<table style="border:1px solid #adadad; background-color: #F3F1EC; color: #666666; padding:8px; -webkit-border-radius:4px; border-radius:4px; -moz-border-radius:4px; line-height:16px; margin-bottom:6px;" width="100%">
<tbody>
<tr>
<td><span style="font-family:Helvetica, sans-serif; font-size:20px;font-weight:bold;">information for practice</span></td>
</tr>
<tr>
<td> </td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/guidelines-plus/pmh-70069/" 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 Review of Guidelines for the Diagnosis and Treatment of Borderline Personality Disorder and Its Features in Adolescence</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 11:17</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<p>Growing recognition that borderline personality disorder (BPD) and its features emerge in adolescence has prompted the development of guidelines to assist with assessment and management in this population. An environmental scan identified 11 guidelines for BPD and its features that provided recommendations applicable to adolescent populations and were available in or could be translated to English. Seven were specific to BPD and four were related to self-harm. Of the seven guidelines specific to BPD, all covered the assessment of BPD, while only six addressed the treatment of BPD. Guidelines for BPD in adolescents recommended the use of a clinical semi-structured interview for assessment; involvement of family members and carers; inclusion of psychoeducation; psychotherapies as the primary treatment; and if required, short-term medication. Of the six guidelines providing treatment guidance, three recommended outpatient care where possible. The remaining three guidelines did not provide recommendations about treatment setting. Guidelines for the management of self-harm in adolescents were similar, emphasising the importance of assessment, prioritising psychotherapy as the main form of treatment, and the use of screening tools to identify at-risk adolescents. Several guidelines exist for the assessment and management of BPD and self-harm in adolescents. This review is the first to show how recommendations converge across guidelines, providing clinicians with guidance to support family-inclusive care and evidence-based treatment planning. However, the evidence underlying the recommendations is largely based on small samples and cross-sectional designs, emphasising the need for larger studies to strengthen the evidence base.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/pmh.70069?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/guidelines-plus/pmh-70069/">A Review of Guidelines for the Diagnosis and Treatment of Borderline Personality Disorder and Its Features in Adolescence</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/video/social-work-policy-politics-practicing-policy-in-polarized-times/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Social Work, Policy & Politics: Practicing Policy in Polarized Times</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 11:01</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p> </p>
<p>The post <a href="https://ifp.nyu.edu/2026/video/social-work-policy-politics-practicing-policy-in-polarized-times/">Social Work, Policy & Politics: Practicing Policy in Polarized Times</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09893-7/" 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;">Faculty as Barriers or Facilitators of Student Belonging: Comparisons Across Different Racial Groups</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:38</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11162-026-09893-7" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09893-7/">Faculty as Barriers or Facilitators of Student Belonging: Comparisons Across Different Racial Groups</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09896-4/" 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;">Beyond the Pipeline: First-Generation College Students’ Community Cultural Wealth and STEM Degree Pathways</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:38</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11162-026-09896-4" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09896-4/">Beyond the Pipeline: First-Generation College Students’ Community Cultural Wealth and STEM Degree Pathways</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09891-9/" 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;">National Patterns in STEM Degree and Career Outcomes for Single Parent Students: Evidence from the National Postsecondary Student Aid Study (2016) and Baccalaureate and Beyond (2016/2020) Surveys</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:38</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11162-026-09891-9" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s11162-026-09891-9/">National Patterns in STEM Degree and Career Outcomes for Single Parent Students: Evidence from the National Postsecondary Student Aid Study (2016) and Baccalaureate and Beyond (2016/2020) Surveys</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10631-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;">User experiences of digital health interventions among older adults with cancer: a systematic review of qualitative data</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Purpose</p>
<p> Methods</p>
<p> Results</p>
<p> Conclusions</p>
<p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs00520-026-10631-z" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10631-z/">User experiences of digital health interventions among older adults with cancer: a systematic review of qualitative data</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10548-7/" 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 community based participatory research approach to evaluate barriers and facilitators for behavioral weight loss intervention implementation in a predominantly black community</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Purpose</p>
