices to AI-enabled forms due to academic competition and weak governance. Drivers include personal pressures, poor oversight, inadequate mentorship, technological misuse, socio-cultural tolerance of unethical norms, and limited national research policies. Recommended measures include prioritising research quality, establishing independent integrity offices, embedding ethics education, and fostering collaboration among governments, universities, and publishers. The study provides actionable guidance for policymakers and academic institutions to enhance governance, promote ethical awareness, and reduce misconduct. This research integrates technological, institutional, and socio-cultural dimensions to advance understanding of integrity challenges in the Global South.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/hequ.70097?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/hequ-70097/">Scientific Misconduct in the Era of Artificial Intelligence: Insights From the Global South</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/2026/news/the-case-for-a-standalone-ua-school-of-social-work/" 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 case for a standalone UA School of Social Work</a>
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<p><p>As social workers who care deeply about Alabama’s children, families, and communities, we are troubled by House Bill 152, which recently passed in the Alabama House of Representatives and will soon be debated in the state Senate. This bill would remove from law the requirement that the University of Alabama maintain a standalone School of Social Work, a structure that has been in place since 1965. While supporters argue that the bill merely offers administrative flexibility, we believe it is unnecessary and risks weakening not just one program, but the broader social work ecosystem across our state.</p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/the-case-for-a-standalone-ua-school-of-social-work/">The case for a standalone UA School of Social Work</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/2026/meta-analyses-systematic-reviews/sltb-70070-2/" 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;">Thinking About Suicide for a Long Time: A Scoping Review of Empirical Studies on Persistent Suicidal Ideation</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 07:29</div>
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<p><h2>ABSTRACT</h2>
<h2>Introduction</h2>
<p>Persistent suicidal ideation (PSI) represents a clinically relevant phenomenon that remains insufficiently understood. The aim of this scoping review was to provide an overview of empirical studies investigating PSI, with a focus on definitions, operationalizations, and associations with indicators of mental health, suicidal behaviors, and treatment approaches.</p>
<h2>Materials and Methods</h2>
<p>Following established guidelines for conducting scoping reviews, a systematic search of the literature was conducted, and studies were screened according to predefined inclusion criteria.</p>
<h2>Results</h2>
<p><i>N</i> = 44 articles reporting on <i>n</i> = 40 individual studies were included in this review. The results indicate that several empirical studies have addressed PSI, most commonly using longitudinal designs. However, the absence of a consistent conceptualization across studies led to diverse and heterogeneous operationalizations and partly contradictory findings, making synthesis difficult.</p>
<h2>Discussion</h2>
<p>A major limitation of this review lies in the inconsistent terminology across publications, which may have resulted in missed studies. Furthermore, case studies and theoretical works were excluded, narrowing the scope of the findings.</p>
<h2>Conclusion</h2>
<p>The clinical relevance of PSI contrasts with the lack of empirical findings addressing its epidemiological and phenomenological characteristics. Future research should establish a common definition and operational criteria for PSI.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/sltb.70070?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/sltb-70070-2/">Thinking About Suicide for a Long Time: A Scoping Review of Empirical Studies on Persistent Suicidal Ideation</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/2026/monographs-edited-collections/mentorship-and-academic-development/" 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;">Mentorship and Academic Development</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 07:28</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/monographs-edited-collections/mentorship-and-academic-development/">Mentorship and Academic Development</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/2026/open-access-journal-articles/together-torn-apart-reflections-of-two-palestinian-healers-in-a-time-of-genocide/" 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;">Together torn apart: reflections of two Palestinian healers in a time of genocide</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 07:19</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/together-torn-apart-reflections-of-two-palestinian-healers-in-a-time-of-genocide/">Together torn apart: reflections of two Palestinian healers in a time of genocide</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/2026/journal-article-abstracts/ssqu-70120/" 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;">Polarized Equality? Ideological and Affective Divides Over Gender Equality in Europe</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 07:03</div>
