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Background: Individuals with affective-prosodic deficits have difficulty understanding or expressing emotions and attitudes through prosody. Affective prosody disorders can occur in multiple neurological conditions, but the limited knowledge about the clinical groups prone to deficits complicates their identification in clinical settings. Additionally, the nature of the disturbance underlying affective prosody disorder observed in different neurological conditions remains poorly understood. Aims: To bridge these knowledge gaps and provide relevant information to speech-language pathologists for the management of affective prosody disorders, this study provides an overview of research findings on affective-prosodic deficits in adults with neurological conditions by answering two questions: (1) Which clinical groups present with acquired affective prosodic impairments following brain damage? (2) Which aspects of affective prosody comprehension and production are negatively affected in these neurological conditions? Methods & Procedures: We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. A literature search was undertaken in five electronic databases (MEDLINE, PsycINFO, EMBASE, CINAHL and Linguistics, and Language Behavior Abstracts) to identify primary studies reporting affective prosody disorders in adults with neurological impairments. We extracted data on clinical groups and characterised their deficits based on the assessment task used. Outcomes & Results: The review of 98 studies identified affective-prosodic deficits in 17 neurological conditions. The task paradigms typically used in affective prosody research (discrimination, recognition, cross-modal integration, production on request, imitation and spontaneous production) do not target the processes underlying affective prosody comprehension and production. Therefore, based on the current state of knowledge, it is not possible to establish the level of processing at which impairment occurs in clinical groups. Nevertheless, deficits in the comprehension of affective prosody are observed in 14 clinical groups (mainly recognition deficits) and deficits in the production of affective prosody (either on request or spontaneously) in 10 clinical groups. Neurological conditions and types of deficits that have not been investigated in many studies are highlighted. Conclusions & Implications: The aim of this scoping review was to provide an overview on acquired affective prosody disorders and to identify gaps in knowledge that warrant further investigation. Deficits in the comprehension or production of affective prosody are common to numerous clinical groups with various neurological conditions. However, the underlying cause of affective prosody disorders across them is still unknown. Future studies should implement standardised assessment methods with specific tasks based on a cognitive model to identify the underlying deficits of affective prosody disorders.

During the diagnostic evaluation period for autism or intellectual disability (ID), families of young children are at risk for poor adjustment. The present study aimed to document family quality of life (FQOL), along with associated risk and protective factors, during this critical step of families' services trajectory. FQOL was measured in a large sample of families of children recently diagnosed with a neurodevelopmental disorder and examined in relation to the type of services received, children's clinical profile, and family variables. FQOL was related to types of services, children's challenging behavior, parenting stress, and several aspects of family composition and status. These findings highlight a need for mental health support for parents, coaching interventions for challenging behaviors, and family-centered supports.

Social work curricula increasingly prepare prospective social workers for practice with lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) communities. Yet much of this pedagogy continues to neglect specific attention to the issues of transgender (trans) people specifically. In this article, we draw on critical ecosystemic and intersectional traditions of scholarship to develop a framework for centering trans experiences in social work curricula broadly addressing LGBTQ+ issues. After reviewing relevant literature, we conceptualize approaches to foregrounding trans issues in education intended to prepare social work students for generalist, direct, and indirect practice with LGBTQ+ populations. We conclude the article with a critical discussion on our analysis while providing suggested innovations in trans social work curricula.

Background: A large body of evidence suggest that parents of young children with autism spectrum disorder or intellectual disability experience low levels of satisfaction with the diagnostic evaluation process. This study sought to document parents' satisfaction with the services of a pilot clinic implemented in Québec, Canada. Method: Two-hundred fifty-nine (259) parents were recruited following their child's diagnosis. A mixed methods approach was used to investigate parents' satisfaction globally and with specific aspects of the assessment process. Results: Parents expressed overall high satisfaction with the assessment process. Parental satisfaction with specific aspects of the assessment process was negatively related to paternal stress, fathers' unemployment and household income and positively related to maternal stress. Conclusions: This pilot clinic could meet parents' needs at this crucial moment in their care and services trajectory. The factors associated with satisfaction in the present study may inform future improvements to its services.

LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) people, compared to their heterosexual and/or cisgender (non-transgender) counterparts, are more likely to be discriminated against based on their gender or sexual identities. Drawing on data from The OutLook Study in Waterloo Region, Ontario, Canada this paper examines discrimination and social support among high school and post-secondary students, and how they are related to self-esteem. We found that transgender students in high school reported significantly higher levels of direct transphobia and of victimization compared to transgender post-secondary students. We found indirect homophobia and indirect transphobia had a significant adverse relationship to self-esteem. Further, social support from friends was related to higher self-esteem for cisgender LGBQ students, but not for transgender students. These findings have the potential to inform school-based policies and mental health interventions in support of improved wellbeing for LGBTQ+ students.

Prosocial and health protective behaviors are critical to contain the COVID-19 pandemic, yet adolescents have been difficult to engage. Attachment security promotes adolescents' capacities to navigate stress, and influences prosocial and health behaviors. Drawing on a diverse sample of 202 adolescents (48% female; 47.5% Latinx) this study evaluated relations among attachment, mental health, and prosocial and health protective responses to the COVID-19 pandemic. Attachment security (age 12) predicted adolescents' (age 15) COVID-19 prosocial (f[superscript 2] = 0.201) and health protective behaviors (f[superscript 2] = 0.274) during the pandemic via smaller-than-expected increases in mental health symptoms above pre-pandemic levels (age 14). Findings highlight the importance of attachment for supporting adolescents' mental health responses to life stressors and promoting prosocial and health protective behaviors.

Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students' wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

Little is known is about the impacts of covert and overt discrimination and the protective factors for depression and suicide among LGBTQ students. Using multivariable regression analyses of a national sample of cisgender lesbian, gay, bisexual, and queer students and trans* students (n = 776), we examined the association between mental health and microaggressions, victimization, psychological resilience, pride, and outness. In models of all risk and protective factors, interpersonal microaggressions was a risk factor for depression and attempted suicide among cisgender LGBQ students and was also a risk factor among trans* students for depression. In all but 1 model, resilience was a protective factor. Resilience moderated the microaggressions-suicide relationship among cisgender LGBQ students, whereas pride moderated the victimization-depression relationship among trans* students.

Researchers often collect longitudinal data to model change over time in a phenomenon of interest. Inevitably, there will be some variation across individuals in specific time intervals between assessments. In this simulation study of growth curve modeling, we investigate how ignoring individual differences in time points when modeling change over time relates to convergence and admissibility of solutions, bias in estimates of parameters, efficiency, power to detect change over time, and Type I error rate. We manipulated magnitude of the individual differences in assessment times, distribution of assessment times, magnitude of change over time, number of time points, and sample size. In contrast to the correct analysis, ignoring individual differences in time points frequently led to inadmissible solutions, especially with few time points and small samples, regardless of the specific magnitude of individual differences that were ignored. Mean intercept and slope were generally estimated without bias. Ignoring individual differences in time points sometimes yielded overestimated intercept and slope variances and underestimated intercept--slope covariance and residual variance. Parameter efficiency as well as power and Type I error rates for the linear slope were unaffected by the type of analysis.

Researchers used case study methods to investigate a virtual learning lab (VLL) in a rural school district that was created in 2011 as a way to better meet the unique needs of exceptional students who are considered gifted. Data were collected through focus groups, classroom observations, interviews, and reviewing relevant documents. Topics include an in-depth explication of the learning lab, lessons learned and suggestions by teachers and administrators, and benefits for improved teaching and learning. Findings are that VLL programming, specifically online instruction that takes place in brick-and-mortar public schools, can be an effective means for providing accelerated coursework to exceptional middle school students who are gifted. Benefits include cost-effectiveness, parent and student satisfaction, allowing for individualized work pace in talent area, and others.

The present study examined the relationship between characteristics of neighborhoods (with set physical boundaries and relatively homogeneous populations) and personal well-being as mediated by sense of community and neighboring behavior. A randomly selected representative sample of 345 residents living in non-apartment dwellings in Winnipeg, Canada, completed a mail survey that included created measures of neighboring and sense of community and the General Health Questionnaire. Results demonstrated that sense of community mediates the relationship between neighborhood stability (as defined by the marital status and mobility) and residents' well-being. The frequency of engaging in neighboring behavior was not directly predictive of residents' sense of personal well-being, but was predictive of increased sense of community. Consistent with previous research, findings highlight the importance of building a sense of community among residents in a neighborhood. Implications of findings for neighborhood planning are discussed. (Contains 2 tables and 2 figures.)