<p> Methods</p>
<p> Results</p>
<p> Conclusion</p>
<p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs00520-026-10548-7" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10548-7/">A community based participatory research approach to evaluate barriers and facilitators for behavioral weight loss intervention implementation in a predominantly black community</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10619-9/" 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;">Systemic inflammation and body composition profiles are dependent on ethnicity in colorectal cancer</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Introduction</p>
<p> Methods</p>
<p> Results</p>
<p> Conclusion</p>
<p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs00520-026-10619-9" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10619-9/">Systemic inflammation and body composition profiles are dependent on ethnicity in colorectal cancer</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10541-0/" 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;">A qualitative approach to understanding quality symptom management in routine oncology outpatient care: phase 1 of the symptom pathways project</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Background</p>
<p> Aim</p>
<p> Design</p>
<p> Setting/participants</p>
<p> Results</p>
<p> Conclusion</p>
<p><a href="https://idp.springer.com/authorize?response_type=cookie&client_id=springerlink&redirect_uri=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs00520-026-10541-0" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s00520-026-10541-0/">A qualitative approach to understanding quality symptom management in routine oncology outpatient care: phase 1 of the symptom pathways project</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jep-70387/" 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 Effect of Audiovisual Education on Breast Cancer Screening and Fear Among Illiterate Women: A Double‐Blind Randomised Controlled Trial</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:36</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<h2>Rationale</h2>
<p>Breast cancer persists as a significant contributor to global morbidity and mortality. Although early detection through systematic screening plays a pivotal role in improving outcomes, women with limited literacy frequently exhibit reduced participation, primarily due to insufficient awareness and heightened apprehension.</p>
<h2>Aims</h2>
<p>The purpose of this research was to evaluate whether an educational programme using audiovisual tools could improve breast cancer screening practices and decrease fear in women with low literacy levels.</p>
<h2>Methods</h2>
<p>A randomised, double-blind study was carried out involving 120 women between 40 and 69 years old. Participants were assigned by chance to one of two groups: the intervention group (<i>n</i> = 60) or the control group (<i>n</i> = 60). The intervention entailed a 12-week structured programme, delivered once a week, which included the use of multimedia resources and breast models to provide training in breast self-examination, clinical breast examination, and mammography techniques. Outcomes were measured pre- and post-intervention using the Champion Breast Cancer Fear Scale and the Breast Cancer Screening Behaviour Questionnaire. Data were analysed using chi-square tests, mixed-model ANOVA, independent <i>t</i>-tests, and repeated-measures MANOVA.</p>
<h2>Results</h2>
<p>Post-intervention, screening behaviours were markedly higher in the intervention versus control group— breast self-examination BSE 91.7% versus 33.3% (χ²(1) = 43.56, <i>p</i> < 0.001), clinical breast examination 95.0% vs. 6.7% (χ²(1) = 93.66, <i>p</i> < 0.001), and mammography 81.7% vs. 6.7% (χ²(1) = 68.43, <i>p</i> < 0.001). Breast cancer–related fear showed a significant time × group effect (mixed-model ANOVA), F(1,114) = 70.35, <i>p</i> < 0.001, ηp² = 0.38. Groups were equivalent at pre-test (t(118) = 0.46, <i>p</i> = 0.647). At post-test, fear scores were substantially lower in the intervention group (M = 12.38, SD = 3.05) than control (M = 23.78, SD = 10.91), Welch’s t(68.19) = −7.79, <i>p</i> < 0.001, Cohen’s d = 1.42, indicating a large effect.</p>
<h2>Conclusion</h2>
<p>Audiovisual education with breast model simulations effectively enhances screening behaviours and reduces fear among low-literacy populations. Implementing such programmes in rural areas can also support midwives and healthcare providers by improving patient engagement, facilitating education, and reducing barriers to early detection. These findings highlight the potential of audiovisual interventions as practical public health strategies to promote breast cancer awareness and screening in underserved communities.</p>
<p><b>Trial Registration:</b> Clinical Trial ID: NCT06898229.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/jep.70387?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jep-70387/">The Effect of Audiovisual Education on Breast Cancer Screening and Fear Among Illiterate Women: A Double‐Blind Randomised Controlled Trial</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/sjop-70084/" 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;">Associations Between Facets of Pathological Personality Traits and Alexithymia: The Roles of Detachment and Negative Affect</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:33</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<p>The current study examined (1) whether underlying facets of Detachment and Negative Affect are associated with the different components of alexithymia, and (2) whether these associations depend on the level of perceived stress. In total, 635 students (M<sub>age</sub> = 20.02, 87.5% female) filled out online questionnaires on alexithymia (Toronto Alexithymia Scale), pathological personality