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<p><h2>ABSTRACT</h2>
<h2>Objective</h2>
<p>This study examines polarization over gender equality in Europe, an issue that has received limited attention in the polarization literature despite growing politicization and opposition, particularly from conservative and far-right actors.</p>
<h2>Methods</h2>
<p>The analysis draws on original survey data collected in ten European countries in fall 2022. It integrates ideological and affective dimensions of polarization. Affective polarization is assessed using feeling thermometers to examine in-group favoritism and out-group hostility between supporters and opponents of gender equality.</p>
<h2>Results</h2>
<p>The findings reveal substantial affective polarization between supporters and opponents of gender equality, with stronger in-group favoritism and out-group hostility among supporters. Polarization over gender equality aligns with existing partisan and ideological cleavages, especially among New Left and far-right political groups.</p>
<h2>Conclusion</h2>
<p>The study extends research on affective polarization beyond partisanship by demonstrating the relevance of issue-based group identities centered on gender equality. It contributes to a deeper understanding of how gender equality, politicization, and polarization intersect in contemporary Europe and offers a new methodological approach for studying the polarization of political issues.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/ssqu.70120?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/ssqu-70120/">Polarized Equality? Ideological and Affective Divides Over Gender Equality in Europe</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/2026/journal-article-abstracts/1467-8578-70068/" 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;">Scotland: Restraint and seclusion</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 06:36</div>
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<p><p>British Journal of Special Education, Volume 52, Issue 4, Page 675-680, December 2025.</p>
<p><a href="https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.70068?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/1467-8578-70068/">Scotland: Restraint and seclusion</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/2026/journal-article-abstracts/berj-70097-2/" 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;">Layers of strain: An ecological perspective on teacher burnout in Ireland</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 05:13</div>
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<p><h2>Abstract</h2>
<p>Teacher attrition and retention are critical concerns globally, particularly in Ireland, where high levels of teacher burnout contribute to intentions to leave the profession. This paper, drawing on O’Farrell et al.’s (2025) adapted Ecological Theory framework, explores the factors contributing to work-related burnout among primary and secondary school teachers in Ireland. Out of a total of 976 teachers who completed the cross-sectional survey, 624 participants provided responses to the qualitative questions, which form the basis of this analysis examining how factors within the ecological model contribute to teacher burnout. Key findings reveal frequently cited contributors at the macrosystem level (workload, administrative overload), mesosystem level (parent relationships, interactions with leaders and colleagues, support for pupils with special educational needs [SENs]) and individual level (role conflict). More broadly, these factors are situated within changing education policy and unique contextual factors that have the potential to influence the experiences of teachers. The findings from this study demonstrate that teacher burnout is not an isolated individual pathology but rather the cumulative outcome of systemic, relational and contextual stressors. The framework offers insights into how different layers of strain contribute to stress and burnout, emphasising the need for a systemic approach to address the harmful environments that teachers must navigate.</p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70097?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/berj-70097-2/">Layers of strain: An ecological perspective on teacher burnout in Ireland</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/2026/grey-literature/the-impact-of-food-inflation-on-the-cost-of-living/" 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 impact of food inflation on the cost of living</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/the-impact-of-food-inflation-on-the-cost-of-living/">The impact of food inflation on the cost of living</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/2026/meta-analyses-systematic-reviews/bjc-70020/" 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 association between autism and psychosis and the tools used to measure it: An updated systematic review and meta‐analysis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 04:28</div>
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<p><h2>Abstract</h2>
<h2>Objectives</h2>
