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Most people with dementia live at home and depend on informal caregivers for care. Both caregivers and persons with dementia can experience negative psychological and behavioural effects as the disease progresses. Non-pharmacological interventions can alleviate these effects and dyadic interventions, involving both caregiver and person with dementia, may be particularly effective. In this systematic review, the effect of dyadic interventions involving community-dwelling persons with dementia and their informal caregivers was researched. This article is an update of a review of dyadic interventions up to 2012 (Van't Leven et al., 2013). Twenty-two randomized controlled trials published between January 2012 and March 2023 met eligibility criteria, representing 3857 dyads. Results of a meta-analysis showed no overall intervention effect. Thirteen studies reported positive intervention effects, 9 studies reported no intervention effects. Intervention content and participant characteristics and knowledge of the disease varied widely between the studies reviewed. Effective interventions were those that matched activities for the person with dementia to their interests and abilities and educating the caregiver about dementia and communication. Interventions of moderate length (3–4 months) tended to be more effective than longer or shorter interventions. Future studies should further explore the factors contributing to the effects of dyadic interventions. • Effective interventions adapt activities to preferences of the person with dementia. • Interventions most frequently improved quality of life and neuropsychiatric symptoms. • Interventions with a duration of 3–4 months were most effective. • Symptom severities and specific needs influence the efficacy of dyadic interventions. [ABSTRACT FROM AUTHOR]

Background: Belongingness is an important predictor of academic and psychological outcomes in college students. Team-based learning (TBL) includes a number of explicit structures that should increase students’ perceived belongingness (compared to other teaching approaches), including permanent team membership, and activities that encourage team interactions. Objective: In two studies, we compared perceived belongingness reported by students taught using TBL and non-TBL methods to determine whether students taught using TBL reported greater perceived belongingness. Method: In study 1, we measured perceived belongingness at the end of four different semesters of TBL and non-TBL sections of Introduction to Psychology. In study 2, we measured belongingness in a pre–post design, again in TBL and non-TBL sections of Introduction to Psychology. Results: In both studies, TBL students reported significantly greater belongingness than non-TBL students. Teaching Implications: These data contribute to a growing body of literature indicating that TBL has social and emotional benefits in addition to the previously established academic benefits. As such, instructors should consider adopting TBL. [ABSTRACT FROM AUTHOR]