traits (Personality Inventory for DSM-V), and perceived stress (Perceived Stress Scale). Two Multivariate Analysis of Covariance (MANCOVA) were used to test the hypotheses, which included the three subscales of alexithymia (i.e., difficulty identifying feelings [DIF], difficulty describing feelings [DDF], externally oriented thinking [EOT]) as dependent variables and the three underlying facet traits of either Detachment (i.e., withdrawal, anhedonia, intimacy avoidance) or Negative Affect (i.e., emotional lability, anxiousness, separation insecurity) as independent variables. Intimacy avoidance was most consistently associated with all alexithymia components. Other facets showed dimension-specific associations: DIF was positively associated with anhedonia, anxiousness, separation insecurity, and emotional lability; DDF was positively associated with withdrawal and anxiousness, but negatively with emotional lability; and EOT was positively associated with separation insecurity. These findings highlight the importance of facet traits characteristic of interpersonal difficulties in the association with specific alexithymia subscales. These associations were not dependent on the level of perceived stress. The present results point to interpersonal avoidance and emotion-regulation difficulties as relevant processes to address in interventions. Targeting these facet-linked difficulties may therefore be particularly useful in reducing alexithymic features among individuals with elevated pathological personality traits.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/sjop.70084?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/sjop-70084/">Associations Between Facets of Pathological Personality Traits and Alexithymia: The Roles of Detachment and Negative Affect</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/infographics/uk-deaths/" 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;">UK: Deaths</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:27</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>The post <a href="https://ifp.nyu.edu/2026/infographics/uk-deaths/">UK: Deaths</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/podcasts/getting-help-with-dr-raka/" 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;">Getting help with Dr Raka</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 10:01</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>The post <a href="https://ifp.nyu.edu/2026/podcasts/getting-help-with-dr-raka/">Getting help with Dr Raka</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/grey-literature/untaxed-wealth-hidden-offshore-by-richest-0-1-surpasses-entire-wealth-of-the-poorest-half-of-humanity/" 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;">Untaxed wealth hidden offshore by richest 0.1% surpasses entire wealth of the poorest half of humanity</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 09:59</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/untaxed-wealth-hidden-offshore-by-richest-0-1-surpasses-entire-wealth-of-the-poorest-half-of-humanity/">Untaxed wealth hidden offshore by richest 0.1% surpasses entire wealth of the poorest half of humanity</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/news/the-real-problem-behind-grade-inflation/" 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 Real Problem Behind Grade Inflation</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 09:54</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Administrators won’t acknowledge that students can’t do the work…. They’re aware of which professors give unproctored online exams or easy assignments and they flock to those classes.</p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/the-real-problem-behind-grade-inflation/">The Real Problem Behind Grade Inflation</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/grey-literature/grant-witness-a-project-to-track-the-termination-of-grants-of-scientific-research-agencies-under-the-us-administration-in-2025/" 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;">Grant Witness | A project to track the termination of grants of scientific research agencies under the US administration in 2025</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 09:42</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/grant-witness-a-project-to-track-the-termination-of-grants-of-scientific-research-agencies-under-the-us-administration-in-2025/">Grant Witness | A project to track the termination of grants of scientific research agencies under the US administration in 2025</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jomf-70065-2/" 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;">Redoing Family After Estrangement</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 09:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<h2>Objective</h2>
<p>This study theorizes estrangement as a catalyst for redoing family through a dynamic process of rebuilding kinship’s meaning, structure, and content.</p>
<h2>Background</h2>
<p>Research on family estrangement has overwhelmingly focused on its emotional, social, and financial consequences, overlooking how estrangement holistically reshapes the meaning, structure, and content of family itself.</p>
<h2>Method</h2>
<p>In-depth interviews with 68 adults estranged from at least one family of origin member.</p>
<h2>Results</h2>
<p>Findings reveal that family meaning was redone by rejecting biology and emphasizing choice as an organizing logic of kin, as well as by cultivating symbolic family with ancestors. Family structure and content were redone in concert in three ways: (a) the cultivation of safe and trustworthy connections with same-age friends, housemates, and community members as well as younger children; (b) the reliance on unconditionally supportive surrogate elder coworkers, community members, and friends’ parents; and (c) the re-prioritization of sustained presence with non-estranged extended kin.</p>
