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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/journal-article-abstracts/s0197455626000560/" 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;">Voice-work in music therapy under continuous traumatic situations: Perspectives, adaptations and modifications</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 14:41</div>
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<p><p>Publication date: July 2026</p>
<p><b>Source:</b> The Arts in Psychotherapy, Volume 99</p>
<p>Author(s): Tamar Avni, Maayan Salomon-Gimmon</p>
<p><a href="https://www.sciencedirect.com/science/article/pii/S0197455626000560?dgcid=rss_sd_all" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/s0197455626000560/">Voice-work in music therapy under continuous traumatic situations: Perspectives, adaptations and modifications</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/eip-70149-2/" 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;">Factors Influencing Self‐Stigma in the First Year of First‐Episode Psychosis</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 14:29</div>
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<p><h2>ABSTRACT</h2>
<h2>Background</h2>
<p>Self-stigma negatively impacts recovery, treatment adherence and functioning in patients with first-episode psychosis (FEP). Despite its clinical importance, little is known about which early clinical factors are associated with increased self-stigma during the first year after onset.</p>
<h2>Aims</h2>
<p>To study sex differences in self-stigma in a FEP sample. Additionally, examine which demographic, clinical and psychosocial variables predict self-stigma in people with a FEP.</p>
<h2>Methods</h2>
<p>Seventy-two individuals (26 females; 46 males) with a FEP participated in this descriptive, cross-sectional study. All participants were recruited from the Mental Health care sector of Parc Sanitari Sant Joan de Déu and the Child and Maternal Hospital of Sant Joan de Déu and Hospital Germans Trias i Pujol in the city of Barcelona and its metropolitan area. The Internalised Stigma of Mental Health Inventory (ISMI) was administered to assess self-stigma. This scale is divided into five subscales: alienation, stereotype endorsement, perceived or experienced discrimination, social isolation and stigma resistance. In addition to the ISMI, psychotic symptoms (PANSS; Emsley five-factor), functioning (PSP), duration of untreated psychosis (DUP), diagnosis and cannabis (THC) use were also recorded.</p>
<h2>Results</h2>
<p>No sex differences were found in any self-stigma subscale, nor in the total score. A longer DUP, a higher consumption of THC and greater anxiety/depression Emsley factor emerged as the strongest predictors of higher self-stigma.</p>
<h2>Conclusions</h2>
<p>The variables most strongly associated with self-stigma are DUP, THC use and the anxiety/depression Emsley factor. Early interventions focused on these aspects could significantly enhance the self-concept of individuals with FEP and reduce the long-term negative impact of self-stigma.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/eip.70149?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/eip-70149-2/">Factors Influencing Self‐Stigma in the First Year of First‐Episode Psychosis</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-us-cdc-on-the-brink/" 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 US CDC on the brink</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 14:03</div>
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<p><p>On Aug 11, 2025, a gunman who falsely believed that mRNA COVID-19 vaccines were dangerous went on a shooting rampage at the US Centers for Disease Control and Prevention’s (CDC) main campus, shattering 150 windows and tragically killing a 33-year-old CDC security officer. Staff, still reeling from firings and programmatic shifts that began with the new administration, were deeply traumatised. 8 months later, the windows have not been repaired. The CDC was once the gold standard for public health leadership. Today, it is struggling to maintain scientific excellence, trustworthiness, and relevance, a result of the actions of the Trump administration and the US Department of Health and Human Services that have undermined the agency. 80% of the CDC’s highest positions are vacant, with directors of 20 out of 25 centres having left. An estimated 2000 staff, almost one in five, have been fired, and about 300 are on administrative leave. There is still no CDC director since Susan Monarez was fired less than 1 month into her appointment in August, 2025 because she refused to pre-approve vaccine recommendations and to fire career scientists.</p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/the-us-cdc-on-the-brink/">The US CDC on the brink</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/xap0000557/" 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;">Deciphering the dynamic influence of competing job offers on recruiters’ hiring decisions.</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 13:37</div>
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<p><p>Journal of Experimental Psychology: Applied, Vol 32(2), Jun 2026, 151-172; doi:10.1037/xap0000557</p>
