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This systematic review synthesizes the current state of literature on community-level child protection in LMICs. The aim of the review is to present available evidence and effective strategies that implementing agencies can use to support community-level structures, practices, resources and processes. Multiple database searches were conducted, using search terms to capture community-level approaches to child protection in LMICs. The search identified 1,549 unique published articles and 1,745 grey literature resources. After a screening process based on pre-defined inclusion and exclusion criteria, 38 published articles and 204 grey literature resources were analyzed. The review highlights (1) a practice-research gap related to community-level approaches generally and more specifically in humanitarian settings; (2) the important role of different socio-ecological levels when implementing community-level interventions; and (3) a number of recommended strategies that implementing agencies can adopt in their work, such as ensuring ownership at community level increasing the potential of sustainability of an approach; linking with existing processes and structures; being inclusive in the approach; and carefully negotiating possible tension between traditional mechanisms and rights-based frameworks. Further studies, with a focus on outcomes for children, families and communities, are needed to broaden the current evidence-base and research on the applicability and effectiveness of community-level approaches in humanitarian settings is recommended to steer implementation in the sector. [ABSTRACT FROM AUTHOR]

Psychosocial and mental health supports for war-affected children frequently are limited by a deficits focus. Current research and practice indicate the value of a strengths-based approach that supports children's resilience and supports a positive environment for children and builds on existing strengths. This paper analyzes how community-based child protection mechanisms are a cornerstone of prevention efforts, and views community-based action as a particularly valuable source for strengths-based support for war-affected children. It shows how collective planning and action on behalf of vulnerable children create high levels of community ownership and effective, sustainable supports for children. It suggests that significant work lies ahead in strengthening the evidence base regarding the effectiveness of strengths-based approaches and in transforming practice away from expert-driven approaches toward community-driven action. [ABSTRACT FROM AUTHOR]

The article focuses on the mycoplasm diseases in adult cattle and several studies based on them. It has been proved by researchers that mycoplasma bovis (M. bovis) is a major contributor to pneumonia in cattle. According to a study, M. bovis on adult cattle is a major cause of mastitis, arthritis, and otitis in North America. Researchers said that cattle become non responsive to antibiotics and the production of milk also decreases when it is suffering from mycoplasma mastitis.

Background: Poverty is a key social determinant of mental health among forcibly displaced persons. This study aimed to design and pilot test a strategy to integrate existing mental health and economic inclusion interventions for displaced families in Ecuador., Methods: We conducted a series of qualitative interviews (n = 30), focus groups (n = 6), and workshops (n = 3) to develop a set of strategies for integrating cross-cutting and focused mental health and psychosocial support (MHPSS) strategies into an existing economic inclusion program for displaced families in Quito. We non-randomly assigned two field offices in Quito to (1) integrate cross-cutting strategies focused on improving economic outcomes or (2) integrate both those cross-cutting strategies plus focused MHPSS strategies into an economic inclusion program. We measured site-level implementation outcomes (adoption, appropriateness, acceptability, feasibility, fidelity, reach, retention, usability) and participant-level psychosocial (wellbeing, depressive symptoms, anxiety symptoms, functioning) and economic inclusion outcomes (financial resources, diet diversity, social capital/networks, self-reliance) over six months. We conducted a mixed-methods analysis to explore the acceptability and feasibility of the integration strategies and the ability to evaluate their effects in a future cluster randomized trial., Results: We developed a toolkit that included 10 strategies for integrating MHPSS into economic inclusion interventions. Fifty displaced persons participating in an existing economic inclusion program (25 per study condition) were enrolled and 88% remained in the study through the six-month follow-up. Participants and implementers reported that the integration strategy was appropriate, acceptable, feasible, and usable. Implementers, including people without prior experience in delivering mental health services, were able to deliver the intervention with high fidelity. Integration of focused MHPSS intervention components into an economic inclusion program appeared to improve MHPSS outcomes, the strength of social capital and networks, and engagement in economic and other programs., Conclusions: This study provides preliminary evidence of the acceptability and feasibility of integrating MHPSS into economic inclusion programs for displaced people. We found evidence supporting evaluation methods that can be employed in a future study to definitively test the added value of integrated approaches to mental health and economic wellbeing for displaced persons., (© 2024. The Author(s).)