<h2>Conclusion</h2>
<p>By applying redoing family theory to in-depth interviews on family estrangement, this study adds to the ongoing theorizing of family as a mediated practice rather than a static institution.</p>
<h2>Implications</h2>
<p>Findings move beyond deficit narratives of estrangement by highlighting the specific way estranged people rewrite family life; this prompts future research on the redoing of family in other contexts.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/jomf.70065?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jomf-70065-2/">Redoing Family After Estrangement</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/open-access-journal-articles/us-national-spending-on-mental-health-and-substance-use-disorder-treatment-driven-by-case-growth-2000-21/" 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;">US National Spending On Mental Health And Substance Use Disorder Treatment Driven By Case Growth, 2000–21</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 09:13</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/us-national-spending-on-mental-health-and-substance-use-disorder-treatment-driven-by-case-growth-2000-21/">US National Spending On Mental Health And Substance Use Disorder Treatment Driven By Case Growth, 2000–21</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/berj-70112-2/" 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;">‘Going against the grain’: Exploring the identities of science educators for a socio‐political and social justice‐informed science education in England</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 08:37</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>Abstract</h2>
<p>This study is positioned within debates in the Science Education field about its role in local–global social justice science issues (SJSIs), such as the COVID-19 pandemic and unequal distributions of health-related support and outcomes, climate degradation, and the return of scientific racism. With a growing number of scholars advocating a socio-political and social justice-informed turn in science education to address such SJSIs (emphasising critical reflection on science’s political, ethical, and social dimensions), special attention needs to be paid to science educators as key agents of such a turn. However, in England, where this study is based, educational policies have increasingly prioritised performativity, standardised curricula, and compliance-driven teacher work and education, marginalising critical engagement with socio-political and social justice issues across the profession. Thus, in this article, we examine the findings from an interview-based qualitative study with 18 science educators (student teachers, schoolteachers, teacher educators) currently working in connection with the English secondary education sector, focusing on their identities as ‘going against the grain’ of mainstream science education policies and practices in the country, particularly in relation to socio-political and social justice issues. Our thematic findings—Finding Science, Seeking connection, Experiencing injustices and disadvantages, Wanderlust, Meeting role models, and Reflexivity—help illuminate who science educators working for a socio-political and social justice-informed turn in Science Education are, and what kinds of teacher education, professional development, and school structures are needed to support and sustain these educators in England.</p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.70112?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/berj-70112-2/">‘Going against the grain’: Exploring the identities of science educators for a socio‐political and social justice‐informed science education in England</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/car-70095/" 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;">Unequal Burdens: Law Enforcement Case Processing Time in Child Abuse and Non‐Child Abuse Investigations</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 08:33</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<p>Child abuse is a significant public health and social issue affecting over 600,000 children annually in the United States. Children’s advocacy centres (CACs) play a crucial role in supporting law enforcement by providing resources and enhancing the investigative process. However, investigating child abuse cases remains complex and time-intensive, with limited research examining the law enforcement investigation process. This study seeks to address this gap by analysing the average processing time for physical and sexual child abuse cases compared to non-child abuse cases. Additionally, it examines how law enforcement allocates time across investigative stages and whether factors, such as CAC size and the colocation of law enforcement within CACs, influence investigation duration. The findings aim to enhance understanding of law enforcement’s involvement in child abuse investigations and inform policies and practices that improve investigative efficiency and outcomes for child victims.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/car.70095?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/car-70095/">Unequal Burdens: Law Enforcement Case Processing Time in Child Abuse and Non‐Child Abuse Investigations</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/papt-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;">Living in the Aftermath: Narratives on the impact of exposure to community and school violence in childhood on mental health and adjustment outcomes in later life</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 07:39</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>Abstract</h2>
<h2>Objectives</h2>
<p>To understand the impact of and subsequent reactions to exposure to extreme violence in young adults in South Africa exposed during school years. In particular, to get an in-depth understanding of its immediate consequences and factors that ameliorate or exacerbate it.</p>