<p>This research investigates the impact of competing job offers on recruiters’ hiring inclination toward the best available candidate. Across five studies, we explored how knowledge of such offers influences recruiters’ decision making and showed that awareness of competing offers significantly sways hiring intentions. Our findings revealed that the mere presence of competing offers, rather than their quantity, can make recruiters’ attitudes more favorable toward the candidate and increase hiring inclination. This pattern diverges somewhat from research and theory on social impact that finds additional, though decreasing, impact of additional others on social judgment. One reason for this, we suggest, is that competing offers create two opposing influences: Whereas additional offers increase favorability toward the candidate, they also decrease the likelihood that the candidate will accept the offer. Supporting this possibility, when the two mechanisms are no longer conflicting—because instead of offers, it is additional rejections of the candidate—then different numbers of rejections by others do have an impact (of making one less likely to make an offer). Theoretical and managerial implications are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved)</p>
<p><a href="https://doi.org/10.1037/xap0000557" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/xap0000557/">Deciphering the dynamic influence of competing job offers on recruiters’ hiring decisions.</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/a000145/" 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 self-efficacy as a mediator between sleep-related variables and psychosocial outcomes in university students.</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 13:36</div>
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<p><p>International Perspectives in Psychology: Research, Practice, Consultation, Vol 15(2), 2026, 87-99; doi:10.1027/2157-3891/a000145</p>
<p>This study examines the relationship between sleep quality, daytime sleepiness, academic stress, and well-being in Italian university students, aiming to develop a psychosocial model, mediated by student self-efficacy, that explains these relationships. Participants (N = 252; 72% women, Mage = 22) completed a self-report questionnaire that included socio-demographic data and validated scales for academic stress, well-being, sleep quality, daytime sleepiness, and student self-efficacy. Using the SPSS PROCESS macro, mediation analyses were carried out to examine whether student self-efficacy mediates the relationships between sleep quality and daytime sleepiness as predictors, and well-being and academic stress as outcomes. The results showed that poorer sleep quality and greater daytime sleepiness are associated with lower student self-efficacy. This decrease was, in turn, associated with reduced well-being and increased academic stress. In both models, student self-efficacy mediated the effect of sleep quality and daytime sleepiness on the considered outcomes. These relations echo patterns observed in Western, Asian, and Middle Eastern contexts, underscoring the international relevance of the relationships analyzed. Without assuming causal links, this transnational convergence suggests the model’s potential applicability across different cultural contexts and highlights the need for verification through longitudinal and cross-cultural studies. The study contributes to the literature by expanding the understanding of sleep-related variables as antecedents rather than outcomes, a perspective less explored, especially within the Italian context. Findings highlight the importance of sleep quality, daytime sleepiness, and student self-efficacy in the psychosocial experiences of students and suggest that addressing these dimensions preventively could improve their overall functioning. (PsycInfo Database Record (c) 2026 APA, all rights reserved)</p>
<p><a href="https://doi.org/10.1027/2157-3891/a000145" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/a000145/">Student self-efficacy as a mediator between sleep-related variables and psychosocial outcomes in university students.</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/hea0001534/" 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;">Z-curve analysis of studies involving moderation published in leading health psychology journals.</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 13:33</div>
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<p><p>Health Psychology, Vol 45(2), Feb 2026, 167-177; doi:10.1037/hea0001534</p>
<p>Objective: To use a recently developed methodology, z-curve analysis, to estimate the likelihood of replication success for recently published studies in three leading health psychology journals with high impact factors that involved some form of a moderation analysis. Method: Utilizing a z-curve analysis, we estimated the replicability, false positives, publication bias, and “file drawer ratio” of 124 independent tests of moderation with significant results published in recent issues of three leading journals in the field of health psychology. z-curve analyses were conducted for all the journals combined and each journal separately. Results: The distribution of z scores derived from all 124 studies indicated that the estimation of the expected replication rate and false positive ratio were 46.0% and 8.3%, respectively. The estimated file drawer ratio was 1.6, indicating that for every statistically significant interaction reported, nearly two nonsignificant interactions go unreported. In comparing the three