Poor mental health among U.S. adolescents has reach epidemic proportions, with those from the Middle East and North African region exhibiting increased risk for distress and suicide ideation. This mixed-methods study analyzes quantitative data from first- and second-generation Arab adolescents (n = 171) and qualitative data from a participatory study conducted with 11 adolescents of the same population to understand the role of cultural resources in coping. Drawing on the Intersectional Theory of Cultural Repertoires in Health, we show that: 1) cultural resources underlie meaning-making throughout coping; 2) coping strategies are inseparable from the influence of peer and familial relationships, as dictated through the social norms and other cultural resources; 3) collectively held repertoires of coping can promote belonging, affirm identity, and protect against discrimination; and 4) the outcomes of coping strategies, and the culturally informed meaning individuals make of these outcomes, influence their future coping behaviors., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Purpose: Nearly 20% of U.S. adolescents have considered suicide. Yet, gaps remain in understanding correlates of resilience and suicide risk, especially among populations born outside the United States who may face unique migration- and acculturation-related stressors. This study adds to the literature by exploring correlates of suicide ideation among a diverse population., Methods: This study analyzes quantitative data (N = 357) from the Study of Adolescent Lives after Migration to America, in Detroit and Harrisonburg. More than 40% of the sample was born outside the United States, with the majority born in the Middle East and North Africa. Path analysis was used to model dual outcomes of resilience and suicide ideation using measures of hope, school belonging, stressful life events, and being born outside the United States., Results: Suicide ideation and resilience were negatively correlated (ß = -.236[.069]; p < .001). Adolescents with greater hope (ß = .367; p < .001) and school belonging (ß = .407; p < .001) reported higher resilience, while lower levels of school belonging correlated with higher levels of suicide ideation (ß = -.248; p = .009). More stressful life events were associated with suicide ideation (ß = .243; p < .001), while fewer were correlated with resilience (ß = -.106; p = .003). Being born outside the United States was associated with suicide ideation (ß = .186; P-.015), with this finding driven by those from the Middle East and North Africa region, who faced significantly increased risk of suicide ideation (ß = .169; p = .036)., Conclusions: Findings suggest that adolescents born in the Middle East and North Africa region may represent a vulnerable group needing targeted and culturally responsive interventions to destigmatize mental health and psychosocial well-being, boost existing sources of resilience, and encourage help-seeking behaviors., (Copyright © 2021 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.)

The author advocates for a psychosocial and community perspective in the work with child soldiers, as torture survivors.

Psychosocial support in education that is provided during emergencies frequently aims to support children's resilience, but strong, contextual measures of resilience are in short supply in Eastern Europe. In this article, our aim is to describe the development and psychometric properties of the first measure of resilience for war-affected adolescents in Eastern Ukraine. We used qualitative methods to identify the main cultural characteristics of resiliency and then used these constructs to develop the measure. We used exploratory structural equation modeling to extract five factors that showed high internal consistency: family support (ω=0.89), optimism (ω=0.87), persistence (ω=0.87), health (ω=0.86), and social networking (ω=0.87). Confirmatory factor analysis suggested that a concise model of resiliency fit the data almost as well as the exploratory structural equation modeling model. The measure demonstrated good test-retest reliability. In this article, we also discuss the importance of development, validation, and the use of culturally relevant measures of resilience for strengthening psychosocial support programs in schools, particularly in Ukraine.

Background: A growing literature has drawn attention to the central role that schools play in supporting the adjustment of resettled refugee youth and promoting their mental health and psychosocial wellbeing. In particular, the recent proliferation of school-based social and emotional learning (SEL) initiatives presents an opportunity to strengthen supports for resettled adolescents. This participatory research study aims to understand how high school students resettled from countries in the Middle East and North Africa region are experiencing the challenges and opportunities of acculturation and the ways in which they believe schools can better support them in this process., Methods: We analyzed primary data collected during focus group discussions as part of the SALaMA study. During these discussions, we used participatory ranking methodology to elicit adolescents' suggestions on how high schools can better support students both academically and psychosocially after resettlement. Fourteen focus group discussions were held with male (n = 38) and female (n = 31) adolescents aged 14-20 years, who were selected purposively across six public high schools in Harrisonburg, Virginia, Austin, Texas, and Detroit, Michigan. Participants offered suggestions and then ranked them in order of importance using consensus ranking., Results: Thematic analysis of the PRM results across sites produced a wealth of suggestions centered around three broad themes, namely: skills related to navigating social and academic challenges, culturally responsive teaching, and socially and culturally equitable learning environments., Conclusions: Findings reported illustrate limitations of the conventional, universal SEL model and shed light on how schools can adapt transformative SEL strategies to serve their students better, especially newcomers from conflict-affected countries., (© 2021. The Author(s).)