<h2>Design</h2>
<p>An exploratory qualitative research design was used, using purposive sampling.</p>
<h2>Methods</h2>
<p>Semi-structured interviews with 21 young South African adults aged 19–31 were conducted online. Transcripts were analysed using thematic analysis.</p>
<h2>Results</h2>
<p>Violence exposure was found to result in trauma reactions with themes of a continued sense of being unsafe, feeling damaged and defective because of having these reactions, and mistrust towards others. In terms of coping reactions, a theme of avoidance and/or reacting with aggressive behaviour was identified, which likely exacerbated the challenges they experienced. By contrast, a more positive theme was identified in some, focused on having a sense of community and connectedness, which was experienced as ameliorating these challenges.</p>
<h2>Conclusions</h2>
<p>Exposure to community and school violence in childhood has a lasting impact on mental health and adjustment in later life. The impact is likely worsened by mistrust of others, a continued sense of feeling unsafe and counterproductive coping mechanisms, while connectedness and community seem to lessen the impact. Further research can refine these findings to build an understanding of these mechanisms to inform secondary prevention and treatment interventions in low- and middle-income countries.</p>
<p><a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/papt.70046?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/papt-70046/">Living in the Aftermath: Narratives on the impact of exposure to community and school violence in childhood on mental health and adjustment outcomes in later life</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/02615479-2024-2434676/" 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;">Training social workers at the Master’s degree level: the Italian case</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 07:27</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Volume 45, Issue 2, March 2026, Page 273-287<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/02615479.2024.2434676?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/02615479-2024-2434676/">Training social workers at the Master’s degree level: the Italian case</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/news/wealth-tax-proposals-from-senators-bernie-sanders-and-elizabeth-warren-show-a-growing-appetite-to-rein-in-the-rich/" 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;">Wealth tax proposals from Senators Bernie Sanders and Elizabeth Warren show a growing appetite to rein in the rich</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 07:13</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>How can the U.S. reverse democracy-distorting concentrations of wealth and power? A federal annual wealth tax must be part of the equation…. There is no taxation silver bullet because America’s wealthy hire phalanxes of “wealth defense industry” attorneys and money managers with ample tax avoidance tools at their disposal. </p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/wealth-tax-proposals-from-senators-bernie-sanders-and-elizabeth-warren-show-a-growing-appetite-to-rein-in-the-rich/">Wealth tax proposals from Senators Bernie Sanders and Elizabeth Warren show a growing appetite to rein in the rich</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jts-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;">Gender‐specific associations among trauma type, sociodemographic conditions, and posttraumatic stress symptom severity: Evidence from a nationally representative Icelandic sample</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 06:10</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>Abstract</h2>
<p>Trauma exposure is associated with a range of adverse mental health and sociodemographic factors. However, gender-specific patterns related to distinct trauma types and social variables remain underexplored. Using cross-sectional data from a nationally representative sample of 1,766 Icelandic adults randomly selected from the national population registry (<i>n</i> = 930 women, <i>n</i> = 836 men, <i>M</i><br>
<sub>age</sub> = 49.6 years), we examined posttraumatic stress symptom (PTSS) severity across trauma types and sociodemographic factors, focusing on gender differences. Trauma exposure was assessed using the Life Events Checklist for <i>DSM-5</i> (LEC-5) and categorized into noninterpersonal trauma, interpersonal trauma, and sexual violence (SV). PTSS severity was measured using the PTSD Checklist for <i>DSM-5</i> (PCL-5), and sociodemographic indicators included relationship status, educational attainment, employment, disability, and perceived financial stability. Hierarchical ordinary least squares regression analyses showed that exposure to SV or interpersonal trauma, financial instability, disability, and being unpartnered were independently associated with higher PTSS severity. The final model explained 19% of the variance in PTSS scores with standardized effects |β| ≈ .08–.23. Gender differences observed in the initial model were substantially reduced after accounting for trauma type and sociodemographic factors, consistent with the interpretation that observed gender disparities in PTSS may reflect contextual rather than inherent differences. These findings highlight the importance of integrating trauma type, gender, and social context to understand vulnerability to PTSS and inform gender-sensitive, trauma-informed prevention and intervention strategies.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/jts.70041?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jts-70041/">Gender‐specific associations among trauma type, sociodemographic conditions, and posttraumatic stress symptom severity: Evidence from a nationally representative Icelandic sample</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/rev3-70134/" 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;">Student engagement declines across adolescence: A meta‐analysis of longitudinal studies</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 05:48</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>Abstract</h2>