journals, <em>Health Psychology</em> had the best overall results (expected replication rate = 52.3%, Soric false discovery rate = 4.8%, file drawer ration = 0.9). Of the 124 studies examined, 23 conducted power analyses to determine sample size, seven preregistered hypotheses, and three conducted a replication analysis. Conclusion: Results suggest a need for change regarding both the methodological practices used and the publication processes in place to improve the validity and efficacy of research regarding moderation effects in behavioral medicine—this includes preregistering hypotheses, using formalized methods to determine sample size, and utilizing attention checks. Journals can encourage or require these practices and foster acceptance of nonsignificant results to limit publication biases. (PsycInfo Database Record (c) 2026 APA, all rights reserved)</p>
<p><a href="https://psycnet.apa.org/doiLanding?doi=10.1037/hea0001534" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/hea0001534/">Z-curve analysis of studies involving moderation published in leading health psychology journals.</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/19371918-2025-2602451/" 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;">Child Welfare Professionals Serving Child Sex Trafficking Victims: Changes in Knowledge and Self-Efficacy Over Time</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 13:06</div>
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<p><p>Volume 41, Issue 4, null 2026, Page 279-291<br>. </p>
<p><a href="https://www.tandfonline.com/doi/full/10.1080/19371918.2025.2602451?ai=2j1&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/19371918-2025-2602451/">Child Welfare Professionals Serving Child Sex Trafficking Victims: Changes in Knowledge and Self-Efficacy Over Time</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/s12955-026-02539-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Clinical, social, and home-level factors associated with the quality of life of residents living with dementia in Canadian nursing homes: a cross-sectional, multi-province study</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 12:43</div>
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<p><p><a href="https://link.springer.com/article/10.1186/s12955-026-02539-3?error=cookies_not_supported&code=b59c839e-d20a-4e0d-af63-0371180c3840" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/s12955-026-02539-3/">Clinical, social, and home-level factors associated with the quality of life of residents living with dementia in Canadian nursing homes: a cross-sectional, multi-province 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/10464964251343502/" 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;">Trunks and Branches: Embracing Department Leader Humor and Enhancing Team Outcomes</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 12:41</div>
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<p><p>Small Group Research, Ahead of Print. <br>While multiple levels of leaders have recognized the effective functions of leader humor, less is known about how department leaders exert their influence. To address this gap, we propose a relational framework that examines when and why department leader …</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10464964251343502?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/10464964251343502/">Trunks and Branches: Embracing Department Leader Humor and Enhancing Team Outcomes</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/10464964251350659/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Enhancing Student Team Effectiveness Through Team Charter Revision, Feedback, and Coaching</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 12:41</div>
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<p><p>Small Group Research, Ahead of Print. <br>Prior research has examined the use of team charters for improving teamwork in student project teams. While existing studies have examined the implementation of team charters at the time a team is formed, we find that revising charters mid-semester, plus …</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10464964251350659?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/10464964251350659/">Enhancing Student Team Effectiveness Through Team Charter Revision, Feedback, and Coaching</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/10464964251359997/" 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;">Trait Activation in Teams: Personality, Psychological Safety, Speaking Time, and Member Effectiveness</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 12:41</div>
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<p><p>Small Group Research, Ahead of Print. <br>Framed in trait activation theory, we examine the influence of personality, psychological safety, and the mediating effect of speaking time on team member effectiveness ratings in team meetings with 21 student teams (110 individuals). Extraversion was …</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10464964251359997?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/10464964251359997/">Trait Activation in Teams: Personality, Psychological Safety, Speaking Time, and Member Effectiveness</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/10464964251372900/" 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;">Leader Departure and Relationship Dynamics in Small Business Units</a>
