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The purpose of this paper was first to gain an in-depth understanding of the barriers and facilitators to implementing the BPS model and pain neuroscience education in the current Lebanese physical therapy health care approach and explore its acceptability. A qualitative semi-structured interview using purposive sampling was conducted with eight Lebanese physical therapists practising in different governorates. The transcribed text from the interviews was analyzed using inductive thematic analysis. Two topics were generated and constructed by the researchers: (1) "barriers to the implementation of pain neuroscience education, with subthemes including (a) "current health care approach," (b) "basic curriculum and continuing education," (c) "patients' barriers"; (2) "facilitators to the implementation of pain neuroscience education," with subthemes containing (a) "interest in the BPS model, (b) "therapeutic alliance," and (c) "motivation for future training on BPS approach." The analysis of the results showed that Lebanese physical therapists currently hold a strong biomedical view of chronic pain, assessment, and treatment. However, despite the presence of barriers and challenges, they are aware and open to consider the implementation and future training about the BPS model and pain neuroscience education in their approach. The exploration of potential barriers and facilitators to the bio-psychosocial model and pain neuroscience education implementation may provide an opportunity for better development and design of a culturally sensitive pain neuroscience education material for Arab-speaking and Lebanese physical therapists. The exploration of barriers and facilitators to the implementation of pain neuroscience education will help to improve pain education and ensure better clinical pain management. The most important barriers were the dominant characteristic of the Lebanese physical therapist's health approach, which is focused on a biomechanically oriented model, and their lack of knowledge to approach chronic pain from a biopsychosocial perspective. [ABSTRACT FROM AUTHOR]

Syrian adolescent refugees are one of the largest forced displaced populations in the world. Displaced adolescents experience significant stressors on their mental health, including high poverty and severely limited access to mental health services. Studies show that game-based learning interventions offer the potential for increasing access to mental health supports. We employed a mixed-method pilot and feasibility study to explore how the Happy Helping Hand (HH) game app contributed to improved well-being and emotional problem-solving skills in displaced Syrian adolescents in Lebanon. A 5-week, 10-session digital learning HH psychosocial program was administered by teachers. Adolescent and teacher focus groups were used to assess how emotional problem-solving skills were applied in-depth. A single group pre-post design measured well-being using the World Health Organization's Well-Being Index (WHO-5). Thematic analysis was used for qualitative analysis. Descriptive and bivariate t-tests were used for quantitative analyses. Qualitatively, adolescents´ demonstrated increased emotional problem-solving skills and well-being, and attributed the changes to the usefulness of the app. Quantitative findings show well-being significantly increased at post-test compared to pretest. The study supports the use of e-health and role-playing games for Syrian adolescents. Future research should examine an up-scaled implementation of the app with displaced adolescents. [ABSTRACT FROM AUTHOR]