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Sport is a key educational and leadership arena for societal change and today's sustainability challenges. Sports organisations have the potential to provide, initiate and create processes, situations and spaces for learning, socialisation and meaning making that go beyond traditional schooling and lead community change and capacity building towards sustainable development. This article is located in the research fields of public pedagogy and the intersection of leadership and sport for development, and contributes knowledge about how sports organisations' public pedagogical practices and leadership support community change towards sustainability. The study is confined to soccer and the non-governmental sports organisation Futebol dá força (Football gives strength). The approach of public pedagogical leadership is developed and used to analyse and reflect on the function of sports organisations' pedagogical leadership in community change and capacity building towards sustainability.

Background: ST-elevation myocardial infarction (STEMI) and Takotsubo syndrome (TS) are two distinct cardiac conditions that both result in sudden loss of cardiac dysfunction and that are difficult to distinguish clinically. This study compared plasma protein changes in 24 women with STEMI and 12 women with TS in the acute phase (days 0–3 post symptom onset) and the stabilization phase (days 7, 14, and 30) to examine the molecular differences between these conditions. Methods: Plasma proteins from STEMI and TS patients were extracted during the acute and stabilization phases and analyzed via quantitative proteomics. Differential expression and functional significance were assessed. Data are accessible on ProteomeXchange, ID PXD051367. Results: During the acute phase, STEMI patients showed higher levels of myocardial inflammation and tissue damage proteins compared to TS patients, along with reduced tissue repair and anti-inflammatory proteins. In the stabilization phase, STEMI patients exhibited ongoing inflammation and disrupted lipid metabolism. Notably, ADIPOQ was consistently downregulated in STEMI patients in both phases. When comparing the acute to the stabilization phase, STEMI patients showed increased inflammatory proteins and decreased structural proteins. Conversely, TS patients showed increased proteins involved in inflammation and the regulatory response to counter excessive inflammation. Consistent protein changes between the acute and stabilization phases in both conditions, such as SAA2, CRP, SAA1, LBP, FGL1, AGT, MAN1A1, APOA4, COMP, and PCOLCE, suggest shared underlying pathophysiological mechanisms. Conclusions: This study presents protein changes in women with STEMI or TS and identifies ADIPOQ, SAA2, CRP, SAA1, LBP, FGL1, AGT, MAN1A1, APOA4, COMP, and PCOLCE as candidates for further exploration in both therapeutic and diagnostic contexts. [ABSTRACT FROM AUTHOR]

Background: Common clinical sense would suggest that individuals with milder obsessive-compulsive disorder (OCD) symptoms should be the most suitable for guided internet-delivered cognitive behaviour therapy (CBT), with more intensive forms of treatment reserved for more severe or complex cases. Results: In this secondary data analysis of a non-inferiority clinical trial comparing internet-delivered CBT with in-person CBT for young people with OCD (N = 152), we found that higher baseline symptom severity predicted worse treatment outcomes in the in-person group but not the internet-delivered CBT group. Additional analyses showed that among individuals with milder symptoms, internet-delivered CBT was associated with worse outcomes than in-person CBT. Conclusions: If replicated, these results would question the axiom that internet-delivered CBT is most suitable for milder cases. Trial registration: The original trial was registered at ClinicalTrials.gov ID NCT03263546. Date of registration 2017–08–28. [ABSTRACT FROM AUTHOR]

Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer--a prosumer--of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education--socialisation, qualification and subjectification--and at the same time stimulate societal engagement and political action.

The research field of (young people's) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim of the article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people's political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-making practice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.

By recognising young athletes as active socialising agents in their own right and how they experience parents' behaviour, the article contributes knowledge about parent-created educational practices and conditions for players' political socialisation in competitive youth games in grassroots soccer. Parents play an important role in the creation of educational practices and the conditions for young people's political socialisation in sport. Young people's formation of political identities, values, attitudes and norms, their adaption to, learning about and sometimes changes in the political culture of a community are dimensions that have hitherto not been explored to any great extent in youth sport research. Three types of educational practices are identified in which the conditions for political socialisation are shown to be marked by social cohesion, security and respectability; group segregation, selfishness and manipulation; disrespect, hostility and blame.

Obsessive-compulsive disorder and autism spectrum disorder commonly co-occur. Adapted cognitive behavior therapy for obsessive-compulsive disorder in adults with autism spectrum disorder has not previously been evaluated outside the United Kingdom. In this study, 19 adults with obsessive-compulsive disorder and autism spectrum disorder were treated using an adapted cognitive behavior therapy protocol that consisted of 20 sessions focused on exposure with response prevention. The primary outcome was the clinician-rated Yale-Brown Obsessive-Compulsive Scale. Participants were assessed up to 3 months after treatment. There were significant reductions on the Yale-Brown Obsessive-Compulsive Scale at post-treatment (d = 1.5), and improvements were sustained at follow-up (d = 1.2). Self-rated obsessive-compulsive disorder and depressive symptoms showed statistically significant reductions. Improvements in general functioning and quality of life were statistically non-significant. Three participants (16%) were responders at post-treatment and four (21%) were in remission from obsessive-compulsive disorder. At follow-up, three participants (16%) were responders and one (5%) was in full remission. Adapted cognitive behavior therapy for obsessive-compulsive disorder in adults with co-occurring autism spectrum disorder is associated with reductions in obsessive-compulsive symptoms and depressive symptoms. However, outcomes are modest; few patients were completely symptom free, and treatment engagement was low with few completed exposures and low adherence to homework assignments. We identify and discuss the need for further treatment refinement for this vulnerable group.