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<p><p>Small Group Research, Ahead of Print. <br>Drawing on conservation of resources (COR) theory, we conducted a study examining how leader departure influences changes in staff turnover and how these changes subsequently affect variability in leader–member exchange differentiation (LMXD), ultimately …</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/10464964251372900?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/10464964251372900/">Leader Departure and Relationship Dynamics in Small Business Units</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/fcre-70053/" 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 coming of age: Why aging matters in family law and public policy</a>
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<p><h2>Abstract</h2>
<p>Demographic trends manifest in family law cases, and this article examines the demographic factor of age. Beyond metaphors of a “graying society,” population aging affects family structures, caregiving responsibilities, and legal disputes. Through a U.S. perspective with comparative insights, this article highlights how aging intersects with custody, divorce, domestic violence, multigenerational interdependencies and responsibilities, and family conflict dynamics. Case studies illustrate why age-inclusive approaches and multigenerational perspectives on family cases can facilitate dispute resolution. We also extend attention to the aging of family law professionals as we increasingly work in multigenerational spaces with potentially difficult conversations around capacity and retirement.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/fcre.70053?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/fcre-70053/">The coming of age: Why aging matters in family law and public policy</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/s12888-025-07446-3/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">DIALOG+ for service users with chronic depression: a cluster-randomised controlled feasibility trial and qualitative evaluation</a>
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<p><p><a href="https://link.springer.com/article/10.1186/s12888-025-07446-3?error=cookies_not_supported&code=ea19e2bb-cc68-4f3f-9609-51553c07568f" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/s12888-025-07446-3/">DIALOG+ for service users with chronic depression: a cluster-randomised controlled feasibility trial and qualitative evaluation</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/promoting-independence-through-travel-training-a-guide-to-using-shared-ride-alternatives-with-students/" style="font-family:Helvetica, sans-serif; letter-spacing:-1px;margin:0;padding:0 0 2px;font-weight: bold;font-size: 19px;line-height: 20px;color:#222;">Promoting Independence through Travel Training: A Guide to Using Shared Ride Alternatives with Students</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/guidelines-plus/promoting-independence-through-travel-training-a-guide-to-using-shared-ride-alternatives-with-students/">Promoting Independence through Travel Training: A Guide to Using Shared Ride Alternatives with Students</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/2844966/" 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;">Vaccinations Dip Among Older Adults</a>
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<p><p>Fewer older adults were vaccinated against influenza and pneumonia in 2024 than in 2019, the US Centers for Disease Control and Prevention’s National Center for Health Statistics reported in a data brief.</p>
<p><a href="https://jamanetwork.com/journals/jama/fullarticle/2844966" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/2844966/">Vaccinations Dip Among Older Adults</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/transformative-social-psychology-towards-social-change-and-justice/" 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;">Transformative Social Psychology: Towards Social Change and Justice</a>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/monographs-edited-collections/transformative-social-psychology-towards-social-change-and-justice/">Transformative Social Psychology: Towards Social Change and Justice</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/dq260324c-eng-htm-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;">Nursing and residential care facilities, 2024 [Canada]</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 11:29</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/dq260324c-eng-htm-2/">Nursing and residential care facilities, 2024 [Canada]</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/chso-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;">‘We Teach Kids About It So They Don’t Get Addicted’: Gender, Porn and Sex Education in New Zealand</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 11:17</div>
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<p><h2>ABSTRACT</h2>
