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Providing an effective and high-quality education for all children and young people remains a significant challenge throughout the world. Disputes and contradictions contribute to the prevailing debate as to the justification and merits of inclusive education. One of the reoccurring themes within the literature on inclusive education is the relationship between the successful application of teachers' knowledge, skills, and abilities utilised to include inclusive strategies in their classrooms, and their attitude towards inclusion. A teacher with more positive attitudes will be more accepting of students, build more successful relationships with them, aid in a child's sense of belonging, student academic success and social integration. To address this issue, the Teacher Attitudes to Inclusion Scale (TAIS) was developed by the first author to measure the attitudes of qualified (in-service) teachers towards inclusive education. Using an Exploratory Principal Components Analysis and Reliability, a revised version of the TAIS, the TAIS-R provides a psychometrically validated measure of two constructs – a global attitude and a personal attitude towards inclusive education that provides an accurate evaluation tool for research and practice. [ABSTRACT FROM AUTHOR]

The relationship between general practice (GP) registrars and their supervisors underpins the training experience for the next generation of medical practitioners. Building on recent research into the development and validation of a measure of the relationship between registrars and supervisors from the perspective of the supervisor, the current study focuses on the educational alliance from the perspective of the registrar. This paper presents an adaptation and initial validation of the clinical psychology supervisory relationship measure for GP registrars in an Australian context. Following an Expert Group review and adaptation of the items, 238 GP registrars completed the adapted tool. Using exploratory factor analysis and Procrustes confirmatory rotation, an optimal four factor model of the supervisory relationship was identified, reflecting measures of Safe base (α =.93), Supervisor investment (α =.96), Registrar professionalism (α =.90), and Emotional intelligence (α =.87). The general practice supervisory relationship measure for registrars (GP-SRMR) demonstrated excellent model fit, high internal consistency, and was theoretically consistent with the original tool. Implications for clinical education and future research are presented. [ABSTRACT FROM AUTHOR]

School-based mindfulness interventions have been shown to be effective in reducing mental health symptoms. However, comparatively little research has investigated the acceptability of these programs from the perspective of the children. Program acceptability underpins engagement, and more engaging programs are also more efficacious (Cowan & Sheridan, 2003; Mautone et al., 2009) yet there is little literature which has considered the acceptability of school-based mindfulness programs. To address this gap, semi-structured interviews were conducted with upper primary aged children (N = 30) who had participated in a six week mindfulness program in four Australian primary schools. Thematic analysis of interviews revealed children found the program to be acceptable. Children reported that they enjoyed doing the mindfulness program, would recommend it to others, and learned about relaxing as well as felt relaxed while doing the program. Children also highlighted the use of culturally appropriate teaching materials and possible stigmatisation as threats to the acceptability of the program. The results of the study support the acceptability of mindfulness programs in school settings, grounded in the unique perspective of the child. [ABSTRACT FROM AUTHOR]

Objective:This study examines the efficacy of a six week child mindfulness program (TRIPLE R) in teaching mindfulness skills and reducing negative emotional symptoms in a school setting. Method:Using a correlational within-subjects repeated measures design, the relationships between child self-reported mindfulness skills and negative emotional symptoms were explored. Mindfulness skills were measured using the Child and Adolescent Mindfulness Measure, and emotional symptoms were measured using the Revised Children’s Anxiety and Depression Scale. A sample of 57 Australian grade 5 children in three primary schools completed the measures pre and post intervention. Results:There was a small to moderate increase in mindfulness skills post intervention (Cohen’sd = 0.32), however negative emotional symptoms did not significantly improve. Increased mindfulness skills were significantly associated with decreased emotional symptoms, most notably for symptoms related to social phobia (R = −.61), separation anxiety (R = −.42) and generalised anxiety (R = −.32). Discussion:This study provides preliminary support for the TRIPLE R program and the potential benefits of school-based mindfulness interventions in improving children’s well-being. The limited improvement in negative emotional symptoms is likely related to the non-clinical sampling. The relationship between increased mindfulness skills and decreased emotional symptoms is discussed, and recommendations for further research are presented. [ABSTRACT FROM AUTHOR]