Young refugees resettled to the U.S. from the Middle East and North Africa (MENA) region face significant acculturative stressors, including language barriers, unfamiliar norms and practices, new institutional environments, and discrimination. While schools may ease newcomer adjustment and inclusion, they also risk exacerbating acculturative stress and social exclusion. This study seeks to understand the opportunities and challenges that schoolwide social and emotional learning (SEL) efforts may present for supporting refugee incorporation, belonging, and wellbeing. We completed semi-structured interviews with a purposive sample of 40 educators and other service providers in Austin, Texas, Harrisonburg, Virginia, and Detroit Metropolitan Area, Michigan as part of the SALaMA project. We conducted a thematic analysis with transcripts from these interviews guided by the framework of culturally responsive pedagogy. The findings revealed that students and providers struggled with acculturative stressors and structural barriers to meaningful engagement. Schoolwide SEL also provided several mechanisms through which schools could facilitate newcomer adjustment and belonging, which included promoting adult SEL competencies that center equity and inclusion, cultivating more meaningfully inclusive school climates, and engaging families through school liaisons from the newcomer community. We discuss the implications of these findings for systemwide efforts to deliver culturally responsive SEL, emphasize the importance of distinguishing between cultural and structural sources of inequality, and consider how these lessons extend across sectors and disciplinary traditions., Competing Interests: The authors have declared that no competing interests exist.

Introduction: Few studies have assessed the impact of displacement, resettlement, and discrimination on well-being outcomes for adolescent refugees resettled within the U.S. Conducted in three charter schools in the intergenerational Arab enclave of the Detroit Metropolitan Area, this mixed-methods study assessed the mental health and psychosocial support for both U.S.- and foreign-born adolescents from the Middle East and North Africa region. Methods: A quantitative survey was used to collect data on 176 students. Key outcomes included hope, prosocial behaviors, resilience, depressive, anxiety, externalizing symptoms, stressful life events, perceived social support, and sense of school belonging. Differences in outcomes between U.S.- and foreign-born students were compared using T -tests. Regression analysis explored whether outcomes were gendered and correlated with years in the U.S. for foreign-born students. Qualitative data collection included key informant interviews with school staff and community service providers, student focus group discussions, and caregiver interviews. Interview transcripts were analyzed using thematic analysis and the constant comparative method. Results: No statistically significant differences between the foreign-born and U.S.-born groups were observed. However, analysis revealed that resilience decreased for male students with time spent in the U.S. Qualitative themes illuminated these results; shared cultural heritage allowed newcomer students to access relevant language and psychosocial support, while inter- and intra-group peer relationships strengthened students' dual language skills and identity formation. However, shifting gender expectations and role hierarchies for newcomer students revealed boys' increased stressors in the family domain and girls' better accessed support in the school context. Conclusion: The existence of an immigrant paradox in this enclave setting was not supported. Instead, findings highlight the reciprocal value of peer-based mentorships and friendships between U.S.- and foreign-born students with similar cultural backgrounds, the importance of social and emotional curricula and cultural competency training within schools, and the gendered effects of acculturation., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Seff, Gillespie, Bennouna, Hassan, Robinson, Wessells, Allaf and Stark.)

Background: Youth resettling to the U.S. from conflict-affected countries in the Middle East and North Africa (MENA) face countless challenges. As they cope with their experiences of armed conflict and forced migration, these girls and boys must also adjust to the language and social norms of their new society, often encountering prejudice and discrimination along the way. Previous studies indicate that schools can play a central role in facilitating this adjustment while also promoting mental health and psychosocial wellbeing. This qualitative study aims to understand the lived experiences of MENA newcomers resettled in Austin, Texas and Harrisonburg, Virginia and to assess how schools, families, and communities support their mental and psychosocial wellbeing., Methods: We held six focus group discussions across the two cities with a total of 30 youths (13-23 years) from Iraq, Syria, and Sudan. We also conducted semi-structured interviews with 30 caregivers and 27 key informants, including teachers, administrators, service providers, and personnel from community-based organizations., Results: Guided by Bioecological Theory, our thematic analysis identifies several means by which various actors work together to support resettled adolescents. We highlight promising efforts that seek to enhance these supports, including sheltered instruction, school-parent collaboration, peer support programming, social and emotional learning initiatives, and integrated mental health centers., Conclusion: While this study underscores the resilience of newcomers and the value of local support systems, it also reflects the importance of investment in schools, mental health systems, and resettlement programs that can enable newcomers to achieve their full potential., Competing Interests: Competing interestsThe authors declare that they have no competing interests., (© The Author(s). 2019.)