<p>Autistic individuals are at increased risk of psychotic experiences and being diagnosed with psychotic disorders. This association may result from methodological issues, including the misinterpretation of psychosis questionnaires by autistic individuals and clinicians’ difficulty distinguishing between the conditions.</p>
<h2>Design</h2>
<p>This meta-analysis aimed to review this association and examine whether it is moderated by the assessment measures used.</p>
<h2>Methods</h2>
<p>Systematic searches were conducted in PsycINFO, MEDLINE, CINAHL, Embase and Web of Science. Included studies required autism and psychosis-spectrum measurements, co-morbidity data, adult participants and quantitative data. Quality and risk of bias were assessed using the AXIS Critical Appraisal of Cross-Sectional Studies tool. Analyses examined correlations, odds ratios and Cohen’s <i>d</i> as effects.</p>
<h2>Results</h2>
<p>Sixty-three papers (<i>N</i> = 6,903,960) were included. Associations were found between autistic and overall (<i>r</i> = .435, <i>p</i> < .0001), positive (<i>r</i> = .274, <i>p</i> < .0001), negative (<i>r</i> = .506, <i>p</i> < .0001) and disorganized (<i>r</i> = .366, <i>p</i> < .0001) psychosis-spectrum traits. Individuals with one condition had an increased risk of being diagnosed with the other (OR = 7.03, <i>p</i> < .001) and scored higher on trait measures of the other (<i>d</i> = 1.187, <i>p</i> < .0001).</p>
<h2>Conclusions</h2>
<p>These meta-analyses evidence a strong association between autism and the psychosis spectrum, at both trait and diagnostic levels. Negative psychosis-spectrum traits were most strongly linked with autistic traits, while measures of positive traits showed weaker correlations, suggesting overlaps in expression and measurement. High heterogeneity and inconsistent reporting, however, hinder the certainty of conclusions, and research is required to better understand this overlap.</p>
<p><a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjc.70020?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/bjc-70020/">The association between autism and psychosis and the tools used to measure it: An updated systematic review and meta‐analysis</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/2026/journal-article-abstracts/cch-70214/" 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;">Teacher–Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS‐E in the Spanish Context7</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 04:14</div>
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<p><h2>ABSTRACT</h2>
<h2>Background</h2>
<p>The quality of the affective bond between teachers and their students is recognised as a key determinant of children’s socio-emotional adjustment, classroom climate and academic engagement. Spain, however, lacks student-reported measures grounded in attachment theory. This study therefore adapted and validated the Student Perception of Affective Relationship with Teacher Scale (SPARTS) for Spanish primary education and examined its associations with classroom climate and teacher perceptions.</p>
<h2>Methods</h2>
<p>A forward–back translation and pilot testing produced a 25-item Spanish version (SPARTS-E). Participants were 1073 Year 5 and Year 6 pupils and 58 teachers from three regions. The sample was randomly split for exploratory and confirmatory factor analyses. We also assessed the correspondence between student- and teacher-rated relationship quality and tested whether student-perceived relationship quality predicted pupils’ perceptions of classroom climate.</p>
<h2>Results</h2>
<p>Exploratory and confirmatory analyses supported a three-factor structure—Closeness, Conflict and Negative Expectations—replicating the original model. Closeness and Conflict showed satisfactory reliability (<i>α</i> > 0.80), whereas Negative Expectations was low (<i>α</i> = 0.45). Closeness correlated positively with favourable classroom-climate dimensions and negatively with Conflict and Negative Expectations. Student–teacher agreement was modest, emerging mainly for Conflict. Regression analyses indicated that student-perceived Closeness was the strongest predictor of classroom climate.</p>
<h2>Conclusion</h2>
<p>The SPARTS-E is a psychometrically sound instrument for assessing student-reported Closeness and Conflict in Spanish primary schools; refinement of the Negative Expectations subscale is warranted. The scale supports cross-cultural research and underscores the pivotal role of teacher–student relationships in fostering positive classroom environments.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/cch.70214?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/cch-70214/">Teacher–Student Relationship Quality and Classroom Climate From the Student Perspective: Adaptation of the SPARTS‐E in the Spanish Context7</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/2026/news/who-should-pay-for-the-harm-caused-by-childrens-social-media-use/" 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;">Who should pay for the harm caused by children’s social media use?</a>