<p>This research sought to explore young people’s and teachers’ understandings of porn. Drawing on a qualitative content analysis of small focus group interview data with 106 young people aged 12–16 years old and semi-structured interviews with six teachers in Aotearoa, New Zealand, I examine their perceptions of porn and the place of porn in sex education. All of the young people were aware of porn and the majority viewed it through a gendered lens—young men reported being more likely to consume and enjoy porn, their use of porn was normalised, whereas it was reported as being less socially acceptable for young women. Teachers and young people alike believed that young men can quite easily become addicted to porn, whereas women are much less likely to become addicted. Through focusing on addiction as a deterrent from watching porn, sexuality education often ignored other gendered issues such as violence and misogyny.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/chso.70039?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/chso-70039/">‘We Teach Kids About It So They Don’t Get Addicted’: Gender, Porn and Sex Education in New Zealand</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/jcpp-70157/" 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;">Editorial: Society and child mental health shape each other</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 11:16</div>
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<p><p>Child psychology and psychiatry have long examined how the environments in which children grow up shape their mental health. Contemporary frameworks on children’s mental health emphasize the causal influence of environmental factors and how these influences vary across children by their individual characteristics. The present issue illustrates the breadth of relevant environmental influences, ranging from parental knowledge to neighborhood disadvantage and the COVID-19 pandemic. Yet, most empirical research in child psychology and psychiatry has focused on proximal environmental factors; broader societal factors – such as geopolitical tensions, climate change, and socioeconomic inequality – remain comparatively underexplored. In addition, most research on societal factors prioritizes societal factors as causes of child mental health. The impact of child mental health on societal developments has received far less attention. This Editorial advocates for greater integration of societal factors into research on child mental health and highlights the urgent need to examine the bidirectional relation between society and children, including how research contributes to societal change.</p>
<p><a href="https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.70157?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/jcpp-70157/">Editorial: Society and child mental health shape each other</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/casp-70265/" 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;">Digital Connections, Social Cohesion and Trust—Comparative Evidence From Rural and Urban Communities in Germany</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 11:16</div>
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<p><h2>ABSTRACT</h2>
<p>This study investigates the role of digital information and communication technologies (DICT) in the context of social cohesion and trust (SCT) at the community level. The analysis is grounded in the assumption that SCT underpins both social capital and the capacity for collective action in communities. Employing a comparative design, survey data were collected from residents of four villages (<i>n</i> = 706) and four urban districts (<i>n</i> = 1031) in Germany. Results suggest a distinction between networking capacity and relational integration. DICT use is associated with increased neighbourhood networking, consistent with the notion that it facilitates contact among community members. However, it shows no robust association with perceived SCT. Instead, SCT appears to be shaped more strongly by face-to-face interaction and, partly, by community identity. These findings indicate that digital communication, especially in rural contexts, primarily contributes functionally (e.g., organizing, coordinating) in the form of thin interaction rather than transformative (e.g., altering generalized perceptions of cohesion and trust). These results are discussed within contemporary debates on the limits of digital mediation for fostering SCT.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/casp.70265?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/casp-70265/">Digital Connections, Social Cohesion and Trust—Comparative Evidence From Rural and Urban Communities in Germany</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/fare-70200/" 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 teach her at home”: Home learning environments amid resource constraints</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 11:16</div>
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<p><h2>ABSTRACT</h2>
<h2>Objective</h2>
<p>This study examined how mothers with low incomes think about and enact investments of time and money for their infants and toddlers.</p>
<h2>Background</h2>
<p>Infancy and toddlerhood are pivotal years for development. Home learning environments in these earliest years can also set the stage for later home learning environments. Yet there are few institutional supports available to children at this age, underscoring the role of parental investments and the salience of resource access in parenting approaches.</p>
<h2>Methods</h2>
<p>This analysis used longitudinal, semistructured interviews with 80 mothers who were participating in an unconditional cash transfer experiment.</p>
<h2>Results</h2>