As communities around the world continue to receive record-setting numbers of newcomers fleeing armed conflict, schools play a central role in supporting these families through the challenges of adjustment. Policymakers and educators in several high-income countries have begun to invest in efforts to support these young forced migrants not only academically, but also socially and emotionally. This study reviews the published and grey literature on 20 school-based programs aimed at improving the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries from 2000 to 2019. This review seeks to inform a more comprehensive and detailed understanding of the types of program options available to schools, while also identifying gaps in the current literature related to factors influencing program implementation. We find several common approaches and challenges to supporting adolescent forced migrants, as well as their families, communities, schools, and service providers. The reviewed programs faced recurring challenges related to intercultural exchange, gaining access to communities, promoting care-seeking, school capacity limitations, and sustainability. The lessons learned from these programs indicate that several steps can be taken to mitigate these challenges, including adapting services to individuals and their contexts, taking a multi-layered approach that addresses multiple levels of young people's social ecologies, and building trusting, collaborative partnerships with schools, communities, and students., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Purpose: This article explores resources that help formerly recruited young people in dealing with war-related adversity and subsequent challenges, hence fostering their resilience., Methods: Self-reports on pertinent resources were collected from 1,008 northern Ugandan youth, of whom 330 had formerly been recruited by the Lord's Resistance Army. Based on the conceptual framework developed by the Psychosocial Working Group, the reported resources were thematically clustered and quantitatively analyzed., Results: This study identified a range of human, social, and cultural resources, with little difference between groups. Religious beliefs, social support, and mental health resources were most frequently reported by former child soldiers., Conclusions: These results reveal a multitude of resources and suggest that it is important to build on these resources in interventions that aim to support former child soldiers in the aftermath of armed conflict., (Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.)

Milton Schwebel was born May 11, 1914, in Troy, New York, the son of Frank Schwebel and Sarah Oxenhandler Schwebel. He died October 3, 2013, in Tucson, Arizona. His 99 years were filled with love, activism, scholarship, and leadership. In educational psychology, he was a career-long proponent of educating disadvantaged children. A pioneer in peace psychology, Schwebel helped establish the field's intellectual foundation. Recognizing that politics, current events, and international affairs influenced children's mental and physical health. Over a remarkable 73-year publishing career, Schwebel's scholarly contributions included authoring, editing, or co-authoring 14 books and innumerable articles. Schwebel was always working to improve the human condition, and his scholarship was most prominent in three interwoven areas. Schwebel will long be remembered as a treasured friend and mentor who cared deeply about vulnerable people, particularly children, the underprivileged, and the disadvantaged. He enjoyed listening to diverse perspectives and was a renowned teacher, clinician, and lecturer, beloved by students and colleagues. His life serves as a beacon to all who seek to promote human well-being., (2014 APA, all rights reserved)

Objectives: Children outside of family care face increased risk of threats to their well-being, have lower educational achievement, and experience adverse developmental outcomes. While it is generally accepted that early response and intervention is critical to reducing the risk of harm for children who have been separated from their families, it is not always clear what the most effective early response strategies are for assessing and addressing their immediate needs. The purpose of this review was to identify evidence-based early response strategies and interventions for improving the outcomes of children outside of family care, including children of and on the street, institutionalized children, trafficked children, children affected by conflict and disaster, and who are exploited for their labor., Methods: A multi-phased, systematic evidence review was conducted on peer-reviewed and gray literature, which yielded a total of 101 documents that met the inclusion criteria and were reviewed., Results: Overall there is a weak evidence base regarding assessment and early response interventions for children living outside of family care. Few studies included careful outcome measures or comparison groups. Although few proven interventions emerged, the review identified several promising early interventions and approaches. In emergency settings, family tracing and reunification is a highly effective response in regard to separated children, whereas placing children in institutional care is problematic, with the possible exception of time-limited placements of formerly recruited children in interim care centers. Livelihood supports are promising in regard to preventing and responding to children living outside family care. Other promising interventions include psychosocial support, including the use of traditional cleansing rituals as appropriate, educational supports such as Child Friendly Spaces, the maintenance of family connectedness for children of or on the streets, the use of community-based approaches that aid social integration, and approaches that enable meaningful child participation. A recurrent theme was that to be effective, all assessments and interventions must fit the context., Conclusion: A strong need exists for strengthening the evidence base regarding the effectiveness of early assessments and responses to children living outside family care and for using the evidence to guide operational policy and practice. Recommendations regarding policy, practices, and research emerged from the review process., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