<p>Stage-environment fit theory proposes that student engagement declines across adolescence as school environments increasingly fail to meet adolescents’ developing psychological needs. Grounded in the stage-environment fit perspective, the current study used a systematic search and meta-analysis to examine the average change in student engagement in adolescence. Articles had to include longitudinal repeated measurements of student engagement in adolescence (age 10–18 years). Using eight search databases, we uncovered 1623 unique records. After a title and abstract screen, we retained 264 studies for full-text screening. The final dataset included 125 studies containing 223 repeated measurements of engagement that allowed for computation of 544 effect sizes. Across the constructs of behavioural, emotional, cognitive and academic engagement, there was a general decline in engagement across adolescence (Δ = −0.09, <i>p</i> < 0.001). Engagement changed most negatively in earlier adolescence (b = 0.03, <i>p</i> < 0.001) and for adolescents experiencing a school transition (b = −0.15, <i>p</i> < 0.01). Change in engagement was not impacted by study date of publication, the type of engagement measured, nor by adolescent gender.</p>
<h2>Context and implications</h2>
<p><b>Rationale for this study:</b> Stage-environment fit theory proposes that student engagement declines across adolescence. A meta-analysis of changes in student engagement is needed to test this assumption across studies.</p>
<p><b>Why the new findings matter:</b> This meta-analysis produces conclusive evidence that, on average, student engagement declines across adolescence. This is the first synthesis of the international literature on this topic.</p>
<p><b>Implications for research and practice:</b> The main finding that student engagement declines across diverse samples and contexts provides a basis for further research into the fundamental developmental and educational mechanisms behind change in student engagement. Educators and educational policymakers should note that transitions in early adolescence are likely to precipitate and deepen declines in student engagement.</p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.70134?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/rev3-70134/">Student engagement declines across adolescence: A meta‐analysis of longitudinal studies</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/bmsp-70039/" 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;">Extending reliability to intensive longitudinal data with the Kalman filter</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 05:32</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>Abstract</h2>
<p>Reliability is central to how researchers approach measurement in standard, group-based analyses of single-time-point data, yet this critical aspect is often overlooked in the analysis of repeated observations. Since its inception, reliability has been a between-person concept, but we redevelop this notion for within-person designs by proposing a new coefficient κ$$ kappa $$ of reliability for single-subject designs. This coefficient shares the same general definition of reliability as former coefficients—the ratio of the true score variance to the total variance—but applies to time-dependent within-person variability rather than independent between-person variability. Coefficient κ$$ kappa $$ begins with a latent variable time series model called a state space model, and is then extended to a state space model for multiple subjects with continuous or discrete variation across people. Using analytic methods, we derive coefficient κ$$ kappa $$ and prove its relations to other coefficients of reliability.</p>
<p><a href="https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bmsp.70039?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/bmsp-70039/">Extending reliability to intensive longitudinal data with the Kalman filter</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/psyg-70149/" 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;">Associations Between Subjective and Objective Cognitive Decline and Depressive Symptoms in Community‐Dwelling, Older People</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 05:28</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<h2>Background</h2>
<p>The potential role of cognitive decline as a risk factor for depression has been inconsistently reported across studies. This study aimed to clarify the associations between subjective and objective cognitive decline and depressive symptoms in community-dwelling older adults.</p>
<h2>Methods</h2>
<p>Data from 1935 participants (mean age, 77.9 ± 5.3 years; male, 39.8%) in the Takashimadaira Study were analysed. Depressive symptoms were assessed using the modified Geriatric Depression Scale (mGDS-15). Subjective cognitive decline (SCD) was measured using the self-administered dementia checklist, and objective cognitive function was assessed using the Mini-Mental State Examination (MMSE). Associations of subjective and objective cognitive decline with overall depressive symptoms and with depressive symptom subscales (‘unhappiness’, ‘apathy and anxiety’ and ‘hopelessness’) were examined using multivariate logistic regression analysis.</p>
<h2>Results</h2>
<p>Significant depressive symptoms were present in 14.9% of the participants. SCD was independently associated with depressive symptoms (odds ratio: 5.10, 95% confidence interval: 3.45–7.53, <i>p</i> < 0.001). SCD was also positively associated with all depressive symptom subscales. In contrast, MMSE scores showed no significant association with overall depressive symptoms, although lower MMSE scores were associated with the ‘apathy and anxiety’ subscale.</p>