Despite efforts to the contrary, the enrolment patterns of Australian students continue to demonstrate gender imbalances across different courses. Efforts to encourage more young women into non-traditional courses such as STEM do not seem to have any significant impact on these trends. In previous research, conformity to social gender norms and work-family gender ideologies have been identified as factors affecting achievement related decisions, such as postsecondary field of study. In the current cross-sectional study, we investigate the relationship between conformity to gender norms and work-family gender ideologies amongst a sample of Australian undergraduate university students (N = 1092). This study invited male and female students to complete both the Conformity to Masculine Norms Inventory-46 and the Conformity to Feminine Norms Inventory-45, expanding on previous research that typically prescribed just one inventory for participants. We conclude that conformity to social gender norms influences decisions made about postsecondary field of study. [ABSTRACT FROM AUTHOR]

[Display omitted] • Including personality in models gave the best improvement in model fit. • Holfstede's and Beugelsdijk & Welzel's cultural dimensions predicted ERS similarly. • Survey administrators should consider the influence of personality on responses. This study investigated the dual contribution of personality traits and cultural dimensions to Extreme Response Style, while controlling for the effects of age, gender, and GDP per capita. Participant data was extracted from the myPersonality Project (n = 173,075). Multilevel modelling compared 10 models to determine which variables best predicted Extreme Response Style. Models that included personality demonstrated significantly better fit than those with cultural values alone. Personality factors predicted Extreme Response Style more strongly than the other tested variables, with Openness to Experience showing the strongest relationship. Effect sizes for all fixed effects across all models were small. Limitations included the inability to determine participants' subcultures or migration statuses, online recruitment method, and small sample sizes in some countries. [ABSTRACT FROM AUTHOR]

Objective: The current review sought to synthesise and evaluate ADHD guidelines to identify recommended procedures for co-occurring and differential diagnosis for ADHD assessments of school aged children. Method: A systematic literature review was conducted by searching PsycInfo, Medline, CINAHL and Web of Science. A grey literature search was also performed. ADHD guidelines that described a diagnostic process for school aged children, published between 2013 and 2021, by Government organisations or a national professional association, and written in English were included. Results: Each of the six included guidelines were produced by panels consisting primarily of paediatricians and psychiatrists. All guidelines recommended assessing for co-occurring conditions. Five of the guidelines recommended consideration of a differential diagnosis. Five guidelines also recommended referral to a specialist, mental health clinician or psychologist when diagnostic uncertainty exists. Conclusions: Guidelines to assist in the assessment of referred cases were not discovered. There is a need for recommendations to be developed to supplement existing guidelines to aid psychologists and mental health clinicians in a systematic ADHD assessment process, particularly in complex cases. [ABSTRACT FROM AUTHOR]

The expectancy-value theory of achievement performance and related decisions identifies the various factors that affect achievement levels. The Actiotope Model of Giftedness describes learning and educational resources necessary for high achievement. This study investigates the relationship between these categories of resources and achievement. As social gender norms have been shown to influence decisions in a range of contexts, including college majors, the influence of resources on conformity levels is also examined. We investigated these relationships amongst undergraduate university students from Australia (n = 976) using the Questionnaire of Educational and Learning Capitals (QELC) and Conformity to Feminine Norms-45 (CFNI-45) and Conformity to Masculine Norms-46 (CMNI-46). Results from structural equation modeling indicated that educational capital plays an important role in establishing learning capital, that in turn leads to decreased levels of conformity. This has implications when supporting high ability students, not just in terms of developing resources, but also regarding non-traditional postsecondary fields of study. [ABSTRACT FROM AUTHOR]