This study aimed to evaluate the potential contribution of informal community initiatives and formal interventions in support of former child soldiers' resilience in the wake of armed conflict. Using a cross-sectional survey design, a stratified random sample of 330 formerly recruited and 677 nonrecruited young people was consulted about their perspective on desirable support for former child soldiers provided by close support figures, communities, humanitarian organizations, and governments. Data analysis occurred by conducting qualitative thematic analysis and statistical chi-square analysis to explore clusters, similarities, and variations in reported support across the different "agents," hereby comparing the perspectives of formerly recruited and non-recruited participants. The results indicated that formerly recruited and non-recruited participants had comparable perspectives that call for the contribution of various informal and formal support systems to former child soldiers' human capacities and the communal sociocultural fabric of war-affected societies. This highlights the importance of community-based, collective, and comprehensive support of formerly recruited young people and their surroundings in the aftermath of armed conflict.

The correlation between a keylight and food in a discrete-trials, interresponse-time-greater-than 6-sec (IRT>6-sec) procedure was varied by manipulating the rate of response-independent food presentation in the intertrial interval. When the correlation was positive, the rates of pecking in the IRT>6-sec condition were high and food was obtained on only about 5% of the trials. Likewise, responding was maintained at a high rate in yoked birds that received the same presentations of the light and food as the birds in the IRT>6-sec condition. When the rate of reinforcement between trials was equated to or made greater than the rate of reinforcement within trials, the response rate decreased for all birds, and those decreases were considerably larger for the yoked birds. However, the percentage of trials in which reinforced responses occurred under the IRT>6-sec procedure did not increase substantially when the light and food were either uncorrelated or negatively correlated. The percentage of trials in which a reinforcer was obtained increased when the keylight was left on continuously and the discriminative stimulus was not presented on the key. The results show that the stimulus-reinforcer correlation affects responding in the discrete-trials IRT>6-sec procedure, but that the effects of the stimulus-reinforcer correlation vary as a function of whether reinforcement is response-dependent or response-independent. The differences between the effects of response-independent and response-dependent pairings and nonpairings of the light and food are best accounted for in terms of differences in the control of responding by background stimuli.

The autoshaping procedure confounds the effects of pairing a keylight and food with the effect of adventitious food reinforcement of responses that typically occur before the pecking response. In Experiment I, acquisition of the orientation to the key, the approach toward the key, and the peck at the key were systematically monitored. Orientations to the key and approaches toward the key frequently occurred in contiguity with food presentation before peck acquisition. In Experiment II, a negative contingency procedure was used to assess the sensitivity of the approach toward the key to its consequences. When the approach toward the key resulted in nonreinforcement, the probability of occurrence of that response decreased to zero despite repeated light-food pairings. In Experiment III, peck probability was shown to be determined during the approach toward the key by the presence of stimuli that had previously been either paired or nonpaired with food. In Experiment IV, it was shown that the effects of the stimulus present during the approach toward the key were not due solely to the effects of pairing that stimulus with food. Autoshaped key pecking appears to be determined by the interacting effects of stimulus-reinforcer and response-reinforcer variables upon orientations to, approaches toward, and pecks at the lighted key.

Pigeons were exposed to a discriminated autoshaping procedure in which brief presentation of a green light on a key was always followed by food whereas presentation of a vertical white line on the key was never followed by food. Pigeons acquired an errorless discrimination by pecking reliably in the presence of the green light but never in the presence of the line. The line inhibited pecking in later tests: when the white line was paired with food, key peck acquisition was retarded; and when the white line was superimposed on the green background, responding was suppressed.