<p>Mothers described intentionally structuring their time, allocating resources, and shaping their spaces to construct the home learning environments they desired for their young children. The analysis of their narratives resulted in four characterizations of how mothers described investing in home learning environments for their infants and toddlers.</p>
<h2>Conclusion</h2>
<p>Mothers exercised agency in fostering the growth and development of their infants and toddlers by prioritizing and investing in home learning environments, highlighting how resources of time and money shaped their parenting.</p>
<h2>Implications</h2>
<p>Parents exert their agency in supporting the development of their young children, which policy can potentially activate and leverage by ensuring parents have adequate resources.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1111/fare.70200?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/fare-70200/">“I teach her at home”: Home learning environments amid resource constraints</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/pits-70131/" 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;">Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 10:46</div>
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<p><h2>ABSTRACT</h2>
<p>This paper provides a comprehensive overview of <i>Psychology in the Schools</i> (<i>PITS</i>), the second-longest-running journal in the field of school psychology. Since its founding in 1964, <i>PITS</i> has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of <i>PITS</i> in advancing school psychology practice, including the journal’s origins, editorial leadership, and evolving scope, including contributions from editors William A. Hunt, B. Claude Mathis, Gerald B. Fuller, LeAdelle Phelps, David E. McIntosh, and the incoming editor Shane R. Jimerson. A decade-by-decade analysis illustrates the major themes represented in the journal, including role definition and assessment in the 1960s, consultation and behavior change in the 1970s, mainstreaming and intervention research in the 1980s, data-based decision-making and discipline in the 1990s, workforce issues and Response to Intervention (RTI) in the 2000s, equity and prevention science in the 2010s, and mental health, crisis readiness, and Multi-Tiered Systems of Support (MTSS) in the 2020s. The article also highlights the contemporary emphasis of <i>PITS</i> in advancing the practice of school psychology internationally. Representative articles from each decade are cited and summarized, demonstrating how <i>PITS</i> has consistently bridged research and practice to support students, educators, and the profession of school psychology. The article also describes the vision of the leadership team, emphasizing three intertwined priorities: strengthening the quality and timeliness of the peer review process, advancing rigorous scholarship that directly informs practice, and expanding diversity, equity, and inclusion across the journal’s leadership, contributors, and published research.</p>
<p><a href="https://onlinelibrary.wiley.com/doi/10.1002/pits.70131?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/pits-70131/">Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact</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/lessons-learned-from-a-collective-evaluation-and-community-of-practice-focused-on-evidence-based-learning-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;">Lessons learned from a collective evaluation and community of practice focused on evidence-based learning</a>
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<p><p>Publication date: August 2026</p>
<p><b>Source:</b> Evaluation and Program Planning, Volume 117</p>
<p>Author(s): Kelley C. Anderson, Marc J. Stern, Robert B. Powell, B. Troy Frensley</p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/lessons-learned-from-a-collective-evaluation-and-community-of-practice-focused-on-evidence-based-learning-2/">Lessons learned from a collective evaluation and community of practice focused on evidence-based learning</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/podcasts/sccjr-podcast-just-ask/" 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;">SCCJR Podcast: Just Ask . . .</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 10:23</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/podcasts/sccjr-podcast-just-ask/">SCCJR Podcast: Just Ask . . .</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/new-data-reveal-wide-variation-in-states-use-of-formal-kinship-care/" 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;">New Data Reveal Wide Variation in States’ Use of Formal Kinship Care</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 09:56</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/grey-literature/new-data-reveal-wide-variation-in-states-use-of-formal-kinship-care/">New Data Reveal Wide Variation in States’ Use of Formal Kinship Care</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/understanding-incel-culture-and-how-schools-can-address-it/" 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;">Understanding incel culture – and how schools can address it</a>
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<p><p>It may seem counterintuitive that incels gravitate towards a philosophy that tells them their life cannot get any better. But this fatalistic worldview, that offers secret knowledge to explain romantic alienation as a scientific inevitability, offers temporary comfort. It absolves responsibility. Incels often see themselves as rivals in a misery economy, where the goal is to be the most “trucel”: the person with the odds stacked most against them, who therefore has the best reason to be a virgin.</p>