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<p><p>Yanis Varoufakis’s idea of “technofeudalism” offers a complementary perspective for understanding this power asymmetry. Digital platforms are increasingly resembling feudal estates rather than traditional capitalist firms…. Children grow up within these privately governed ecosystems. Their socialisation, leisure time, and increasingly their educational experiences are shaped within largely opaque systems governed by algorithms rather than democratic oversight. In this context, parental authority is structurally disadvantaged in competing with continuous, invisible, and scalable algorithmic authority.</p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/who-should-pay-for-the-harm-caused-by-childrens-social-media-use/">Who should pay for the harm caused by children’s social media use?</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/2026/open-access-journal-articles/berj-70081/" 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;">Strategies teachers use to support students’ self‐regulation skill development in mainstream primary schools: 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;">Feb 5th 2026, 03:51</div>
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<p><h2>Abstract</h2>
<p>This scoping review has explored the interventions and approaches used by teachers in mainstream (general education) primary schools (students aged 4–11) to support self-regulation skill development in the classroom. The review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR) guidelines for reporting and was guided by the Joanna Briggs Institute Framework for Scoping Reviews. Following screening and selection, 16 papers were identified; 14 of these examined practices with students under the age of seven. Data analysis revealed limited use of commercially available self-regulation intervention programmes in real-world classrooms. When specific intervention programmes were discussed, they were researcher-allocated rather than teacher-selected. This could indicate a research-to-practice gap, whereby available evidence-based self-regulation intervention programmes have not been adopted by classroom teachers. Instead the review identified 68 distinct strategies used by teachers to support students’ self-regulation. The most commonly used strategies were problem-solving opportunities, group games and classroom arrangement. Following thematic analysis, the strategies were mapped into five practice areas: teacher facilitation, activities, resources, relationships and physical environment. Teacher facilitation was the most prominent practice area, highlighting teachers’ central role in fostering student self-regulation. Many of the identified strategies overlapped with broader classroom management practices and existing teaching frameworks, suggesting the need for clearer frameworks to distinguish self-regulation-specific support strategies from general teaching practices. The data mapping provide a preliminary structure that, with further validation, could support future researchers and practitioners in disentangling the conceptual overlap present in this area of practice.</p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70081?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/berj-70081/">Strategies teachers use to support students’ self‐regulation skill development in mainstream primary schools: A scoping 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/2026/open-access-journal-articles/s12884-025-08622-9/" 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;">Relationship between nutrition knowledge level, body perception and emotional eating among pregnant and lactating women: a cross-sectional study of 200 Turkish women</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 03:39</div>
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<p><p><a href="https://link.springer.com/article/10.1186/s12884-025-08622-9?error=cookies_not_supported&code=9976a1ca-e51f-4687-bcb4-b3ac855a9b01" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/s12884-025-08622-9/">Relationship between nutrition knowledge level, body perception and emotional eating among pregnant and lactating women: a cross-sectional study of 200 Turkish women</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/2026/journal-article-abstracts/cbm-70020/" 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;">Profiling Overkill Cases Perpetrated by Individuals With Psychotic Illness: A Cross‐Sectional Study From Türkiye</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 03:16</div>
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<p><h2>ABSTRACT</h2>
<h2>Background</h2>
<p>Although individuals with psychosis represent a minority of homicide perpetrators, they are overrepresented in ‘overkill’ cases, yet little is known about the characteristics of this specific group.</p>
<h2>Aims</h2>
<p>To describe the characteristics of people with psychosis who not only kill another person but also use far more force than necessary to do so.</p>
<h2>Methods</h2>
<p>A 10-year cross-sectional clinical chart review was conducted at two major forensic psychiatry centres in Türkiye found 183 homicide perpetrators with psychotic illness whose index offences met overkill criteria, operationalised as the infliction of violence beyond that necessary to cause death. Data on background, clinical and homicide-related factors were analysed and an exploratory cluster analysis was performed.</p>
<h2>Results</h2>
<p>Almost all (91%) perpetrators were men, with a mean age of 38 years and long-standing illness with impaired psychosocial functioning and prior psychiatric contact. Most usually the victim was a relative, killed in a private indoor setting with a sharp weapon, easily to hand, when the perpetrator was experiencing active psychotic symptoms. Cluster analysis confirmed two distinct subgroups: this psychosis-dominant/domestic type, but also a smaller externalising/premeditated type, these perpetrators characterised by more planning and much greater likelihood of prior involvement with crime and/or substance use and targeting peers rather than family.</p>