Despite the growing interest in differences in thinking, much less is known about differences in how children think and how they come to think. The aim of this scoping review is to map out the key concepts underpinning the conceptual boundaries of children's (5–12 years of age) individual differences in thinking. The scoping review identified eight papers for analysis; all of which were set in an educational context. The findings presented inconclusive results regarding learning and thinking differences related to students' academic achievement. This review has identified two main drawbacks with this research area. Firstly, there is little consensus between the models employed to understand the different ways children think. To further place these findings into context we look at conceptualisations of individual differences, where individuality is considered a process of stable characteristics interacting with more dynamic structures. This analysis highlights the second drawback, previous research has solely focused on exploring thinking characteristics that are not stable and are therefore subject to change depending on the context. The review found that there is little to no research which explores thinking preferences in children that are consistent across contexts and time. Moreover, there was no research identified that explored the impact of differences in thinking outside the educational domain, such as children's wellbeing. Further research is required to identify the more stable characteristics that reflect and capture children's different ways of thinking. [ABSTRACT FROM AUTHOR]

Adaptive behaviour has been viewed broadly as an individual's ability to meet the standards of social responsibilities and independence; however, this definition has been a source of debate amongst researchers and clinicians. Based on the rich history and the importance of the construct of adaptive behaviour, the current study aimed to provide a comprehensive overview of the application of adaptive behaviour models to assessment tools, through a systematic review. A plethora of assessment measures for adaptive behaviour have been developed in order to adequately assess the construct; however, it appears that the only definition on which authors seem to agree is that adaptive behaviour is what adaptive behaviour scales measure. The importance of the construct for diagnosis, intervention and planning has been highlighted throughout the literature. It is recommended that researchers and clinicians critically review what measures of adaptive behaviour they are utilising and it is suggested that the definition and theory is revisited. [ABSTRACT FROM AUTHOR]

This scoping review aimed to summarize the existing knowledge base on the pharmacological management of neuropsychiatric symptoms in geriatric TBI and identify gaps in the literature to guide future research. Seven electronic databases and nine gray literature databases were systematically searched for articles that examined pharmacological management of neuropsychiatric symptoms in adults aged 65 years and over with TBI. The search was guided by four main concepts and selected based on inclusion criteria. Unpublished studies and abstract-only articles were excluded. Eight studies met full inclusion criteria. Patterns of psychotropic medication prescription and prescribing principles for geriatric TBI were elucidated. There were no clear or consistent prescribing guidance. Therefore, prescribing recommendations could not be addressed. Current management is inferred from research primarily done in younger adults, or extrapolated from the literature and practice of treating other psychiatric and neurological disorders. There are significant gaps in knowledge and no evidence-based guidelines for the treatment of neuropsychiatric symptoms in geriatric TBI. TBI among older adults is distinct from those of younger adults and thereby demands a unique approach to treatment and research. The authors' proposed guideline is an important first step in facilitating guideline development and future research. [ABSTRACT FROM AUTHOR]

Objective Amelioration of cross-cultural and cross-language impacts on scale validity should be of concern to the researcher. The Hierarchical Personality Inventory for Children, ( HiPIC), a 144-item Five-Factor Model Flemish personality scale, is both a cross-cultural and language scale in Australia. The present study is a mixed method validation study of the translated version of the HiPIC for use within the Australian context. Method Cognitive interviewing of 10 end-users of the HiPIC identified potentially confusing items. Alternate items were generated by a team of developmental psychologists. A further sample of parents/carers of children aged 5-14 years ( N = 399) completed the HiPIC items. Iterative single-factor principal component analyses of the internal structure of facets were used to select psychometrically defensible items for an adapted HiPIC or HiPIC-A. The hierarchical model of the HiPIC-A was then confirmed against a Flemish HiPIC sample using Procrustes rotation, with external validity considered by comparison to the Strengths and Difficulties Questionnaire. Results The resulting HiPIC-A, reduced to 124 items including 13 adapted items, achieved sound internal consistency and high total congruence (0.98) with the Flemish sample. Regression against the Strengths and Difficulties Questionnaire demonstrated further support for external validity of the HiPIC-A. Conclusion The mixed method design was an effective approach to a cross-language cultural adaptation and validation of the HiPIC, confirming the robust nature of the HiPIC model. The potential for the adapted HiPIC-A to identify adaptive and maladaptive developmental trajectories in Australian children has important implications for practice and further research. On-going validation is outlined. [ABSTRACT FROM AUTHOR]