<p>The post <a href="https://ifp.nyu.edu/2026/news/understanding-incel-culture-and-how-schools-can-address-it/">Understanding incel culture – and how schools can address 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/journal-article-abstracts/rev3-70145/" 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;">Bridging the divide between technology and pedagogy: What does a bibliometric analysis reveal about the future of inducing flow in e‐learning?</a>
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<p><h2>Abstract</h2>
<p>Amidst the growth of online education, significantly accelerated by the COVID-19 pandemic, ensuring learner engagement is a critical challenge. The psychological state of flow, characterized by deep immersion and enjoyment, is crucial for enhancing motivation, academic achievement and reducing high dropout rates in online courses. This study presents a comprehensive bibliometric overview of ‘Flow Experience Research in E-learning’ to map its intellectual structure and evolutionary trajectory. The analysis covers 166 articles from the Web of Science (WoS) database (2002–2025), utilizing Biblioshiny and VOSviewer to examine publication trends, conceptual structures and knowledge flows. Findings reveal a non-linear growth trajectory, with a significant publication peak in 2021 driven by the pandemic’s impact and a citation peak for works around 2010, marking a golden age of foundational research. Co-citation network analysis reveals that the field is grounded in a dual theoretical foundation, integrating Csikszentmihalyi’s flow theory with the Technology Acceptance Model (TAM). Geographically, China leads in publication volume, whereas the United Kingdom shows a much higher average citation impact. Thematic analysis identifies ‘distance learning’ as a motor theme, while ‘gamification’ and ‘COVID-19’ have emerged as highly specialized niche topics. The field has matured from foundational theory to advanced applications, such as AI. The primary future challenge is to integrate these technology-driven applications with core instructional design principles to develop holistic and genuinely practical e-learning frameworks.</p>
<h2>Context and implications</h2>
<h2>Rationale for this study</h2>
<p>E-learning growth necessitates engagement to mitigate attrition. This bibliometric analysis maps 20 years of flow research to clarify intellectual trajectories and inform pedagogy.</p>
<h2>Why the new findings matter</h2>
<p>Results reveal a dual Flow-TAM foundation and distance learning as a motor theme. Evidence identifies AI and gamification frontiers, exposing a mature yet disconnected research landscape.</p>
<h2>Implications for instructional designers, developers and researchers</h2>
<p>For designers and developers, the findings highlight the need to integrate technology (AI, gamification) with core pedagogy and ensure fundamental usability to foster a sense of flow. For researchers, this study maps the intellectual terrain, identifying foundational works, key research fronts and a critical gap between technology-driven applications and instructional theory. It points towards a crucial future direction: developing and validating integrated design frameworks that bridge this divide.</p>
<p><a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/rev3.70145?af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/rev3-70145/">Bridging the divide between technology and pedagogy: What does a bibliometric analysis reveal about the future of inducing flow in e‐learning?</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/autism-overdiagnosis-and-its-harmful-effects/" 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;">Autism Overdiagnosis and Its Harmful Effects</a>
<div style="font-family:Helvetica, sans-serif; text-align:left;color:#999;font-size:11px;font-weight:bold;line-height:15px;">Apr 24th 2026, 08:57</div>
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<p><p>The post <a href="https://ifp.nyu.edu/2026/open-access-journal-articles/autism-overdiagnosis-and-its-harmful-effects/">Autism Overdiagnosis and Its Harmful Effects</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/08982643251342705/" 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;">Are Relationship Patterns Between Parents and Adult Children Associated With ADL Disability Risk 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 24th 2026, 08:42</div>
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<p><p>Journal of Aging and Health, Ahead of Print. <br>BackgroundThis study examined whether patterns of relationship quality between parents and adult children were associated with the onset of ADL disability in later life.Research Design and MethodsUsing data from the Health and Retirement Study (N= 8,101),…</p>
<p><a href="https://journals.sagepub.com/doi/abs/10.1177/08982643251342705?ai=2b4&mi=ehikzz&af=R" target="_blank">Read the full article ›</a></p>
<p>The post <a href="https://ifp.nyu.edu/2026/journal-article-abstracts/08982643251342705/">Are Relationship Patterns Between Parents and Adult Children Associated With ADL Disability Risk in Later Life?</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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