<h2>Conclusion</h2>
<p>The profile of overkill perpetrators with psychotic illness largely resembles that of people with psychosis who kill without excessive violence, but the identification of two distinct subgroups highlights important heterogeneity within this population. Given that the perpetrators had almost all been known to mental health services at some point, these findings should help focus assessments and guide risk management approaches, which, particularly for the domestic attacks, may include environmental strategies.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/cbm.70020?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/cbm-70020/">Profiling Overkill Cases Perpetrated by Individuals With Psychotic Illness: A Cross‐Sectional Study From Türkiye</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/2026/journal-article-abstracts/living-kidney-donor-program-patients-perceptions-of-genetic-testing-a-qualitative-study/" 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;">Living kidney donor program patients’ perceptions of genetic testing: A qualitative study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 03:03</div>
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<p><p>Publication date: June 2026</p>
<p><b>Source:</b> SSM – Qualitative Research in Health, Volume 9</p>
<p>Author(s): Maria Mathews, Leslie Meredith, Sydney Relouw, Dana Ryan, Clara Schott, Dervla Connaughton</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/living-kidney-donor-program-patients-perceptions-of-genetic-testing-a-qualitative-study/">Living kidney donor program patients’ perceptions of genetic testing: A qualitative study</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/2026/journal-article-abstracts/i-would-protest-if-they-ever-stopped-coming-out-here-how-street-medicine-services-support-ontological-security-by-building-trust-among-a-community-sample-of-unsheltered-patients-in/" 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;">“I would protest if they ever stopped coming out here”: How street medicine services support ontological security by building trust among a community sample of unsheltered patients in Bakersfield, California</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 03:03</div>
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<p><p>Publication date: June 2026</p>
<p><b>Source:</b> SSM – Qualitative Research in Health, Volume 9</p>
<p>Author(s): Presleigh Beshirs, Sid S. Ganesh, Ricky N. Bluthenthal, Bradley T. Conner, Ashleigh Herrera</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/i-would-protest-if-they-ever-stopped-coming-out-here-how-street-medicine-services-support-ontological-security-by-building-trust-among-a-community-sample-of-unsheltered-patients-in/">“I would protest if they ever stopped coming out here”: How street medicine services support ontological security by building trust among a community sample of unsheltered patients in Bakersfield, California</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/2026/journal-article-abstracts/beyond-animal-testing-human-health-organoids-and-the-rise-of-new-approach-methodologies-in-uk-us-media-coverage-2013-2024/" 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;">Beyond animal testing? Human health, organoids, and the rise of new approach methodologies in UK/US media coverage (2013–2024)</a>
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<p><p>Publication date: June 2026</p>
<p><b>Source:</b> SSM – Qualitative Research in Health, Volume 9</p>
<p>Author(s): Amy Hinterberger, Aleksandra Stelmach</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/beyond-animal-testing-human-health-organoids-and-the-rise-of-new-approach-methodologies-in-uk-us-media-coverage-2013-2024/">Beyond animal testing? Human health, organoids, and the rise of new approach methodologies in UK/US media coverage (2013–2024)</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/2026/journal-article-abstracts/initiating-difficult-conversations-supporting-patient-agency-and-discussing-death-do-you-want-to-talk-about-what-this-means/" 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;">Initiating difficult conversations, supporting patient agency, and discussing death: Do you want to talk about what this means?</a>
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<p><p>Publication date: June 2026</p>
<p><b>Source:</b> SSM – Qualitative Research in Health, Volume 9</p>
<p>Author(s): Dagoberto Cortez</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/initiating-difficult-conversations-supporting-patient-agency-and-discussing-death-do-you-want-to-talk-about-what-this-means/">Initiating difficult conversations, supporting patient agency, and discussing death: Do you want to talk about what this means?</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/2026/guidelines-plus/a-practical-guide-for-integrating-community-engaged-research-across-the-psychological-research-cycle/" 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 Practical Guide for Integrating Community-Engaged Research Across the Psychological Research Cycle</a>