Background: It is important that scales exhibit strong measurement properties including those related to the investigation of issues that impact evidence-based practice. The validity of the Barriers to Research Utilization Scale (BARRIERS Scale) has recently been questioned in a systematic review. This study investigated the dimensional structure and stability of the 28 item BARRIERS Scale when completed by three groups of participants from three different crosscultural environments. Method: Data from the BARRIERS Scale completed by 696 occupational therapists from Australia (n = 137), Taiwan (n = 413), and the United Kingdom (n = 144) were analysed using principal components analysis, followed by Procrustes Transformation. Poorly fitting items were identified by low communalities, cross-loading, and theoretically inconsistent primary loadings, and were systematically removed until good fit was achieved. The cross-cultural stability of the component structure of the BARRIERS Scale was examined. Results: A four component, 19 item version of the BARRIERS Scale emerged that demonstrated an improved dimensional fit and stability across the three participant groups. The resulting four components were consistent with the BARRIERS Scale as originally conceptualised. Conclusion: Findings from the study suggest that the four component, 19 item version of the BARRIERS Scale is a robust and valid measure for identifying barriers to research utilization for occupational therapists in paediatric health care settings across Australia, United Kingdom, and Taiwan. The four component 19 item version of the BARRIERS Scale exhibited good dimensional structure, internal consistency, and stability. [ABSTRACT FROM AUTHOR]

The purpose of this study is to inform the development of an open-ended and verbally administered Mental Health Literacy (MHL) scale and a model for children aged 8–12. There are no established MHL frameworks for children this age. There is also a paucity of scales that measure MHL learning in an inclusive manner which often are implemented in written format only. Therefore, this paper will explore: (1) experts opinions on children's MHL needs, and (2) obtain expert consensus regarding a pool of items to measure children's MHL and (3) establish a new MHL child focused model. Experts in the study were psychologists, teachers, and researchers/academics who have experience working with children. A Delphi method was employed. Thirty-five experts responded to three rounds of online surveys (overall retention rate: 87.5%). Round 1 was qualitative and analysed for themes that encompassed children's MHL that informed the preliminary pool of items rated by experts in round 2 and 3. Round 2 and 3 were quantitative ratings of the newly developed scale items, with the option for experts to provide qualitative feedback regarding the individual items. The findings identified six main themes and several sub-themes that encompass children's MHL needs that have informed a new MHL child focused model. In total, consensus from the experts was reached on 110 out of 117 scale items. After final review of all items, 95 knowledge related items remain. The findings have developed a new model of MHL for children in the general population, as well as items to develop a verbally administered MHL scale to be used with children aged 8–12. This study advocates that mental health information is important and should be delivered to school-aged children in a manner that is accessible to all children, including children with limited literacy abilities. [ABSTRACT FROM AUTHOR]

Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children's MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children. [ABSTRACT FROM AUTHOR]

Millions of children have a parent with a mental illness (COPMI). These children are at higher risk of acquiring behavioural, developmental and emotional difficulties. Most children, including COPMI, have low levels of mental health literacy (MHL), meaning they do not have accurate, non-stigmatized information. There is limited knowledge about what kind of MHL content should be delivered to children. The aim of this exploratory study is to identify the knowledge content needed for general population children and COPMI to increase their MHL. A second aim is to explore content for emerging children's MHL scales. Researchers created and analyzed a literature review database. Thematic analysis yielded five main mental health knowledge themes for children: (1) attaining an overview of mental illness and recovery; (2) reducing mental health stigma; (3) building developmental resiliencies; (4) increasing help-seeking capacities; and (5) identifying risk factors for mental illness. COPMI appeared to need the same kind of MHL knowledge content, but with extra family-contextual content such as dealing with stigma experiences, managing stress, and communicating about parental mental illness. There is a need for MHL programs, validated scales, and research on what works for prevention and early intervention with COPMI children. [ABSTRACT FROM AUTHOR]