<h2>Conclusions</h2>
<p>SCD was associated with a broad range of depressive symptoms, from emotional symptoms to motivational aspects. In older people with SCD, it is important to be aware of the potential presence of underlying depressive symptoms to facilitate their early detection, with due consideration of the bidirectional relationship between SCD and depressive symptoms.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/psyg.70149?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/psyg-70149/">Associations Between Subjective and Objective Cognitive Decline and Depressive Symptoms in Community‐Dwelling, Older People</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/open-access-journal-articles/s12888-026-07954-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;">A network analysis of ICD-11 complex posttraumatic stress disorder symptoms in Danish treatment-seeking military veterans</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 05:13</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p><a href="https://link.springer.com/article/10.1186/s12888-026-07954-w?error=cookies_not_supported&code=71e6c2d2-d8be-44c7-a658-4f9d07b2df57" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/s12888-026-07954-w/">A network analysis of ICD-11 complex posttraumatic stress disorder symptoms in Danish treatment-seeking military veterans</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/journal-article-abstracts/spatiotemporal-evolution-and-influencing-factors-of-coupling-coordination-between-urban-resilience-and-green-innovation-efficiency-a-case-study-of-284-cities-in-china/" 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;">Spatiotemporal evolution and influencing factors of coupling coordination between urban resilience and green innovation efficiency: A case study of 284 cities in China</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 6th 2026, 05:01</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><p>Publication date: 15 March 2026</p>
<p><b>Source:</b> Sustainable Cities and Society, Volume 139</p>
<p>Author(s): Lei Tian, Yu Yin, Yatong Liu, Xintong Wang, Xingye Zhou, Quanfang Zhao</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/spatiotemporal-evolution-and-influencing-factors-of-coupling-coordination-between-urban-resilience-and-green-innovation-efficiency-a-case-study-of-284-cities-in-china/">Spatiotemporal evolution and influencing factors of coupling coordination between urban resilience and green innovation efficiency: A case study of 284 cities in China</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<table style="font:13px Helvetica, sans-serif; border-radius:4px; -moz-border-radius:4px; -webkit-border-radius:4px; background-color:#fff; padding:8px; margin-bottom:6px; border:1px solid #adadad;" width="100%">
<tbody>
<tr>
<td><a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/eat-70058/" 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 Comparison and Its Association With Disordered Eating Symptoms: A 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;">Apr 6th 2026, 04:32</div>
<div style="font-family:Helvetica, sans-serif; color:#494949;text-align:justify;font-size:13px;">
<p><h2>ABSTRACT</h2>
<h2>Objective</h2>
<p>Social comparison has been widely implicated in the etiology and maintenance of body dissatisfaction and eating disorders. At the same time, however, the magnitude of this relationship remains unclear, with existing studies varying widely in methodology, measurement, and sample characteristics.</p>
<h2>Method</h2>
<p>To address this gap, we conducted a systematic literature review and meta-analysis (PROSPERO ID: CRD42024626732) to estimate the overall effect size of the association between social comparison and disordered eating symptoms and examine key moderators that may influence this relationship.</p>
<h2>Results</h2>
<p>Searches of databases (PubMed/Medline, Web of Science, PsycINFO, Scopus, ProQuest, ETHoS, MedRxiv, and PsyArXiv) identified 305 studies comprising 383 distinct samples, with a total of 126,702 participants included. The methodological quality of the included studies was assessed. A multi-level meta-analysis found a significant overall medium effect size, Z<i>r</i> = 0.43, <i>p</i> < 0.0001, 95% CI [0.4–0.45], although studies were heterogeneous, <i>Q</i> (1150) = 20004.8418, <i>p</i> < 0.001. Moderator analyses showed that effect sizes were larger in more recent studies, in samples with a higher proportion of female participants, in studies examining upward and eating-related comparisons, and in studies that used the BEECOM (Body, Eating, and Exercise Comparison Orientation Measure) and the BSQ (Body Shape Questionnaire). Based on our quality assessment, a primary limitation among included studies was unclear inclusion and exclusion criteria, although most of them used appropriate analyses.</p>
<h2>Discussion</h2>
<p>By synthesizing existing evidence, our findings support the relation between social comparison and disordered eating symptoms and inform future theoretical frameworks and prevention interventions.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/eat.70058?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/meta-analyses-systematic-reviews/eat-70058/">Social Comparison and Its Association With Disordered Eating Symptoms: A Systematic Review and Meta‐Analysis</a> was curated by <a href="https://ifp.nyu.edu">information for practice</a>.</p></p>
</div>
<div style="font-family:Helvetica, sans-serif; font-size:13px; text-align: center; color: #666666; padding:4px; margin-bottom:2px;"></div>
</td>
</tr>
</tbody>
</table>
<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>
<p> </p>
<p><s><small><a href="#" style="color:#ffffff;"><a href='https://blogtrottr.com/unsubscribe/565/p59vTl'>unsubscribe from this feed</a></a></small></s></p>