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<p><p>Advances in Methods and Practices in Psychological Science, <a href="https://journals.sagepub.com/toc/ampa/9/1">Volume 9, Issue 1</a>, January-March 2026. <br>Despite growing calls to increase diversity in research, methodological approaches that could address this issue remain underused. In this article, we argue that community-engaged research (CEnR), a framework that ultimately seeks to create genuine …</p>
<p>The post <a href="https://ifp.nyu.edu/2026/guidelines-plus/a-practical-guide-for-integrating-community-engaged-research-across-the-psychological-research-cycle/">A Practical Guide for Integrating Community-Engaged Research Across the Psychological Research Cycle</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/2026/journal-article-abstracts/gwao-70077/" 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;">Making Africa Visible: Pathways for Intellectual Activism in Work and Organization</a>
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<p><p>Gender, Work &Organization, EarlyView.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/gwao.70077?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/gwao-70077/">Making Africa Visible: Pathways for Intellectual Activism in Work and Organization</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/2026/journal-article-abstracts/jaba-70046/" 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;">Comparing methods of evaluating sensitivity to common establishing operations and bias toward challenging behavior</a>
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<p><h2>Abstract</h2>
<p>Recent research has demonstrated the utility of recording and reinforcing appropriate behavior during functional analyses. We compared two contingency arrangements across repeated bias and sensitivity evaluations (BASEs), one that equated the contingencies for appropriate and challenging behavior (i.e., symmetrical contingencies) and another that only provided reinforcement for challenging behavior (i.e., asymmetrical contingencies). Six neurotypical children were recruited, and behavior was recorded on a Neutral to Severe Behavior Scale. We evaluated sensitivity to different types of establishing operations (EOs) and response bias toward appropriate versus challenging behavior for each participant. Greater sensitivity to EOs was observed under symmetrical contingencies, but more instances of severe challenging behavior were captured by asymmetrical contingencies. Bias toward challenging behavior was evident in both contingency arrangements. Results suggest that BASEs implementing symmetrical and asymmetrical contingencies could help identify risk factors for challenging behavior and inform preventive strategies.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/jaba.70046?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jaba-70046/">Comparing methods of evaluating sensitivity to common establishing operations and bias toward challenging behavior</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/2026/journal-article-abstracts/cch-70216/" 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;">Costs and Budget Impact of Scaling‐Up Parenting for Lifelong Health for Young Children Program in Thailand</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Feb 5th 2026, 01:43</div>
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<p><h2>ABSTRACT</h2>
<h2>Background</h2>
<p>Violence against children poses short- and long-term risks to health, society and economy. The Parenting for Lifelong Health for Young Children (PLH-YC) programme has been shown to be effective in reducing child maltreatment for 2- to 9-year-old children in Thailand. We assessed the costs and budget requirements across multiple scenarios for scaling up the PLH-YC programme in Thailand.</p>
<h2>Methods</h2>
<p>Five scaling-up scenarios at varying levels were identified through a consultative workshop and semistructured interviews, with implementation planned via existing infrastructures. A bottom-up costing approach was employed to estimate the cost and budget impact using data collected through document review, website search and interviews. Costing was performed using the provider’s and societal perspectives.</p>
<h2>Results</h2>
<p>The cost per caregiver based on the societal perspective ranged from 262 to 300 USD (1 USD = 35.36 THB in 2024). From the provider’s perspective, the cost per caregiver trained was estimated at 82–195 USD. Assuming nationwide programme implementation, the estimated total budget impact for 1 year ranged from 50 to 76 million USD.</p>
<h2>Conclusions</h2>
<p>Scaling-up PLH-YC incurs different unit costs per caregiver depending on the levels of programme delivery. However, budget requirements for all scenarios can be prohibitively high. To increase financial feasibility, programme modifications while maintaining quality, such as fewer parenting sessions or hybrid implementation, should be explored. Strong political commitment and financial support by key stakeholders are necessary for programme adoption and scaling up.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/cch.70216?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/cch-70216/">Costs and Budget Impact of Scaling‐Up Parenting for Lifelong Health for Young Children Program in Thailand</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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